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Monica Eunice - Freelance Writer with 12 Reviews
Monica Eunice
29 years old
4.38
from 5 by reviews
13
completed
orders
1

in progress
0.03
per word
Writer from United States

Metrics

52 %
acceptance
rate
This metric depicts the ratio between the orders accepted by the client and the number of orders sent back for revision by the client. Where 100% shows complete acceptance; Low percentage shows more number of revisions.
33 %
7 orders
repeated
This metric shows the percentage of repeat orders assigned by the same set of Clients to the writer. Higher ratio indicates the higher trust & satisfaction level of clients.
85.71 %
delivered
orders
This metric shows the orders acceptance ratio by the clients after completion.
slow
response
time
This metric shows response of the writer, which is calculated based on the time taken by the writer:

1. To place bid on any order from the time of order publication

2. To respond to the personal assigned orders

3. To place bid on the invited Orders

4. To confirm the awarded Orders

5. To reply to the client's first message

100 %
timely
orders
This metric shows the percentage of orders delivered within time (starting from 04.09.2017). Higher ratio indicates more careful compliance with deadlines by writer.
0 orders (0%) with missed deadlines
0 hours - average delay
Expertise 10
The writer holds expertise in these spheres. Icons with a confirmed status, assure that the writer has cleared those industry specific test and has uploaded three specific industry-based samples in their portfolio.
Education
Spiritual
Marketing
Resume
Sports
Science
Kids/Parenting
SEO
Business
Academic

Experience

Aug 2016 – now
Contentmart.com
Jan 2014 – Dec 2015
Freelancer.com
Jan 2012 – Dec 2013
Coral Reef Senior High School
Jan 2008 – Dec 2012
Coursehero.com

Writing languages 3

English Advanced

French Not confirmed

German Not confirmed

Categories 6

Technical

Web Content

Creative

Article

Editing

Blog

Education
2012 – 2015
Kenyatta University
2007 – 2011
Florida International University
2003 – 2006
Miami Beach High School

Copywriting level

About me

Read more

Portfolio

  • All Expertises
  • HealthCare
  • Kids/Parenting
  • Sports
  • Travel
  • Resume
  • Entertainment
  • Science
  • Pets
  • Banking
  • Agriculture
  • Pharma
  • Gaming
  • Miscellaneous

AIR QUALITY CONTROL IN NEWLAND

Air Quality Control in Newland Student name University Name of professor Submission date List of Criteria Air Pollutants for Newland The Clean Air Act requires EPA to set National Ambient Air Quality Standards (NAAQS) for the six common air pollutants in Newland. These commonly air pollutants are found all over the United States of America. They are particle pollution (often referred to as particulate matter), photochemical oxidants and ground-level ozone, carbon (iv) oxide, oxides of sulfur, oxides of nitrogen, and lead. These pollutants harm your health as well as the environment, hence causing damage in property. EPA calls these pollutants "criteria" air pollutants because it sets national standards for them based on the human health and environmental criteria. The set of standards based on human health for protection of public health are called primary standards. Another set of standards intended to prevent environment and damage of property for the protection of public welfare is the secondary standards. Where a criteria pollutant is actually a group of pollutants (for instance nitrogen oxides), the standards are usually set for key and/or indicator pollutants within the group (e.g., nitrogen (iv) oxide). Finally, the governors concern about regulation on carbon dioxide could restrict new industry incorrect. This is because the impacts of air pollution are trans-boundary. The NAAQS do not vary for different AQCRs due the same reason (Newland, 2015). Reference Newland, P. Q. (2015). The development, application and acceptance of environmental and health risk assessment methodology for MAR schemes in South Australia. Environmental Earth Sciences, 73(12), 7739-7745.

AN OUTLINE OF THE PAPER

Topic: Effectiveness of Kumon Teaching Method 1. Introduction 2. Why Kummon is an effective method in teaching mathematics. 3. Why Kummon is not an effective method in teaching mathematics. 4. Summary of the pros and cons of Kumon method 5. Works cited

Outline of the paper

1. Table of Contents 2. Capstone Proposal Summary 3. Review of Other Works 4. Rationale of the project 5. System Analysis and methodology 6. Goals and Objectives 7. Project Deliverables 8. Project Plan and Time Lines 9. Works Cited

shariah-divine or man-made

Introduction In every community or society, there are laid down rules, regulations or laws that govern people’s code of conduct. These laws (Shariah) are instituted with the aim of keeping / maintaining a certain order. Therefore looking at this topic from both perspectives (Christianity and Islam), we realize that Shariah is God made. This begins right from creation. When God created man and put him in the garden of Aden, he gave them some instructions; which included dos and don’ts. This is also reflected throughout the Geneology of major bible figures (patriarchs) such as Noah, Abraham, and Isaac among others. The Israelites, who are God’s chosen people, are given laws (Decalogue), popularly referred to as the Ten Commandments. Looking at the New Testament, the first church receives several letters (epistles) from Paul. These letters contain moral guidelines for the community of believers. The guidelines also instruct the early church on how they should live with the community of non-believers (kafir).

cont'-shariah

However, human beings have misunderstood hence misinterpreted the laws which are meant for their guidance. The human kind has taken the outward meaning of the law instead for the inner meaning; which is more spiritual than physical. This is why shariah is used to harm and oppress people instead of being used as a guard/ shield. For instance, Shariah law which advocates an eye for an eye, tooth for a tooth. Misinterpretation has also lead to criminal activities (terrorism) such as holy war (Jihad). So to an extent, human beings have made their own laws (shariah) through misinterpretation, instead of following them as they are; the way God intended.

cognitive comprehension

Introduction An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. There are a number of approaches to improve reading comprehension (Bandura, 2011). Reading comprehension and vocabulary are inextricably linked. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means. Students with a smaller vocabulary than other students comprehend less of what they read and it has been suggested that the most impactful way to improve comprehension is to improve vocabulary. Most words are learned gradually through a wide variety of interactive environments such as: television, books, and conversations. Some words are more complex and difficult to learn, such as homonyms, words that have multiple meanings and those with figurative meanings, like idioms, similes, and metaphors (Luszczynska, & Schwarzer, 2005).

Vocabualry

Three tier vocabulary words Several theories of vocabulary instruction exist, namely, one focused on intensive instruction of a few high value words, one focused on broad instruction of many useful words, and a third focused on strategies for learning new word etc... Broad vocabulary approach The method of focusing of broad instruction on many words was developed by Andrew Biemiller who argued that more words would benefit students more, even if the instruction was short and teacher-directed. He suggested that teachers teach a large number of words before reading a book to students, by merely giving short definitions, such as synonyms, and then pointing out the words and their meaning while reading the book to students.( Thorndyke, 1977) The method contrasts with the approach by emphasizing quantity versus quality. There is no evidence to suggest the primacy of either approach (Beeman & Chiarello, 1998).

Morphemic instruction

The final vocabulary technique, strategies for learning new words, can be further subdivided into instruction on using context and instruction on using morphemes, or meaningful units within words to learn their meaning. Morphemic instruction has been shown to produce positive outcomes for students reading and vocabulary knowledge, but context has proved unreliable as a strategy and it is no longer considered a useful strategy to teach students. This conclusion does not disqualify the value in "learning" morphemic analysis - prefixes, suffixes and roots - but rather suggests that it be imparted incidentally and in context. Accordingly, there are methods designed to achieve this, such as Incidental Morpheme Analysis (Duval, 2006).

Reciprocal teaching

In the 1980s Annemarie Sullivan Palincsar and Ann L. Brown developed a technique called reciprocal teaching that taught students to predict, summarize, clarify, and ask questions for sections of a text. The use of strategies like summarizing after each paragraph have come to be seen as effective strategies for building students' comprehension. The idea is that students will develop stronger reading comprehension skills on their own if the teacher gives them explicit mental tools for unpacking text.

Instructional conversations

"Instructional conversations", or comprehension through discussion, create higher-level thinking opportunities for students by promoting critical and aesthetic thinking about the text. According to Vivian Thayer, class discussions help students to generate ideas and new questions. (Goldenberg, p. 317). Dr. Neil Postman has said, "All our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool”.

Text factors

There are factors, which once discerned, make it easier for the reader to understand the written text. One is the genre, like folktales, historical fiction, biographies or poetry. Each genre has its own characteristics for text structures, which once understood help the reader comprehend it. A story is composed of a plot, characters, setting, point of view, and theme. Informational books provide real world knowledge for students and have unique features such as: headings, maps, vocabulary, and an index. Poems are written in different forms and the most commonly used are: rhymed verse, haikus, free verse, and narratives. Poetry uses devices such as: alliteration, repetition, rhyme, metaphors, and similes. "When children are familiar with genres, organizational patterns, and text features in books they're reading, they're better able to create those text factors in their own writing (Spiro, Bruce & Brewer, 1980)."

visualization and partner reading

Visualization Visualization is a "mental image" created in a person's mind while reading text, which "brings words to life" and helps improve reading comprehension. Asking sensory questions will help students become better visualizers (Beeman & Chiarello, 1998). Students can practice visualizing by imagining what they "see, hear, smell, taste, or feel" when they are read a page of a picture book aloud, but not yet shown the picture. They can share their visualizations, then check their level of detail against the illustrations. Partner reading Partner reading is a strategy created for pairs. The teacher chooses two appropriate books for the students' to read. First they must read their own book. Once they have completed this, they are given the opportunity to write down their own comprehensive questions for their partner. The students swap books, read them out loud to one another and ask one another questions about the book they read.

Comprehension Strategies

Research studies on reading and comprehension have shown that highly proficient readers utilize a number of different strategies to comprehend various types of texts, strategies that can also be used by less proficient readers in order to improve their comprehension (Bandura, 2011). 1. Making Inferences: In everyday terms we refer to this as “reading between the lines”. It involves connecting various parts of texts that aren’t directly linked in order to form a sensible conclusion. A form of assumption, the reader speculates what connections lie within the texts. 2. Planning and Monitoring: This strategy centers around the reader’s mental awareness and their ability to control their comprehension by way of awareness. By previewing text (via outlines, table of contents, etc.) one can establish a goal for reading-“what do I need to get out of this”? Readers use context clues and other evaluation strategies to clarify texts and ideas, and thus monitoring their level of understanding. 3. Asking Questions: To solidify one understands of passages of texts readers inquire and develop their own opinion of the author’s writing, character motivations, relationships, etc. This strategy involves allowing oneself to be completely objective in order to find various meanings within the text. 4. Determining Importance: Pinpointing the important ideas and messages within the text. Readers are taught to identify direct and indirect ideas and to summarize the relevance of each. References Bandura, A. (2011). Social cognitive theory. Handbook of social psychological theories, 349-373. Beeman, M., & Chiarello, C. (1998). Right hemisphere language comprehension: Perspectives from cognitive neuroscience. Psychology Press. Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational studies in mathematics, 61(1-2), 103-131. Luszczynska, A., & Schwarzer, R. (2005). Social cognitive theory. Predicting health behaviour, 2, 127-169. Spiro, R. J., Bruce, B. C., & Brewer, W. F. (Eds.). (1980). Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education. Routledge. Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology, 9(1), 77-110.

Comprehension cont'

5. Visualizing: With this sensory-driven strategy readers form mental and visual images of the contents of text. Being able to connect visually allows for a better understanding with the text through emotional responses. 6. Synthesizing: This method involves marrying multiple ideas from various texts in order to draw conclusions and make comparisons across different texts; with the reader’s goal being to understand how they all fit together. 7. Making Connections: A cognitive approach also referred to as “reading beyond the lines”, it involves finding a personal connection to reading, such as personal experience, previously read texts, etc. to help establish a deeper understanding of the context of the text.

Client Reviews

5
Sodalin

Oct 16, 2017 06:02

good job
Article about "Top 10 Best Airbrush Kits 2017 "
5
Sodalin

Oct 14, 2017 07:47

good job
Article about "Top 10 Best JEWELRY CLEANERS 2017 "
5
ShivMysongs4U

Oct 12, 2017 22:48

Monica Eunice is an extremely 'nice' person; her name also says so :) She strives and delivers well-researched article within time frame set; she is a highly committed writer.
Kenyan songs
4
dchowdhury

Oct 04, 2017 13:07

Monica is a good writer, and she is open to feedback, that is the main thing I liked about her. She is prepared to listen to the client, and make necessary improvements. I had to do some edits to the article she wrote for me. But as I said before she is willing to improve, I think I will re-hire her.
Are you available to work long-term writing high-quality blog posts?
4
Soneat Hor

Sep 26, 2017 09:18

Good Job
Top 10 Best Study Table in 2017
5
msquire

Sep 25, 2017 16:11

Top content, efficient writer, quick delivery.
Need engaging content for Blog posts
4.5
Sodalin

Sep 25, 2017 08:49

good job
Article about "Top 10 Best 2 slice toaster in 2017 reviews"
3
Alan Copper

May 04, 2017 11:41

Timely delivery, communicative, but, unfortunately failed to follow instructions.
Design G-28
5
KseniaAntypenko

Apr 12, 2017 07:46

Thank you
Article for a web page in the field of education (25:4; 26:3)
5
KseniaAntypenko

Apr 10, 2017 05:46

Thank you
Article for a web page in the field of education (20:2; 20:4)