How many times in life have you been faced by circumstances beyond your control? To come face to face with the very things in your past, that youve spent most of your life running away from? Well, not actually running, per say, but definitely eager to put it behind you. The past is a part of us. It is the foundation of what our present as been built on. Our personalities have been shaped by it. Are we permanently imprisoned by our past? NO. I can’t even say that loud enough. Yes, we have built on the past but we can definitely remodel or even tear down the house and build again. For those of us who were victims of childhood abuse or neglect, it seems impossible. The past is a constant reminder of shame, guilt, of never knowing what will come next. We never knew what it was like to take ownership of our bodies, own emotions. That was then. This is now. It’s time we learned how we take back our bodies and minds. They belong to us and only us. No one should ever have that control again. I’ll say it again you’re not going to get rid of the past, its going to keep popping up now and then, but you’re going to have learn to handle it differently. Instead of it being an enemy, and persisting to keep obsessing on the bad memories. With knowledge and practice, slowly but surely the good memories will begin to take their place.

An introduction section that states the objectives of conducting the experiment. A literature review of the theory and principles behind the laboratory experiment. A summary of all the laboratory activities and procedures. Records of data and observations (results) made in the laboratory. Calculations using the results obtained in the lab. This may also involve plotting graphs or making other graphical representations from the data. A discussion section that attempts to explain laboratory observations and results of calculations. This section should also make sense of any graphical representations. In addition, it should unify the theory behind the experiment with all the observations and results. A conclusion that restates the experiment’s objectives and explains whether they were achieved. Well organized content presented in an accurate and neat manner. Thus, no matter how exciting your practical session in the lab was, your grade will be largely dependent on how your lab report is written. A good custom lab report is well structured with a title page, an introductory chapter, a list of materials, methodology, data presentation and analysis, results presented in tables and graphs, discussions, conclusions and well formatted references. When you write science lab reports, you should explain in detail the importance of every lab activity. The title page should bear your name, your tutor’s name, date and any other important information. If you have problems with writing your lab reports, you can always make use of’s lab report writing services.

First, though, some background. Our English major consists entirely of 3000 and 4000 level classes. The 1000 level is reserved for composition and the 2000 level consists of general education courses that don’t satisfy the major. But apparently it’s not obvious to our students. For one thing, I’m starting to realize that they don’t look at the major as a whole — or few do, anyway. They don’t make a long term plan or think in sequences. That’s not how our students pick their courses. Rather, they do so one semester or, at best, one year at a time. And from what I’ve heard from the advisers in various areas — not just our majors — a lot of them don’t come in for advising from someone with a longer view until their senior year or just before it. And left on their own, they make choices that seem strange to me. So why aren’t there computer-enforced pre-requisites? Honestly, I don’t know.

I think this state of affairs is combination of various causes, some of them buried deep in the past. English majors have the same core requirements. [Note to self: bring this up with him! Then there’s the additional problem of the English-Ed majors. Ed recently devised a single degree option and, frankly, gutted the actual subject content in favor of the pedagogical and curricular courses over in Ed. 4000 level courses. and most of the content is from 2000-level general ed classes. And whoever designed what it does include — without consulting us — put in bizarre courses from the catalog that we don’t actually teach all that often. But more germane to today’s point is this: what those single degree English-Ed students have to take isn’t the same as what our English majors have to take, and that screws up the pre-req system as well. OK, end of boring background.

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