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The 10 Best Sites to Post Your Resume Online. There are a lot of ways to get your resume in front of the piaget stages, right people, and your best chance for success is to do everything you can to get yourself out there. Wuthering? One of the easiest actions you can take is to distribute your resume on several sites and increase your chances of finding your next opportunity. You could be found by your future employer, or even a recruiter could take an stages development interest in your background and then do the work for you. After reviewing all the best resume sites, we recommend using ResumeRobin to distribute your resume because you can get in front of a lot of people without investing too much of your valuable time. It's also a great value when you factor in how much time it takes to go to every job site.
We’ve hand-picked our favorite 10 sites and services to post a resume online to help you find your next opportunity. We’ve included some options that are industry-specific, but only if the sites cater to a wide variety of applicants. We also took into consideration the african cake, number of real inquiries job seekers received because spam can be a problem with some resume posting sites. The Best Places to Post Your Resume Online. ResumeRobin - Massive distribution for just $25. Try it now! Dice - The place to go for tech jobs. Piaget Of Moral? Indeed.com - The biggest job search engine. African Cake? LinkedIn - Make sure your profile matches your resume. ZipRecruiter - A major up-and-comer in job search. CareerBuilder - Highly visited job board with full-time opportunities.
Monster - Popular job site with all kinds of jobs, including part-time. Facebook - Leverage your friend network as a professional network. Twitter - Employers will look at piaget stages development your account if you have one. Wuthering Heights Essay? University Career Centers - Leverage your education even more. Compared to the other places to post your resume, ResumeRobin.com is piaget stages of moral development, probably a lesser known option, but it may be the only website you have to Wuthering visit. That’s because it’s a resume distribution service, meaning you upload your resume and then let them do all the work. The cost is pretty low when you consider how much time it takes to post your resume on every single website. Piaget Of Moral? You’ll have the option to post within your metro area for in the of the Night, $25 (includes up to 150-plus recruiters and job sites), within your state for $55 (includes up to stages 250-plus recruiters and job sites), or nationwide for $65. Analysis Of The Essay? To get started, you just have to upload your resume to the system. From there, ResumeRobin creates an HTML and plain text version.
They enter your resume into the daily feed file, which is stages development, uploaded to a network of partner websites (including most of the sites mentioned below) via an API and send the resumes to recruiters via email. Additionally, once your resume is uploaded to 1984 working class the various job sites, ResumeRobin job seekers get preferred treatment so that means your resume will show up at the top of keyword searches used by employers. That’s worth the cost alone if you ask us. When it comes down to it, ResumeRobin is the piaget, most job-seeker friendly place to Wuthering post your resume online. It might cost you a little in the process, but don’t forget about the stages development, value of your time as well as the visibility boost you’ll receive. Many people are raving about their experiences with ResumeRobin online. One person noted that it does take about 48 hours for 1984 working, the service to get ramped up, but received an inquiry from piaget of moral development, a Fortune 500 company just three days later. Wuthering? Another had three job interviews within two weeks after using the service.
While the piaget stages of moral, website looks very basic and generic, don’t judge the book by its cover. The company is apparently worth close to Night $800 million. If you have a background in tech or you’re looking for an IT job, Dice is the place to go. It’s probably the biggest specialized job board on the Internet. Development? With a growing number of companies looking to hire tech talent, posting your resume on Wuthering Dice is a great way to stages of moral development get found if you have a tech background. There are also a good number of contract jobs available on Analysis Essay Dice. The quality of job seekers on Dice is piaget of moral development, pretty high, which is more of a positive than a negative because recruiters and employers are likely to keep coming back to npbs banking find talent. Of the registered users on Dice, 65% have 10 years or more experience and 75% have a bachelor's degree. To post your resume, first create a MyDice account. From there, login and click on the Manage/Add Resumes link within the piaget stages development, MyResume section. Then, you can upload your resume.
The next step would be to make your resume searchable. Go back to your account, click on the MyResume button, and select the resume you want recruiters or employers to find. You can upload up to five resumes at a time, so be sure to pick the right one and then click on Make Searchable. Keep in mind, you only want to be searchable if you’re actively job seeking and ready to work within 30 days. If you want to essays post your resume anonymously, edit your profile, go to Search Settings, and click the button next to Confidential. Now, your contact info will be hidden.
Indeed is at piaget development the top of african cake our list for places to stages post your resume online (and search for jobs). Indeed.com has traditionally been ranked as the number one external method of hiring for small businesses in the world. In terms of Analysis of Scene Essay visibility, no other job site gets more action. We also recommend Indeed for piaget of moral development, job searching because it has the most comprehensive database of Wuthering Heights Essay any job site. There are more than 200 million people visiting the site every month. Posting your resume on of moral Indeed.com is pretty simple as well. All you have to do is create a free account and then either create your resume from scratch or upload it if you have it saved as a file. Finn? Indeed also covers global job seekers, since recruiters and employers can search in many countries. While some say that posting your resume on a job site isn’t worth it, many job seekers have reported success using Indeed. Alright, so you can post your resume on your LinkedIn account, but we don’t advise that.
LinkedIn is a living, breathing resume itself so you should always keep it updated. The reason why posting your resume on LinkedIn doesn’t make a lot of sense is stages development, because a resume is often an adapting document depending on the type of employment you’re seeking. LinkedIn not only shows your professional expertise and accomplishments -- it also helps tell a more active story about who you are and what you want. Plus, every recruiter uses LinkedIn so make sure your profile is optimized with the essays, titles or words you want to be found for. Use your LinkedIn account in conjunction with your resume and piaget of moral, just be sure both are always synced up. Analysis Middle Night? The last thing you need is inconsistencies in piaget stages of moral development, your story. Some people still want to take advantage of LinkedIn’s resume import feature.
If you want your resume living on of the Night your LinkedIn profile, you click Profile, select Import Resume, then browse to find your file, and upload it. Again, we’d recommend using your LinkedIn profile as your public resume and know that recruiters and potential employers will be taking a careful look at it. Piaget Stages Of Moral Development? It’s one of the less familiar names on this list, but ZipRecruiter is huck symbols, making some major strides in stages, the industry. Unlike some of the Wuthering Heights, other major long-standing job boards, ZipRecruiter promises no spam or banners, which results in a more pleasant experience for piaget of moral development, job seekers. You can post your resume online by creating a free account as well as a job alert. From there, you’ll get job alerts via email, your resume will be searchable, and you’ll be matched to jobs that are hiring now. ZipRecruiter has a resume database that is easily searchable for recruiters and employers. All they have to do is huck finn symbols, search specific skills or keywords as well as a location. Just be sure to optimize your profile and resume according to what you’d like to be searched for piaget, so that you increase your visibility to 1984 working prospective employers.
One cool feature about ZipRecruiter is that you can see how many people have looked at your resume, in addition to other data. The mobile app also has very positive reviews so you can expect a seamless transition if you’re using ZipRecruiter on the go. Compared to the other major online job boards, CareerBuilder has more candidates that have college degrees and also leans more towards full-time employment opportunities. CareerBuilder costs more to post a job on than the other industry giants, but it weeds out of moral, more unqualified applicants for employers. CareerBuilder has rolled out some exciting features in of Scene Middle of the Essay, the past year for job seekers who post their resume online. They now provide insights that show how many times your resume has been opened in the past week and what companies are looking at piaget development you.
Regardless if you think you’ll get hired using CareerBuilder, just having those insights along is on nature, valuable and probably worth posting your resume. All you have to do to get started on CareerBuilder is sign up, add your desired job title, and then upload your resume. Stages Of Moral Development? From there, you’ll have the option to display your resume and contact info or hide it. Obviously, if you want to be found, you should choose to display your resume and contact info (and you’ll get the benefit of the insights into Wuthering Essay who is looking at your resume). Beyond the ability to post your resume online to stages their massive database, Monster.com also has tons of useful career resources. There’s also a premium resume service that sends your resume to influential recruiters so that you’re seen by more employers and the right ones. It costs $68 as a one-time fee, but it might be worth the extra push to stand out above the rest. Monster is no stranger to resume posting, as the company was the first job search site online and also had the first resume database in the world. To post your resume, create an account and sign up manually or use one of the social account sign in options.
As part of creating your account, you’ll have to Analysis Middle Night fill out some personal information and development, then choose a file to upload your resume. From there, you have the african cake, option to choose if you want to be searchable or not. If you’re posting your resume, you likely want to development be found by a recruiter or employer, so we’d recommend choosing the searchable option. You can always hide it after if you want to. Taking it a step further, you can submit your resume for free to be evaluated by Wuthering, a resume expert who can offer you some tips, but it will likely lead to trying to get you to pay for a service. Piaget Of Moral Development? Lastly, just be sure to spend the time to fill out your profile so you that it’s visible and you’ll match with the right search terms to increase your chances of being found. More recruiters and employers are turning to 1984 class other methods to find candidates. One out of piaget stages of moral six job seekers says social media is the Analysis in the Essay, reason for landing their current job. Remember, many opportunities come through relationship building and networking.
A lot of that happens on social media. Let’s look at Facebook first and then Twitter next. Of Moral? While LinkedIn clearly leads the Wuthering Essay, charge online (if you consider it social media), Facebook is number two, according to recruiters (25% of recruiters have hired through Facebook). In order to be taken seriously, you must tailor your Facebook page around your work versus your personal life. You don’t have to cut out the personal stuff completely as it will show you’re a real person. Make sure you have a professional profile picture and stages of moral, applicable cover photo. You’ll also want to Heights Essay include all of your work and education information. You can also include links to your personal website and piaget stages of moral development, other social media accounts (if relevant). We’d suggest staying clear of expressing religious and political views. There’s something intriguing about a candidate being able to sell themselves in Heights Essay, 140 characters or less. While it’s not a huge number, 15% of recruiters have hired someone through Twitter.
Given the limitations, it’s impossible to post your resume on Twitter, but this is more about leveraging Twitter by linking to your resume or marketing yourself with tweets. You can get yourself under the 140-character limit by piaget of moral, using a URL shortener if you’re posting your resume in a Tweet. Hey, who knows, maybe it’s worth blasting the company you want work for by mentioning them in your Tweet. You can also create hashtags with keywords that recruiters might search for npbs banking, so you can be easily found. Leveraging Twitter to post your resume online and get in of moral, front of more people is a no-brainer for someone who is unemployed or actively seeking work. A great resource (especially for recent grads) is to utilize the career center from your college to post your resume online.
To be clear, university career centers are for of the, all alumni -- not just recent grads and current students. Of Moral? Many employers browse career centers of specific colleges because they’ve had success with talent from a handful of universities. As an example, one company we spoke with that employs over 3,000 people specifically looks for analyst positions from one university. Heights Essay? It’s hard to imagine other companies don’t do the same thing. Having your resume on your university career center can also open up opportunities for the university itself to piaget development promote you. Several alumni associations have groups on LinkedIn and Facebook. Many also offer resume writing help, cover letter writing help, and interview assistance. At the working class, end of the stages of moral development, day, the success rate might still depend on the reputation of your university and the type of employers coming to the university career center website to finn find candidates. If your skills and career trajectory match those employers, you’re probably going to piaget development get a lot better result than someone who doesn’t.
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Part 8 - Examples of piaget stages development, Good and Bad Writing. Learning to write often works best by example. African Cake. The following are excerpts from nine first-year student essays. Of Moral Development. Most of the 1984 working class examples are bad, although I did find a two good examples in the bunch. In most cases, the names and dates from the essays have been changed to not compromise the subject matter for future students (in other words, don't use any of the apparent research information here in piaget your papers). I have tried to Wuthering, categorize the errors as best as I could. Errors or bad portions are usually bolded to help you identify them. Smith was a religious, Christian man. His notion of monads included contextual references to God. He believed that God controls the harmony of life through these monads. The essay then goes on to discuss these monads in a Christian context.
Had the student omitted the above sentences, however, the discussion of piaget stages, religion would have been completely out of place, given the essay's topic. But since the african cake person being discussed had religious views that affected his theories and work, it is piaget of moral development, relevant to mention the religious aspect. Had Smith's religion not been a direct influence on huck symbols, his work, it would have been irrelevant. Similarly, you wouldn't mention other things about someone in piaget stages of moral an essay if it wasn't relevant to the topic. Npbs Banking. For example, it is irrelevant to mention a scientist's race in an essay about their discovery unless the race impacted the piaget stages of moral development discovery. An example of this might be if a black scientist's prime motivation to find a cure for sickle cell anemia was because that disease strikes black people in proportionally higher numbers. If the same scientist was researching some aspect of physics, it would probably not be relevant to mention the race at all. An introductory paragraph: On March 4, 1849, John Smith was born to npbs banking, Anna Bradcock Smith and James Smith. Stages Of Moral Development. Although certainly not of essays, humble origins, John was acquainted with several prominent and influential men of politics with whom he discussed matters of mathematics, history, science, logic, law, and piaget of moral theology.
Smith was brilliant in each of these fields, but he became known particularly for his contributions in in the Night Essay the fields of piaget of moral development, philosophy, mathematics, and npbs banking logistics. Piaget Development. This paper will not only shed light on some of Smith's theories and words regarding these three areas, but will also tell of the events in his life that made him the man that he was. This is the introduction to a chronologically-ordered essay about Smith's life and discoveries. As such, the choice to begin with his date of birth is a good one. The paragraph summarizes the fields touched by Smith and also mentions the key areas he studied. The paper sets up an expectation for huck finn, the reader of piaget of moral development, both a detailed explanation of Smith's discoveries and anecdotes describing his personality. The sentence structure is grammatically sound and flows well. In the finn late 1650's , Smith's mother returned to London , she then pulled him out of school with the intent to make him a farmer . Apostrophes indicate possessiveness or contractions, not plurality. Stages Of Moral Development. The decade is the 1650s. The sentence is a run-on.
It should either end after London, beginning a new sentence with She then, or the she then should be changed to and. To make someone a farmer is to create a farmer for them. The student meant: to turn him into a farmer or to encourage him to be a farmer. Smith invented the widgetiscope and paved the way for future widget watching. All-the-while remaining a simple and humble man who considered himself to be part of a team working for the greater good. The bolded part is not a complete sentence. The entire thing should be one sentence. 1984 Working Class. All-the-while does not require hyphenation.
The two differing approaches of development already described, eventually led to the development of the two original branches of widgetry; fingleish and fnordleish. This sentence is mispunctuated. The comma is confusing and piaget stages of moral development should be removed, and the semicolon should be a colon. Another of Smith's ideas was the method of differentiation. The university re-opened after the plague in Analysis in the Middle of the Night 1667. Smith was elected to a minor fellowship, and awarded a major fellowship after he received his Master's Degree (Bogus 4). After the realization that Calculus was important, and was being recognized, a document to record all of the theories became a necessity. The Methodis Differantium, the piaget stages development document that contained the elements of the theory of differentiation, was created in 1667. Smith believed he was being pulled in african cake two directions when it came to publishing his theories and making his work known. Piaget. He felt a need for essays, fame and fortune, yet on the other hand he had an abundant fear of rejection.
To the dismay of many future mathematicians, it was never published because of Smith's fear of criticism. Since he was not focusing on publishing his work, Smith pursued his career as a professor. This so-called paragraph is an utter mess. There are far too many ideas in it, all of which are strung together haphazardly without any logical flow. I'll try to dissect and rewrite it, but I won't make errors bold because the stages of moral entire paragraph would be bold if I did. First, let's pick out the different topics being addressed: the method of differentiation the university re-opening after the plague Smith's ascension through the university ranks the need of a document detailing differentiation, which was eventually created Smith's mental state, desires and Wuthering Heights fears. Now, if we replace each sentence with the number of the piaget stages of moral development corresponding idea, we can see what a jumbled mess this is: 1, 2, 3, 4, 4, 5, 5, 4, 3. Don't introduce a paragraph with one topic and then leap to another topic in the next sentence. While it may sometimes be necessary to mention something as an aside to complement the topic, the return to the topic should be swift and easy to understand.
Don't bounce around within the paragraph as this student has done. Another problem: there doesn't seem to be a coherent timeline within the paragraph. Did the university re-open in 1667, or was the of Scene Night Essay plague in 1667? Is the piaget development student saying that Smith was elected to a minor fellowship that year or another year? Similarly, when did the major fellowship and Master's Degree come in? It's unlikely to have all happened in one year, though it is possible. The document was created in huck symbols 1667, it seems, but when did Smith decide not to publish and piaget development seek work as a professor instead? Also 1667? It sounds like that was a very busy year for poor Smith! The sentences themselves are also awkwardly constructed, making the entire thing hard to understand. I'll make some assumptions regarding the confusing date information.
Here is how this information should have been presented: Smith's ideas on the method of african cake, differentiation were gaining recognition in the mathematical community, which made it necessary for him to produce a document detailing all of his theories on piaget stages development, the subject. Thus, when the Analysis Night university re-opened in piaget of moral development 1667 following the of Scene Middle Night Essay plague and Smith was elected to a minor fellowship, he wrote Methodis Differantium. Although Smith wished to development, attain fame and fortune, he also feared rejection. This dichotomy resulted in his failure to african cake, publish Methodis Differantium; a failure that would be mourned by piaget of moral development mathematicians well into the future. Still, Smith was awarded a major fellowship after receiving his Master's Degree in [insert year]. Since he was not interested in publishing his work, he concentrated instead on pursuing a position as a professor.
Queen Esmerelda knighted Jones in 1705 to be given the title of Sir Joe Smith, which made him the 1984 first scientist to be so honored for piaget stages development, his work (Bogus) . The phrase to be given is awkward here. It would be better written: Queen Esmerelda knighted Jones in 1705, which gave him the essays title of Sir. Who else could be honoured for Smith's work other than Smith? It should say: . which made him the first man to be honored for scientific work. Stages Development. There probably should be a page number listed in the citation.
Jones had a main idea of analytic geometry. What does this mean? Does the student mean that one of Jones' main ideas concerned analytic geometry? Does he mean that one of the main ideas of analytic geometry was conceived by Jones? Or does he mean something else entirely? This makes little sense and is very awkward. Whether Smith made no use of the manuscript from which he had copied abstracts , or whether he had previously invented the widgetiscope, are questions on which at this distance of time no direct evidence is available . If Smith made no use of the manuscript, he can't have used it to symbols, copy abstracts. Piaget Development. This is on nature, a very awkward way of saying that the events in question happened so long ago that there is no longer sufficient evidence to answer certain questions.
It would be better written: Questions as to whether Smith made further use of the manuscript from which he copied abstracts or whether he had previously invented the widgetiscope are rooted so far in piaget development the past that it is impossible to 1984 working class, gather sufficient direct evidence to provide answers. This is still a bit awkward. It's best when broken up into smaller sentences: There are still questions as to whether Smith made further use of the manuscript from which he copied abstracts or whether he had previously invented the stages of moral widgetiscope. Such questions are rooted so far in the past, however, that it is impossible to gather sufficient direct evidence to Heights Essay, provide answers. Smith formed a political plan to try to stages of moral development, persuade the Germans to attack the French due to him not agreeing with their political agendas and this proved the means of his visiting Hamburg.
Due to him not agreeing with is a very awkward way of saying: because he disagreed with. The second bolded part should be a separate sentence. Proved the means of his visiting is a very awkward way of saying is why he visited. Jones explained ideas too enormous to understand, and african cake simplified problems too complex to approach. Not only is stages, this hyperbole, it's also logically impossible. 1984. If the ideas were too complicated to understand, Jones couldn't have understood them himself.
If the piaget stages of moral development problems were too complex to approach, Jones could not have approached them. Mismatched Words, Phrases, and Pronouns. After marrying Elizabeth, Smith's father fell ill for several months. After no sign of recovery, a lawyer was summoned to essays, the manor. A will was drawn up, including one hundred acres of land, the manor house, livestock, grain, and Smith Senior's death (Bogus 10). Development. His mother gave birth to Wuthering Heights, Smith three months after Smith senior died. He was premature after suffering from illness due to the shock of her husband's passing during the fall . The phrase after no sign of stages of moral development, recovery is not properly attached to Smith's father. Instead, it is in the of the Night Essay, saying that the lawyer did not recover from something.
A will does not include land, a house, etc. It states to stages of moral development, whom such things are bequeathed. This should say: A will was drawn up leaving one hundred acres of land, the manor house, livestock and grain to working class, [whomever]. I don't even understand how and Smith Senior's death fits into this sentence. Of Moral Development. His in the sentence His mother gave birth. refers to the antecedent Smith Senior. Thus, Smith Senior's mother gave birth to Smith Senior's son. That would necessitate incest, and is clearly not what the student meant to say.
They should have simply said Elizabeth gave birth. Who else but someone's mother gives birth to them anyway? Given the confusions regarding the various Smiths, it would have been better if the student had used first names during this part of the essay. There is Wuthering Essay, inconsistency in capitalization. It is Smith Senior once, and Smith senior another time. The he in stages of moral he was premature again refers to the wrong antecedent. Huck. Smith Senior was not premature. Smith did not suffer illness due to piaget, the shock of Smith Senior's passing. Finn. Elizabeth did.
This sentence says that Smith suffered the illness. The student suddenly introduces the phrase during the fall when no other mention of the season has been made. This could be confused with Smith Senior dying from a fall. Lastly, the inverse relationship between area and the tangent were never attained. The relationship is singular, even though it refers to multiple elements. Thus, the verb were should be singular as well, and changed to was. It was this century where many of the worlds most honorable and highly respected mathematicians created what we know today as calculus. A century is not a place, it is a section of time. Say it is a place where. Of Moral Development. or a time when. In this case, It was this century when. Adding an 's' without an apostrophe in this case is pluralization, not indicative of essays on nature, possession.
The student means world's. But perhaps the largest obstacle , which the Greeks could not overcome, were their insufficient number and measuring system . Were is plural, but obstacle and system are singular. Of Moral Development. It should be was. Tragically at the age of six, Smith's father died. This says that Smith's father died at the age of six. Of Scene In The Middle Of The. The student means: Tragically, when Smith was six years old his father died. Jones, now familiar with Smith's discoveries, wrote Smith a letter soon after the publication of his discoveries.
After the publication of whose discoveries: Jones' or Smith's? Jones reasoned that if he could calculate the angles of the projected colour, a new law of stages of moral, refraction could be made . People can make legal laws, but natural or scientific laws are discovered. To make a new law of refraction, Jones would have to Wuthering, alter physics. During the piaget of moral development seventeenth century, the inhabitants of finn symbols, England did not realize the importance of scientific advancement. Inhabitants could well mean non-human creatures, and is thus a poor choice of a word. Are we to understand that ALL of the people in England failed to realize the importance of scientific advancement for stages development, an entire century?
It would have been better if the student had said most people in England. At the current time, the dominant belief was that light traveled in wave . The current time is the moment the reader is reading the npbs banking sentence. The student meant to say that the belief was such during the historical time period being discussed. Current should be omitted. The phrase in wave has an stages of moral error.
It should either be in waves or in essays a wave. Both may be correct, but such an stages development error can be misunderstood if one is incorrect. This would likely have been caught if the student had read the paper out loud. Secondly, Jones' reliance on geometric algebra rather than symbolic notation created considerable impedance to the identification of solutions of computational features found frequently to Heights, different problems. Here is an example of a student not knowing the piaget of moral development proper meaning of a word.
Impedance means opposition to npbs banking, the flow of piaget of moral, electric current. It does not mean the same as to working, impede, which is to be an obstacle. This could be an instance where a student used the thesaurus in a word processor to come up with a word without bothering to check if the word fit the context. It could also simply be that the student had mislearned the word themselves. Incidentally, a quick check of stages development, MS Word 97 shows synonyms to Essay, impedance to be obstruction, block, baffle, hindrance, breakwater, fin, and piaget stages development maze. So here is direct proof that you shouldn't always trust what a word processor thesaurus tells you is an equivalent word.
Be diligent and look up unfamiliar words in the dictionary before using them in your essay. In studying widgetry, it serves as great importance that one is aware of the huck two systems of widgetry; fingleish and fnordleish. Something does not serve as great importance, and one being aware doesn't fit either. This is piaget stages of moral, a student trying to sound fancy but instead making no sense. The sentence should read: In studying widgetry, one should be aware of the npbs banking two systems of widgetry; fingleish and fnordleish.
It was thought that Jones hated his stepfather and his mother, partly for abandoning him at such a young age. Who thought so? This entire statement, which implies something that cannot be proven and is thus not a basic fact, had no attribution in piaget stages development the essay. Since it was about african cake, someone historical and the student couldn't possibly have known this unless they got it from a source, it was plagiarism to include it without attribution. Smith managed one friendship through this time and the value of that is always questioned.
Who is questioning the value? There is no attribution to explain who questions it or to prove that it is questioned by anyone other than the piaget development student. What precisely is being questioned? The value of only having one friend, or the value of the one friendship to Smith in particular? . which means that the cut in the # of points is equal to the degree of the curve. Using the # symbol instead of the word number is a bad short cut, and certainly inappropriate for a formal essay. Smith also helped to 1984 working, improve the scientific community ; his focus was mainly regarding widgetry. How does a focus on piaget stages, a subject help to improve a community? It might improve the understanding of the subject in the community, but does that improve the in the Middle community itself? This is a badly worded assertion.
If it truly did benefit the scientific community as a whole, the stages of moral development student should cite a source demonstrating that to be the case. No attribution was present. In one day, John's attitude towards school changed for npbs banking, the better. A boy ranked just above him kicked him in the stomach. At the end of the day John challenged the development boy to a fight. Even though John was much smaller than his opponent, his determination overtook the finn boy.
Winning the fight was still not enough. John applied himself in class, and soon became the stages of moral top student in the school. This entire paragraph introduces an anecdote for african cake, the purpose of explaining what drove John to become a better student. Incredibly, it manages to completely fail to mention the relationship between the anecdote and John's new-found classroom enthusiasm. The relationship is implied and the reader can guess that John wished to beat the boy in more than just a physical fight, and thus worked hard to outrank the boy in the classroom, but that is piaget stages, not stated. The paragraph is very choppy and the sentences do not flow well.
Read it out loud, and you'll hear how it sounds like a grade school book instead of npbs banking, a university essay. During this time, Smith constructed a water clock. He constructed the clock out of an old box. This is choppy. It could be easily combined into one sentence. Jones became began to study motion.
This error was probably due to a sentence that once legitimately contained the word became being edited without became being removed. Piaget Of Moral. If the student had read the african cake essay out piaget of moral development, loud or given it to a friend to read, this error likely would have been noticed. Yet, in 1679, Jones would discover that his initial calculation the Moon's distance from Earth was incorrect. Here is another example of finn symbols, a simple error of omission that could have been caught if the student had read the essay aloud or given it to a friend to read. The word of should be between calculation and the. That one small error makes the of moral development entire sentence awkward and Heights Essay confusing. Piaget Of Moral. If the npbs banking instructor has to reread the sentence to try to understand its meaning, the flow of the essay is stages of moral development, interrupted. If this happens often enough in african cake the essay, it gives an overall bad impression on what otherwise might be a very good paper in terms of piaget stages development, research. More examples of working class, errors that could have been caught if the students had bothered to read their essay:
One of Smith's main contribution was his use of. Widgetry emphasized the notion of the infinite widget, which in fact cam as a great service to Smith in that it served as an important too in piaget of moral development helping explain his branch of widgetry. Jones might have in Middle of the fact perputuated the ideas, but he was also at piaget of moral, a loss when he could not make good sense of them from the beginning. Admiration for Smith grew in 1984 working class the filed of piaget development, widgetry. With Jones' encouragement, Smith drafter a number of monographs on religious topics. Smith considers out universe to huck finn, be a gravitational system. On August 10, 1777, Jones was ent a letter from. In later research , it was proven that Jones was incorrect and science rejected his theories about light until the next century. Thus, it was scientifically proven that Jones' theories about quanta (tiny particulate packets of stages development, energy) were indeed correct . The wave formulation was also correct . When was this later research? Who performed the research? In discussing whether someone was proven incorrect or not, it is a good idea to fully explain who did the proving when, and possibly even how they came to their conclusion.
These sentences contradict each other. Was Jones proven incorrect or correct? Does the student mean that Jones was erroneously proven incorrect, but science later found that he was correct after all? Or was Jones correct about some things and not others? The use of Thus implies causality. How does the proof that Jones is african cake, incorrect and the rejection by science suddenly become scientific proof of his theory being correct? Regardless of what the piaget of moral student meant by the flip from incorrect to correct, there is nothing given to establish causality. It's disappointing to see such sloppiness as this in essays on nature an essay. This particular essay featured clipart, so it was obviously done on a computer with a modern word processor. It clearly wasn't spell-checked.
Such complete disregard is automatically indicative of a student who doesn't care about their final product, and while the error itself is piaget, minor, it gives a bad impression to the grader. Essay. In fact, this essay had several spelling errors that could have been caught. That's inexcusable at the university level. It was also during this time that he traveled to his uncle's place in Brunswick. Place is colloquial. Use home, apartment, residence or other such appropriate word instead. Smith attempted to obtain his doctorate of law degree at the University of stages, Anytown but was denied because positions were being held for the older students -- and Smith was much too young. Smith's secretary claims that he was told many times, however, that Smith was denied admission because of 1984 working, negative feelings that the stages development Dean's wife held for him.
Smith's secretary is probably dead, since this essay is Analysis of Scene in the Night Essay, about someone from the 19th century. Therefore, they no longer claim anything. It should be past tense. Since the student doesn't cite this, there is an implication that perhaps the secretary is not dead and the student went so far as to interview the secretary personally. That is, of stages of moral, course, quite unlikely, meaning that this student has plagiarised this information from npbs banking one of their sources. The following are a few concepts that form the basis of Leibnizian calculus: [followed by piaget stages development three bulleted paragraphs comprised mostly of direct quotation]
Using bullets in a formal essay is rarely appropriate. 1984 Working. It is preferable to write out the bulleted information into of moral, proper paragraph form. This student seems to have been too lazy to bother paraphrasing a bunch of direct quotations into a formal essay structure. Along came the Joe Smith, a mathematician considered by numerous scholars to npbs banking, be a pioneer of calculus, including other renowned mathematician, Bill Jones. The Joe Smith? There has only been one? The student means another, not other. Sloppy. The first page of the piaget stages development essay starts with: have been developed (5). The second page starts with the Analysis of the Essay header Introduction and stages of moral development the opening paragraph.
Clearly, the student stapled the pages out of order. Wuthering Essay. What a sloppy mistake! Pages should be numbered unless you're specifically instructed not to for some reason, and you should always ensure that all of the pages are present and in proper order before binding the of moral essay. If the instructor has to begin by figuring out Essay, what the heck is going on, they will automatically have a bad impression of your essay and piaget stages possibly of african cake, you. Jones was quite a busy man in that along with his position in piaget stages of moral the Court of huck, Mainz, he also managed to serve as Baron Johann Christian von Boineburg as secretary, librarian, lawyer, advisor, assistant, and stages most importantly, friend. Quite a busy man is a bit colloquial. A busy man would do.
The first as is an error, since Jones did not serve as the african cake Baron, he served the Baron. This may have been caught if the stages of moral development student had read their essay out loud. His Chummy, Bill Jones, who Smith shared a room with until his resignation from this fellowship in 1683. Chummy should only be included if it was Smith's actual word for Jones. If this is the african cake case, it is piaget stages development, a quotation from a source and should be cited. Npbs Banking. If not, it is colloquial and stages of moral development should just say His friend Bill Jones. Who should be whom in this case. A site called Grammar and Style has information on how to use who and whom. This isn't even a complete sentence. Smith was born prematurely and was so small when he was born that they thought he might not live. Repeating that he was born is redundant.
Who does they refer to? Doctors? Parents? Relatives? Townsfolk? It is a pronoun without an antecedent. In this publication, Jones has a discourse between the belief systems of the natural philosophical world around him. Has is the wrong word here because the essay is about a person who is now dead. Working Class. Dead people don't have discourse with anyone in the present, so the word should at piaget development, least be had. But even had is awkward, and finn a better word would be wrote. Discourse means to piaget development, converse, especially orally.
One does not speak orally in a publication. It is written. This word should be omitted. Between denotes at least two participants, but Jones is the only one having the african cake supposed discourse. This too should be omitted. Natural philosophical world is confusing.
Does the student mean the natural, philosophical world, which would be the world described as both natural and piaget stages of moral development philosophical? Or do they mean natural philosophical world, in which natural modifies philosophical and not world, in which case the grammatically correct phrase would be naturally philosophical world? This would be better written as: In this publication, Jones wrote of the belief systems of the natural, philosophical world around him. or, depending on the answer to the fourth point: In this publication, Jones wrote of the belief systems of the Heights naturally philosophical world around him.
He was home for approximately 18 months, according to piaget development, Jones the 18 months was the most predominant time period of his life. This is a run-on sentence. It should either end between 18 months and according, or it should be rewritten to make it a proper sentence. 18 months is 1984 working class, repeated for no reason. 18 months is plural, so it should be 18 months were not 18 months was. Predominant means superior especially in power or numbers. Something cannot be most superior. Most should be omitted. Predominant is not the best word in this case anyway. If the student means it was the most powerful time of Jones' life, they should be clear about that.
If they mean it was the most superior numerical time of piaget stages development, his life, then he logically cannot have been more than 36 months old. Simpson was content after his ability to on nature, reproduce Smith's experiment. Jones was not that easy, the two men fought constantly. The student probably means that Simpson was content once he was able to reproduce Smith's experiment. The current phrasing doesn't quite say that, and is awkward and confusing. Jones was not that easy to piaget stages development, what? The student probably means Jones was not that easy to finn symbols, satisfy or something equivalent. Of Moral Development. This is a run-on sentence.
It should end after easy, or be rewritten to be grammatically correct. On Nature. Which two men? Simpson and piaget Jones or Smith and Jones? The information on physics before this section is important to understanding whom Newton was, but arguably, his greatest advancements were in the field of mathematics, most importantly Calculus. Incorrect use of whom. Should be who. A site called Grammar and Style has information on how to Analysis of Scene Essay, use who and whom. There should not be a comma between arguably and his. There is no citation as to anyone arguing that Newton's greatest advancements were in mathematics. This might be because it would be difficult to piaget of moral, prove in the face of the importance of Newtonian physics.
Advancements is probably the wrong word. African Cake. Achievements or discoveries would be better. Newton's advancements are more likely to be funds paid in advance of publication. The addition of most importantly is awkward. Particularly would have been a better word. The use of greatest and piaget stages of moral most importantly referring to Calculus is hyperbole. Given that this essay was for a Calculus class, it sounds like a kiss-up. The declarations of superiority are superfluous, unattributed, probably erroneous, and possibly pandering. It's all very ugly. A concluding sentence:
Smith's great work, theories, and studies will continue to live on forever in the ever-changing world of science and mathematics . How can the Wuthering student know that Smith's work will live on forever? That's an impossible assertion to stages, make. Work, theories and studies don't live. They exist, but they are not organic creatures. If the world is ever-changing, how again can the african cake student know that Smith's work won't one day be considered nonsense? Or lost entirely?
World is singular, but it refers to two worlds, one of science and one of mathematics. This conclusion reeks of piaget stages of moral development, hyperbole. (So does the phrase reeks of hyperbole, but this is Wuthering, not a formal essay.) A scientist before Smith by the name of Jones knew that he could demonstrate the piaget stages of moral development ration between two infinite sums. The phrasing here is a bit awkward. It would be better phrased: Jones, a predecessor of Smith, knew that. Ration is the wrong word.
The student meant ratio. This is one of those errors that a spell-check cannot find, but if the essay had been read aloud it may have been noticed. One man was proclaiming to be the inventor of the widgetiscope and another man was proclaiming the exact same thing; who is telling the truth? The main problem here is the change in tense. You can't go from was to is if the subject remains fixed in time. Furthermore, it is incorrect to refer to Wuthering Heights Essay, someone who is dead as doing anything in the present besides being dead (and possibly rotting).
A dead person is piaget of moral, not telling anything right now, but they were in the past. Try to avoid using the passive form was proclaiming and instead use proclaimed. This particular statement is also bad because of the npbs banking subject matter. The student has already shown in the essay that both men happened to independently invent the of moral development widgetiscope, but the issue is who deserved the title for inventing it first . So actually, neither one was necessarily lying, and essays the student should not make it appear that one or the other may have been doing so. You must be careful not to libel people. The phrasing here is piaget, awkward and african cake possibly a bit too conversational in the final question. A better way of writing this would be: Two men proclaimed to be the piaget of moral development inventor of huck symbols, calculus, but only one could be given the credit. The argument was so drawn out that a decision was not easy to come by which worked against Smith's favor. Jones had been considered the sole inventor of the widgetiscope for stages of moral, fifteen years already, which gave him the upper hand. The student meant to say that the duration of the npbs banking argument caused Smith to lose.
But because the student failed to piaget stages of moral development, put the 1984 working necessary comma between the bolded words, this sentence actually says, by means of a complicated string of multiple negatives, that it was not easy to come to a decision against Smith, meaning he won. This sentence would be better worded this way: Because the argument took so long, Smith lost. But then, at the beginning of the next paragraph, the student writes: The argument took years to unravel and never really came to a definitive decision. This negates what the student had asserted before: that Smith lost because of the duration of the stages argument. This also repeats the fact that it was a long argument, which is redundant. It was from the finn symbols Greeks, where the underlying of widgetry emerged and set the piaget basis of essays on nature, what widgetry has become. The Greeks are a people, not a place, so things come from whom, not where. The comma in this sentence should not be there. It sets up an expectation that the piaget portion after the comma is a separate clause, as in: It was from the Greeks, who also invented blodgetry, that widgetry came forth.
Note that because the who is in the separate clause, it should not be whom. In The Middle Essay. The underlying what ? You can't just say the piaget of moral development underlying of Wuthering Heights Essay, widgetry. It has to be the development underlying something of widgetry, whether that something is basis, foundation, etc. Although there was a time of intellectual heightening , there came a period of darkness in the development of mathematics (Ewards 45) . Intellectual heightening is an icky, awkward phrase. African Cake. Intellectual development would have been much better. In going over this old essay, I wondered if perhaps this was a typo of the name Edwards. I checked the bibliography to confirm the name, and discovered that nothing by Ewards, Edwards, or any similar name was there at all. Piaget Of Moral Development. Had this gone noticed when the paper was being graded, serious questions would have been raised as to the validity of the student's sources and bibliography.
Be sure to list all sources in your bibliography, and be sure to npbs banking, spell them correctly when citing! One motive of of moral development, Sumerian algebra was to impose on themselves a concepts that they could not fully understand and precisely compute, and for this reason, rejected concepts of irrational as numbers, all traces of the infinite, such as limit concepts, from their own mathematics. Motive applies to Sumerian algebra, not Sumerians. Therefore, that motive cannot be imposed on themselves. It should be written: One motive of the Sumerians concerning their algebra was to impose on themselves. although that is still an finn awkward phrase. Concepts should not be plural. This is sloppiness that probably could have been detected if the student had bothered to read over his essay. The sentence should end after compute. A new sentence should begin, For this reason. Piaget. The word they should be put between reason and rejected to say: For this reason, they rejected concepts. This sentence is so garbled with mismatched subclauses that adding another is just icky.
I'd put such as limit concepts in npbs banking parenthesis, or rewrite the sentence to bring that idea out on its own. If Greek rigor had surmounted their need to succeed in these elements and refused to use real numbers and piaget of moral limits till they had finally understood them, calculus may have never formed and 1984 working class mathematics as a whole would be obsolete (Apostal 102). The verb refused applies to Greek rigor, not Greeks, which is nonsensical. Be careful to ensure that your verbs match the subject you intend for them. Don't use till when you mean until.
That's colloquial at best, and not really a proper use of the word at all at worst. The proper phrase is have never been formed. To say something never formed begs the question: What didn't it form? Even though there is a citation for this extreme declaration that mathematics as a whole would be obsolete, it's still probably hyperbole. I wonder if the source actually said that, or if the piaget stages of moral development student's paraphrasing has overstated the source's point that mathematics might be different without the essays advent of calculus. Piaget Development. Be careful that you don't paraphrase in such a way as to claim a source said something that they did not. If this source really says mathematics would be obsolete without calculus, it's a bad source. Such a statement would render even basic arithmetic and counting as obsolete, which is ridiculous. Essentially , it is a case of Smith's word against a number of african cake, suspicious details pointing against him. Stages Of Moral. He acknowledged possession of Wuthering, a copy of part of stages of moral, one of Jones' manuscripts, on more than one occasion he deliberately altered or added to important documents before publishing them, and Wuthering Essay a material date I none of his manuscripts had been falsified (1675 had been changed to development, 1673) (Bogus, 78)
Essentially isn't technically incorrect here, but students do have a tendency to use words like essentially and basically too often. African Cake. It's somewhat conversational, and possibly colloquial. Try to avoid it unless something is truly essential. A number of suspicious details pointing against him is an awkward way of piaget development, saying: suspicions of his guilt. But what the student means is not suspicions, but points of evidence. When you list several examples of something you've indicated, the way to punctuate it is as follows (note the placement of the colon and subsequent semicolons): [Point being made]:[proof 1];[proof 2];[proof 3]; and[proof 4]. This way each proof can have punctuation such as commas without being confused with other points, and npbs banking each proof still points to the main part of the sentence. This entire thing should be rewritten to say: It is stages of moral, a case of npbs banking, Smith's word against the evidence of his guilt: he acknowledged possession of a copy of Jones' manuscripts; on more than one occasion he deliberately altered or added to important documents before publishing them; and his manuscripts had been falsified by changing 1675 to 1673 (Bogus, 78). After quoting a dictionary definition:
The editors of the development famous dictionary are probably unaware of the fact that they have just committed a cardinal sin in the mathematical world , in that they only described fingleish widgetry, and failed to include an explanation of fnordleish widgetry. It's okay to question a source, and at on nature, higher levels of education it might even be required. But if you're going to do it, be careful to development, do it well and with evidence. This just sounds presumptuous. The student has not shown whether or not the dictionary has separate definitions for widgetry or otherwise accounts for its apparent lack of sufficient definition. Saying the dictionary is famous is probably unnecessary, and possibly hyperbole. Npbs Banking. A cardinal sin is a sin of piaget stages development, fundamental importance. In the Judeo-Christian context, this would mean something very bad, like murder. Thus, calling a disagreement in definition in a dictionary a cardinal sin is definitely hyperbole. Even if it was a cardinal sin, the sin was committed in Wuthering Heights the dictionary, not in the mathematical world.
The student meant against piaget stages of moral development the mathematical world. It is surprising how people could be satisfied such a vague definition, as was the case in Webster's Dictionary, on a subject that has tested such great minds for centuries upon centuries . It is surprising how students could be satisfied with such drivel in their essays. That sounds nasty, doesn't it? That's because it is. Of Scene In The Night Essay. Sentences like this are insulting and off-putting, and don't belong in a formal essay. Such great minds requires an example. The word such should be omitted. Centuries upon centuries is redundant. Just say centuries and leave it at that. Jones' first object in Paris was to make contact with the French government but, while waiting for such an opportunity, he made contact with mathematicians and philosophers there, in particular Davis and Myers, discussing with Davis a variety of topics but particularly church reunification (Bugle 57).
An object is a thing. The student means Jones' first objective. This is a bad run-on. It should be broken up like this: Jones' first objective in Paris was to make contact with the stages French government, but while waiting for an opportunity to npbs banking, do so, he made contact with mathematicians and philosophers such as Davis and Myers. He discussed a variety of topics with Davis, particularly church reunification (Bugle 57). Smith's contribution to math has helped our society become more technological in building things . In this particular case, Smith made many contributions, not just one. Piaget. Math is the colloquial version of mathematics. Did Smith's contributions only help our society? What about other societies? More technological in building things is a really awkward way of saying improved our technological aptitude.
Undoubtedly, Jones was one of the greatest geniuses that ever lived and this paper will demonstrate that, starting from huck finn his childhood until his death . Smith may have been a genius, but to blow that up to one of the greatest geniuses that ever lived is hyperbole. Even if it is of moral development, true, the paper didn't demonstrate it because the paper didn't compare Smith to other great geniuses that have lived. The paper showed that Smith was a genius, perhaps, but not his rank amongst all of the geniuses that have ever lived. If you start from something, you go to or follow through to another something. The phrase starting from essays his childhood until his death actually means you're starting from the section of time inclusively between his childhood and death and not saying where you're going.
Furthermore, the paper does not start from Smith's childhood because it was not being written when Smith was a child. The student means, starting with his childhood and following through to piaget stages of moral development, his death. That is still awkward, and finn the sentence would be best written: Undoubtedly, Jones was a genius, and this paper will demonstrate that by examining his entire life. So John lived for seven years with his mother's parents who did not really show him any affection . So in this context is colloquial and should be omitted.
This really should be cited. John's address may be a matter of public record and therefore doesn't have to be cited, but comments on the emotional quality of the household imply research, and the student should give credit to the source. Really is colloquial, and piaget development should be omitted. While at Cambridge, Smith's genius was most productive in his dedication to math . Who is Wuthering Essay, Smith's genius? The student means Smith's intellect, but an intellect cannot be productive. It facilitates productivity, but it is not productive itself. A better way to write this would be: Smith's intellect was best displayed in his dedication. Stages Development. Math is essays on nature, colloquial.
It should be mathematics. This information helps us to understand how we, as humans stay on the ground; we are matter as well and do have an invisible force weighing us down as we push against it and it pushes back against us . This hand full of knowledge has helped our scientist understand our universe of heavenly bodies and their movement. It has also allowed scientist to delve further in exploring our galaxy. Does gravity only affect humans? Granted, the student is trying to make the science seem more personal, but this is an awkward way of doing it. It is piaget stages, also something that seems to indicate an essay geared to children. While you should usually write essays so they can be understood by of Scene in the of the Essay laypersons, you can assume those laypersons are your age and intellectual peers. The description of the invisible force is very awkward. A better wording would be: do have an invisible force that we push against as it pushes back against us. Gravity does not, in fact, weigh people down. The student's own definition of it earlier in the essay mentions this, and here too it is accurately described as a push, not a pull.
To add in the bit about piaget stages, it weighing us down is contradictory. The student means handful. This is a bad description anyway, since the african cake student is trying to show how this knowledge is of moral development, monumental to scientists. Both instances of scientist should be pluralized. One delves further into something, not in it. The Royal Society always had someone coming in of Scene Essay each week they met to show off their invention . Always had someone coming in piaget stages is colloquial and awkward. It should say: The Royal Society hosted a guest each week. The second part of this is a separate sentence and should be capitalized and punctuated accordingly, or else brought into the first sentence with appropriate conjunctions. Show off is colloquial.
Demonstrate would be better. Since more than one invention was demonstrated, invention should be plural. A concluding paragraph: Jones was a great man who made an impact in african cake all of our lives . He is recognized as one of the centuries brilliant-minded people who helped to further math along. Stages Of Moral Development. This intellectual man has created something which has and will be used for years to come. Working Class. This is an important part of history which will and stages of moral should never be forgotten. The essay has shown that Jones was brilliant and invented some useful things. Finn Symbols. It has not, however, demonstrated that he was a great man. A great man is stages of moral, one that embodies greatness in all things, including attitude, relationships with others, and their contributions to npbs banking, their society. Jones may have been all of this, but the essay did not reflect it, so it is hyperbole to declare it in the conclusion. It is also a highly subjective comment; what makes someone great to one person may not for another.
Centuries is the plural of century, not the piaget of moral development possessive. The student means century's. But Jones was not of on nature, our current century, so the student should define which century they mean. Impacts are made on, not in. If by of moral all of Analysis Night Essay, us the student means everyone on the planet, this is incorrect. Of Moral. Jones' contributions to mathematics hardly impact the Analysis of Scene in the of the Essay life of someone living in a non-literate, non-industrialized society. Even if the student merely means her peers, it is still hyperbole to declare that everyone has been impacted. If you're going to of moral, mention that the person did something in your conclusion, mention what that something is. Npbs Banking. While it is unlikely that Jones' history will be forgotten, the piaget stages of moral student cannot effectively predict the future in this way. Some of these comments may seem nitpicky, but the symbols fact of the matter is errors such as these reflect poorly on you and your essay.
No one is perfect, and an essay with one or two awkward phrases won't be marked down just for those instances. But an essay that is full of the errors listed above prevents the reader from understanding the piaget development content. If the instructor doesn't know what you mean, they can't possibly give you a good grade. Last updated in February 2005. Copyright #169 2000-2005 Kimberly Chapman. All rights reserved.
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Critical Studies in piaget Improvisation / Etudes critiques en improvisation. Edited by Jim Tuedio and Stan Spector. Jefferson, NC: McFarland, 2010. It is african cake not at all surprising that the field of improvisational studies has, for the most part, concentrated its attention on manifestations of piaget stages of moral, improvisation in avant-garde contexts, given the still pervasive suspicion of the value of popular culture within the scholarly community. Although those who study popular music have made great strides in establishing its importance within academic circles, avant-garde art has an undeniable de facto legitimacy that popular varieties still lack. It is therefore a welcome opportunity for me to review this recently published collection of essays concerning a musical group that over 30 years and Wuthering Heights, some 2300 performances likely performed for more people than any other in history. This is not the piaget of moral, first edited volume to focus on npbs banking, the Grateful Dead (see also Weiner, Dodd and Spaulding, Gimbel, Meriwether), but it is the first to specifically focus on the improvisational character of their music and the broader “deadhead” culture that came to so thoroughly define them. For despite the critiques of the stages, value of improvisation to, and working, indeed its actuality in, popular music (Frith, Adorno), its importance to the Grateful Dead (hereafter simply the piaget development, Dead) would be difficult to overstate.
Although its ideals were not always lived up to 1984 class, in their practice, improvisation did define them in a myriad number of ways that the essays in this volume explore. Passion and piaget of moral development, care for the music of the Dead and its attendant “deadhead” culture are clearly evident throughout The Grateful Dead in Concert ; producing this volume was obviously a labor of Heights Essay, love for those involved. Such feelings can certainly be very beneficial to researchers in helping to motivate and inspire their work. However, one of the perennial problems faced by scholars of popular culture is sufficiently disengaging from their emotional attachments in order to give a scholarly, as opposed to fan-based, account of their object of study. For the piaget stages development, most part, the authors in this collection accomplish this detachment. A notable exception, however, is David Malvinni who—in what is overall an interesting and provocative discussion of the Wuthering Essay, ways in which the Dead’s usage of the blues and musical technology can be understood as realizing a Heideggerian “saving power” of reconnection to stages of moral development, the ekstasis of Being—lapses more than once into uninterrogated fan-speak. Perhaps the most egregious example is where, discussing the broader context of the appropriation of the blues by white musicians in the 1960s, both in the USA and the UK, he states: “The music produced in this blues revival was essential, authentic, and beautifully wrought” (74-75). Beautifully wrought some of it might well be, but how is one to plausibly conceive of any variety of music as “essential”? (To whom? And how?) In addition, to invoke a particular music’s purported authenticity (as he does a number of other times), without qualification, is baffling given the voluminous amount of work that has appeared in recent decades critiquing the application of Analysis of Scene in the of the, this concept to music (see, among others, Taruskin, Kivy, Peterson, and Moore). One wishes that Malvinni had avoided such hyperbole, because despite the many interesting points he does make, it puts his overall judgment into question and serves to reinforce prejudices against the study of popular culture as lacking in piaget stages development seriousness and objectivity. In her essay “Examining Grateful Dead Improvisation as a Catalyst for Creating Sustained Communitas ,” Amanda Diederich-Hirsch uses Victor Turner’s description and analysis of the liminality of ritual processes through the concept of communitas to explain what was (and continues to be today) one of the 1984, most fascinating aspects of the Dead: the passion, loyalty and communal involvement of their many “deadhead” fans.
Eschewing the conventional essay form, Deiderich-Hirsch instead uses a loosely related series of short sections that explain the history, motivation, experience, dilemmas and stages, conflicts of deadhead culture. There is much that is interesting and worthwhile in Diederich-Hirsch’s essay, but there are also some aspects of it I must question. First, the ostensible apolitical nature of the essays, Dead and their music has often been remarked upon (most notably Brightman), and Diederich-Hirsch follows suit, writing that though they “seem to personify counterculture ideals [. Of Moral. . .] they were staunchly committed to nonaction, and chose not to confront politics, injustice, or social values like other bands from the 1960s” (296). Although it is true that the Dead were in general quite reticent about explicitly addressing politics, on more than one occasion they did indeed do so. The song “Throwing Stones,” for example, written in the early 1980s, addresses quite directly the specter of nuclear war; and “We Can’t Run” does the same for the long-term effects of 1984 working class, environmental degradation. The Dead also performed many benefit concerts that often had quite explicit political goals. One could argue that these are the exceptions that prove the rule, but they, at the very least, complicate the conventional blanket denial of the Dead’s political interventions and suggest a deeper questioning of piaget, what was understood as politics by african cake them and their fans. Can we not understand the continuation and propagation of the counter-cultural ideals of the of moral development, 1960s through the 1990s and beyond, that the Dead facilitated (through their nearly constant touring) and the deadheads realized (though often imperfectly), as implicitly political? Therefore, rather than simply denying the role of politics within the Dead community, it would be more useful to think through how the Dead might have suggested a political understanding through their improvised musical practices, despite the generally apolitical character of their lyrics. Diederich-Hirsch also argues, following Turner, that Dead concerts “facilitated transformative experiences between participants by african cake enabling them to step outside of their structural roles” (297).
That is, rather than being defined by differences of class, gender, ethnicity, sexual orientation, and of moral development, so forth, within the communitas of the Dead concert experience, the individual experiences of attendees transgressed these normally stable categories. Diederich-Hirsch goes on huck finn, to state, “that the population in the Grateful Dead’s following bore a strong resemblance to the rest of twentieth-century America’s population” (298). Much as I, as both a fan of the Dead and someone with liberal political views, would like this to be the case, however, such a description does not match my experience. Instead, what has often struck me in my experiences in piaget stages development this community is how unrepresentative it is working of America’s actual demographics: overwhelmingly white and from generally middle and upper economic classes. Piaget Stages Of Moral. Although Turner’s account of the npbs banking, socially transgressive possibilities attendant to the liminal-dimensions of communitas is piaget of moral development of some use in explaining the, in some ways, quite remarkable difference, diversity, and flux of the identities that make up the individuals at a Dead concert, it seems naively utopian to Heights, think that structural social processes, and the identities that make them up, do not affect its constitution. Indeed, Pamela Hunt’s research indicates that there does seem to be a strong connection between ethnicity, class, and Dead fandom. So although Turner’s understanding of communitas is explicitly at development odds with the universalism of Pierre Bourdieu’s account of Wuthering Essay, aesthetic distinction, Diederich-Hirsch’s essay would have greatly benefited by taking Bourdieu into consideration—even if only to argue for stages of moral, the limited application of his theory within liminal states. Jay Williams’ essay, “Bears and huck finn, Flags: The Grateful Dead’s America and Bohemian Nationalism,” complements Diederich-Hirsch’s discussion by both contextualizing the Dead and stages of moral, their counter-cultural ideals within a history of essays, bohemianism in stages California and by exploring the ways in which they negotiated their assertion of these ideals within late 20 th -century America. Williams brings together a fascinating mix of materials, references, and theories to show that the Dead did indeed have a politics of a sort.
It is, however, precisely in essays on nature the redefinition of the political that they and stages development, other bohemians before them operate and, therefore, why they are so often, ironically, either accused or celebrated as non-political. Jim Tuedio’s “‘Pouring its Light into Ashes’: Exploring the Multiplicity of Becoming in Grateful Dead Improvisation,” is a very interesting and provocative Deleuzian account of the Dead’s practices. Following Deleuze and Guattari’s discussion of essays on nature, rhythm and development, musical improvisation in A Thousand Plateaus , Tuedio deftly explores the many ways in which the Dead deterritorialized their audience through their purposeful embracing of chaos in the continual on-going re-creation of their music. Rather than live performances characterized by set lists that stayed more or less the finn, same, made up of piaget of moral development, songs that as closely as possible reproduced their studio recorded versions, the Wuthering Heights, Dead’s sets were “assemblages,” in the Deleuzian sense of piaget stages development, agglomerations of highly heterogeneous elements (from the most simple folk/country songs to the furthest reaches of the 20 th century musical avant-garde), as their always improvised songs remained in a perpetual state of african cake, “becoming” (Deleuze and Guattari). Given such an piaget of moral exploration of the class, Dead in Deleuzian terms, however, it is strange that in an introductory discussion of the group’s practices Tuedio approvingly quotes a 1969 article on piaget stages of moral development, the Dead (by someone named Lydon) that, “Each time it is Jerry [Garcia their lead guitarist] who leads them [the group] out” on their improvisational journeys (134). Although Garcia was often the group’s musical leader, there were many instances in which it was quite clearly bassist Phil Lesh, rhythm guitarist Bob Weir, or their various keyboardists, who were leading the band. This was, in fact, one of the most interesting qualities of the group. Despite Garcia’s status as the group’s first-among-equals and leader in all but name, they realized a highly democratic musical conversation that did not depend on a single, stable source of authority, but was instead characterized by a remarkably non-hierarchical, horizontal multiplicity that remained open to change and npbs banking, diversity. Piaget Stages Of Moral. Despite the many problems that arose from of Scene Essay, Garcia’s refusal to piaget stages, use his authority (David Gans discusses this in his essay, 329-31), it is, I think, no coincidence that of all the psychedelic musical groups to come out of the Night of the 1960s, only the Dead remained together and continued to tour year after year until Garcia’s death in piaget stages 1995.
Exploring the connections between their musical and cultural longevity and their use of 1984 working, Deleuzian practices would be a fascinating continuation of Tuedio’s work. Graeme Boone, the author of two essays in this volume, should be familiar to music specialists interested in the Dead, as he is the piaget stages of moral, author of a 1997 article that is npbs banking notable as one of the first published attempts to apply traditional methods of musical analysis to the Dead’s music. Piaget. In “Mandalas and finn, the Dead,” Boone explores the Dead’s connection to the widespread shift towards, and increasing interest in, Eastern spiritual traditions in the West in the 1960s. Development. He points out that although the npbs banking, Dead came out of the San Francisco “hippy” scene of the piaget of moral development, mid-to-late 1960s, which was suffused with aspects of 1984 working, Eastern spirituality, they had a decidedly ambivalent relationship toward its various ideas, beliefs and piaget development, influences. On the npbs banking, one hand, the of moral, album covers of their first three albums all feature imagery that strongly invokes Eastern spirituality; on Heights, the other hand, lyrical references to any Eastern spiritual traditions are notably absent from their songs, even those on the above-mentioned albums.
And although different band members did, at various points, discuss their music in spiritual, transcendent terms, they never used specifically Eastern concepts to do so. What music from Asia might have influenced the group, however, is a more difficult question to answer. Piaget Of Moral Development. Boone states categorically, “Despite the imagery on these early album covers, the symbols, Dead did not plumb the sounds of the East for the music of the records themselves” (33)—and he is correct—up to a point—with the notable exception of the prominent use of piaget development, a tamboura on the 1968 single version of “Dark Star”—but they did realize its musical evocation in other ways, perhaps most explicitly with a musical section generally referred to as “Spanish Jam.” First performed in early 1968, it appeared periodically in concert until the group’s demise in 1995. Although its title refers to Spain rather than anywhere in Asia, this is a distinction without much meaning given that the specific “other” that it connotes can hardly be so specifically identified (although research into the origins of its name might be highly useful in understanding the Wuthering Heights Essay, discursive implications of musical structures within the deadhead community). Also, although “Spanish Jam” never officially appeared on a studio album, a brief hint of it does occur within the song “Born Cross-Eyed” on Anthem of the Sun ; the same basic chords are used, only here with a trumpet solo in addition to guitar (Light Into Ashes). Given the well-known disdain of the Dead’s members, however, as well as many of their fans, for their studio albums in comparison to their live performances, 1 it would be useful to consider their live musical material that did not appear on studio albums in a discussion of their relation to the influences of the East. In this regard, I would venture to include not only stages, “Spanish Jam,” but also their various odd-time signature songs and jams (“the Seven,” “the Eleven” and “the Main Ten”) that came out of drummer Mickey Hart’s studies of Hindustani rhythmic principles. Furthermore, given the familiarity of the Dead’s members with Indian music, one could well argue that the harmonically-static, modal type of Analysis of Scene in the of the Night Essay, improvising that the Dead so often made use of piaget of moral development, was derived not only from the modal jazz of Miles Davis and John Coltrane (as is often acknowledged), but also from Indian music’s lack of harmonic movement and its similar melodic and rhythmic inventiveness. The possibility of these influences suggests that as valuable as Boone’s essay is, further research is necessary in order to definitively explain the Dead’s complex relationship with the East. Boone’s other article, “Dark Star Mandala,” follows through on a suggestion he made in his earlier article on “Dark Star”: “If ‘Dark Star’ is considered to be a cumulation of many performances, or a distillation of them, comparison of all available recorded versions might uncover its essential nature” (172).
However, given its 200+ live versions, such a task would be at least a book-long project; therefore, Boone here limits himself to 63 “Dark Stars” from the song’s embryonic studio recordings from late 1967 to April 1969 when a high level of abstractness from its formal elements (what Boone refers to, appropriately, as “space”) were realized “as an actual sonic dwelling place within [it]” (100). In a table, he lists these versions and the various musical elements that make them up, thereby giving unparalleled insight into the diachronic development of an working class improvisationally based piece of music. He also creates two mandala-like images in order to portray the of moral, synchronic interrelationships between the various elements: a lesser one for the more limited versions up till early 1969, defined by the antipodes “stability” and “tension”; and a greater one for african cake, those that came later, in piaget stages of moral which the realization of an expanded pallet of possibilities necessitated a wider antipodal relationship that Boone labels (respectively) “cosmos” and huck, “chaos.” Because of the array of symbols used, interpreting these graphics required some degree of effort on my part, but the process was quite valuable in stages of moral development furthering my understanding of the musical relationships that make up “Dark Star,” and that Boone has done such a remarkable job analyzing and describing. Anthropologist Eric Silverman’s “‘Mysteries Dark and Vast’: Grateful Dead Concerts and Initiation into the Sublime,” is an especially important work of scholarship on the Dead because it so effectively takes on two unfortunate tropes concerning the Dead: (1) that their music was facile and unserious; (2) the prominence of Analysis of Scene Middle of the Essay, insufficiently critical comparisons and appropriations of non-Western myths and cultural practices (most notably those of piaget, Joseph Campbell) in understandings of their music and its relationship to the broader deadhead culture. Against the first, Silverman rightly insists on the integral role that invocations of the sublime played in the Dead’s musical practice. Although many of the Dead’s songs are structurally quite conventional for pop-rock music (though not at all in their often highly improvised realizations in live performance) and positive in npbs banking their emotional expressivity, in almost every one of their concerts they performed music far outside standard song structures and of a very “dark” variety. Whether referred to as “Feedback” (as on the 1969 album Live/Dead ), “Seastones,” “DrumsSpace,” or understood instead as a particularly far-out section of one of their more improvisationally adventurous songs, these more exploratory aspects of their musical vocabulary used the of moral, sonic palette of the 20 th century avant-garde to create music that, depending on one’s mental state, could be bafflingly bizarre, hilariously weird, or absolutely terrifying. Despite the prevalence of this kind of sonic experimentation in their repertoire, however, these explorations have received little attention from music critics, journalists, or even scholars of the Dead. I hope that this article will prompt further study of the fascinating stylistic musical melange that the Dead achieved through their improvisational practice.
Silverman’s critique of the second trope is, in fact, related to the first. The mythologist Joseph Campbell has been a favorite reference point for deadheads since he attended a Dead concert in huck finn symbols 1986 and stages development, later compared it to a neo-pagan, Dionysian celebration of communal ekstasis (215). As Silverman rightly points out, however, Campbell’s structuralist reduction of local, higher-order differences in myths and class, religious practices to ostensibly universal, lower-order sameness does violence to the importance of difference to the vast array of cultural practices among which he sought commonalities: “To this ‘world ecumenist’ who reduced all myths and piaget development, rituals everywhere to the same spiritual oneness, the devil was indeed in the details! His exegetical method was thoroughly modernist by reducing all local voices, meanings, motivations, and interpretations to a univocal, universal ‘monomyth’” (215-16). Silverman perspicaciously draws a connection between the appropriation of essays on nature, Campbell’s denial of difference by development deadheads with the denial, or at Analysis of Scene Night least effacement, of the of moral, importance of terror to Analysis of Scene of the, an understanding of the experience of stages of moral, their concerts. Silverman here turns to Victor Turner’s conception of communitas to insist (in contrast to its usual use by npbs banking scholars of the Dead who stress only its ecstatic, carnivalesque character) that it “must also include an element of sheer terror and fright. Piaget Stages Development. Communitas entails a radical, typically traumatic shattering of everyday social and in the of the Night Essay, psychological norms—a literal deconstruction of the normative content and categories of thought. Piaget Stages Development. [. . .] Communitas is serious ritual violence” (218). Rather than an all-embracing feeling of working class, peace and love within the piaget stages of moral development, Campbellian rubric “All Is One,” Silverman brilliantly illuminates the essays, fear that Dead concerts at their best conjured, as a mirror of that which psychedelic experiences themselves almost always involve.
This is not to of moral, deny the validity or importance of “the overt ethos of peacefulness, compassion, family, collaboration, and kindness that suffused the Grateful Dead experience” (225); rather, it is only by coming to terms with their ever-present darkness and terror that the full phenomenological power of the group, and npbs banking, the remarkable loyalty of piaget of moral development, its fans, can be fully understood. This volume represents perhaps the 1984, strongest evidence to date that far from stages, being simply another pop-rock group, the Grateful Dead were one of the most important American musical-cultural phenomena of the late 20 th century and are of significant import to the study of Wuthering Essay, improvisation. Its editors did a remarkable job in gathering such a wide ranging and high quality collection of essays; I only wish they had been more careful in their editing, as I did find a number of small problematic details that I do not have space to go into here. Development. Despite these quibbles and my various stated critiques, I unhesitatingly recommend this volume as an intellectually stimulating, worthwhile contribution to npbs banking, popular culture scholarship and improvisational studies. Piaget Of Moral Development. Its disciplinary breadth and diversity of viewpoints is extremely welcome and will, hopefully, serve as an example of how scholarship can benefit from such interdisciplinary efforts. Npbs Banking. The field of Grateful Dead studies is very young, but the appearance of this volume suggests not only its vitality, but also its promise as a particularly fruitful arena for the study of improvisation, popular music and culture. Adorno. Theodor W. “On Popular Music.” Essays on music . Trans. Susan Gillespie.
Ed. Development. Richard Leppert. Berkeley: U of California P, 2002. 437-469. Working Class. Print. Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of piaget development, Taste . Cambridge, MA: Harvard UP, 1984. Print. ---.
The Field of Essay, Cultural Production: Essays on Art and Literature . Ed. Randal Johnson. New York: Colombia UP, 1993. Print. Brightman, Carol. Sweet Chaos: The Grateful Dead’s American Adventure . Piaget Development. New York: Pocket Books, 1998.
Print. Boone, Graeme M. “Tonal and Expressive Ambiguity in ‘Dark Star.’” Understanding Rock: Essays in Musical Analysis . In The Of The Night Essay. Ed. Of Moral. John Covach and Graeme M. Boone. New York: Oxford UP, 1997. 171-210. Wuthering Heights Essay. Print. Deleuze, Gilles and Felix Guattari.
A Thousand Plateaus: Capitalism and Schizophrenia . Trans. Brian Massumi. Minneapolis: U of Minnesota P, 1987. Print. Dodd, David G. and Diana Spaulding, eds. Piaget Stages. The Grateful Dead Reader . New York: Oxford UP, 2000. Print. Frith. Simon. “Art Versus Technology: The Strange Case of Popular Music.” Media, Culture and Society 8 (1986): 263-79.
Print. Gimbel, Steve, ed. The Grateful Dead and Philosophy: Getting High Minded About Love and on nature, Haight . Piaget Development. Chicago: Open Court, 2007. Print. Hart, Mickey.
Drumming at the Edge of Magic: A Journey into the Spirit of Percussion . San Rafael, CA: Grateful Dead Productions, 1998. Print. Hunt, Pamela. “A Quantitative Approach to Studying Subculture.” Diss. Kent State University, 2008. Print. Kivy, Peter. Authenticity: Philosophical Reflections on Musical Performance . Ithaca, NY: Cornell UP, 1995. Print. “Light Into Ashes: The Dead’s Early Thematic Jams.” Grateful Dead Guide: An Ongoing Series of Articles on Songs Performances of the Early Grateful Dead . African Cake. Web.
25 Nov. 2010. Meriwether, Nicholas G, ed. All Graceful Instruments: The Contexts of the Grateful Dead Phenomenon . Newcastle, UK: Cambridge Scholars Press, 2007. Print. Moore, Allan. “Authenticity as Authentication.” Popular Music 21.2 (2002): 209-23. Print. Peterson, Richard A. Creating Country Music: Fabricating Authenticity . Stages Of Moral Development. Chicago: U of class, Chicago P, 1997. Print.
Taruskin, Richard, et al. “The Limits of Authenticity: A Discussion.” Early Music 12 (1984). Print. Turner, Victor. The Ritual Process: Structure and Anti-Structure . Ithaca, NY: Cornell UP, 1969. Print.
Weiner, Robert G, ed. Perspectives on the Grateful Dead: Critical Writings . Westport, CT.: Greenwood Press, 1999 . Print.
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