Effective Study Methods - 1120 Words

We, as students, are often inundated with various coursework where we are expected to study from and be prepared to perform well on any given quizzes or exams. Over the course of a student’s life, he or she eventually develops a personal study method that works best. Some people are better at establishing effective study methods, while some do not. Not one person studies exactly the same way. In terms of psychology, there are various concepts of learning and memory that are involved in the way a person studies. I, for one, am a huge believer in simply reading over the given study materials, and I end up getting satisfactory grades. Over the years, I have found methods of studying that work for me, and methods that do not work. These†¦show more content†¦I write the word in the front of the card, and then I write the definition or fact of the word written in the front. I bring my flashcards everywhere I go, and I study the terms during some of my free time. I find this method to be successful, as I end up recalling the information whenever I needed them. As an added note, recalling is â€Å"a memory task in which a person must produce required information by searching memory† (E. Wood et al., 2014, p. 186). In some cases, I have found myself cramming the day before an exam. The premise is basically that I either forgot or left the studying for later. It is the night before the test, and the only option is to really pull an all-nighter study session. However, I tend to avoid cramming most of the time. But, when it does happen, I regret doing so the very next day. Cramming is often associated with quickly learning as much information as possible in as little time as possible. In turn, short-term memory comes in effect, which is â€Å"the component of the memory system that holds about seven (from five to nine) items for less than 30 seconds without rehearsal† (E. Wood et al., 2014, p. 180). I have found cramming to be ineffective, as I tend to only remember partial information. The reason why cramming does not work well is because of my short-term memory and its included limited capacity, which is only about plus or minus seven. Since cramming does not demand rehearsing, I end up forgetting a lot ofShow MoreRelatedThe Impact Of Communication On Project Performance1255 Words   |  6 Pages 1.1 Background of study Communication is an essential key that will manipulate the organization operation by transfer of information. The research study about the impact of communication on project performance. This research will explore the communication method used and the effective communication method of construction industry in Kuantan. An introduction of what is the overall content of this research are shown in Chapter 1. This chapter will include background of study, problem statement,Read MoreThe Read-Recite-Review Study Strategy: Effective And Portable1325 Words   |  6 Pagesnote-taking and rereading is most notably known as the best study technique amongst college students, we see that other ways of retaining information can be more beneficial than that of writing notes and reading them over before exams. The article at hand tests the idea of a 3R method which is the use of reading, recalling, and reviewing information instead of traditional study methods. The usage of the 3R strategy in studyi ng is seen as more effective than traditional note-taking, due to the 3R strategyRead MoreBest Ways To Study Essay804 Words   |  4 Pages Three Best Ways to Study For many students studying for an exam or a test can be very stressful. For a lot of them studying is very hard because sometimes most of the materials they study, they dont remember on the actual test or exam. However there are more than one way to study and most theses studying methods can be very helpful and very reliable. A Lot of students tend to cram all the studying two or the night before the test and according to UCLA professor of psychiatry Andrew J. FuligniRead MoreEffective Assessment Methods Help The Learner And The Educator Identify Learning Needs Essay889 Words   |  4 PagesEffective Assessment Practices Assessment is a very important and crucial step in the learning process. Effective assessment methods help the learner and the educator identify learning needs and also the effectiveness of the education program being given. There are advantages and disadvantages to these methods. Educators use a myriad of assessment methods to help them identify what the learners are retaining and also to help guide the education program. 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The PCA results from the student surveys created another list of effective teaching factors, which were viewed as indicators of environment in the school and classroom. This data was then included in the mixed method analysis. The student survey analysis also resulted in the ability to groupRead MoreThe Importance Of Intelligence And Organizational Leadership1356 Words   |  6 Pagesinformation security, leadership is one of the most important (Bhattacharya, 2011; Kwon, et al., 2013). Indeed, not only does effective leadership enable the organization to appropriately defend itself against, and respond to, cybercrime through the appropriate use of information security strategies, an excellent leader also ensures regulatory compliance and the development of an effective monitoring plan to reduce information security risks (Kwon, et al., 2013). 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The Organization s Programs And Services Essay - 2155 Words

Assess the Organization’s Programs and Services Cradle to Crayons Child Welfare Center offers services to families with children ages 0-5 with an open case with the department of child safety in Maricopa County. Cradle to Crayons (C2C) offers services for the parents and children through judicial leadership, community coordinators, early childhood education, dependency treatment, parent-child therapy, family time coaching, trauma therapy, and resource coordination (Cradle to Crayons Child Welfare Center, 2015). Judicial leadership/dependency treatment: The parents are welcome to join dependency treatment court in which they attend once a week to discuss with a judge and fellow parents their struggles, strengths and barriers to sobriety. The judge reviews their testing results and reviews their court days to help hold parents accountable to court requirements. Community Coordinators: Staff work with another outside agency to help parents that have successfully reunified with their family to work on an â€Å"at home† program of support services, and allocating resources to make sure the family is successful. Early Childhood education/family time coaching: Parents are offered a family time coach to supervise DCS scheduled visits with their children. The role of the family time coach is to discuss proper developmental milestones and positive parenting practice. The family time coach also administers the â€Å"Ages and Stages Questionnaire† and refers to AZEIP if appropriate. 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Moreover, I will discuss the structure that the organizations conduct to accomplished their missions and explain the organization s different services provided under their organization s umbrella. Furthermore, I willRead MoreLearning Pre-School Program Essay1672 Words   |  7 Pages Executive team member of Learning Pre-school in New Jersey is a non-profit organization funded by the states. The system is second funded by the Board of Education who is utilized as a reliable resource for innovating children education in the State of New Jersey. We have twenty-one office locations in the state of New Jersey with trained staff. Our staff is high skills on conducting outreach services, intervention, evaluation, PIRT, therapist, and lastly sp eech pathologist to assist in the necessary

School Social Worker free essay sample

This research explores the backgrounds of poverty, investigated data, differences between social classes, the effects poverty has on children, aspects of high poverty schools and implications for school advisors, counselors and teachers that are effective and important. Introduction The effects poverty has on children both mentally and physically is uneasy. To expect children to deal with the harsh realities of poverty and properly function in school without assistance is unrealistic. Therefore school counselors, with the help of other school officials, must continuously search ways to intervene so they can take on life changing roles and make a difference in our low socioeconomic school systems. A difference can be made. That difference will take dedicated and motivated individuals that are up to the challenge of changing minds that will then lead to changing lives. Being a counselor alone, as discussed in class, takes courage; one has to selflessly advocate for their clients at all times. There are many tough realities that both teachers and school counselors face in the school system. By far, it is consistently found in research that one of the hardest is working in a high poverty school system. Poverty is increasing in the United States. Being a school counselor in a high poverty school district is more than just counseling disadvantaged children; it is finding a way to learn their backgrounds, learn their homes and as we learn in class, finding a way to indiscernibly counsel their parents. BACKGROUND OF POVERTY There is a difference between low Supplemental Educational Services (SES) and overty; we will be referring to both low SES and poverty throughout this ppaper. However, there is a major difference between the two. 2 types of poverty: generational and situational (Payne, 1996) †¢Generational: having been in poverty for at least 2 generations †¢Situational: a lack of resources due to a particular event (death, illness, divorce, recession) Poverty is t he extent to which an individual does without resources. The following are considered resources: financial, emotional, mental, spiritual, physical, support systems, and relationship/role models. The ability to leave poverty is more dependent upon those listed resources than it is upon financial resources (Payne, 1996). Amatea West-Olatunji (2007) globally defined poverty as â€Å"a condition that extends beyond the lack of income and goes hand in hand with lack of power, humiliation and a sense of exclusion† (p. 1). Baytops, Day-Vines Patton (2003), found in the 2000 Census Bureau report that the â€Å"average poverty threshold for a family of three was $13,738 and $17,603 for a family of four† (p. 2). Because these poverty guidelines are rather strict, as far as the African American population, more than one third can be considered middle class. Middle class is then broken down from lower middle and upper middle to the elite social class (Baytops, Day-Vines Patton, 2003). Families with incomes below this level are referred to as low income (U. S. Bureau Census): †¢$40,000 for a family of 4 †¢$33,200 for a family of 3 †¢$26,400 for a family of 2 Federal Poverty Level (2006) (U. S. Bureau Census): †¢$20,000 for a family of 4 †¢$16,600 for a family of 3 $13,200 for a family of 2 †¢It is found that families need twice this income to be able to meet their most basic needs. STATISTICS Unfortunately, national data has found that the amount of children living in poverty here in the United States has risen over the last 5 years. There were 7. 6 million poor families (10%) in 2003, up from 6. 4 million (6. 7%) in 2000 (U. S. Bureau of the Census). â€Å"In te rms of raw numbers, more than 13 million children in the United States were reported to live in poverty in 2004, an increase of 12. % from the number of children in poverty reported in 2000. As a result, in 2004 more than one out of every six American children was poor† (Amatea West-Olatunji, 2007, p. 1). Poor inner-city youths are seven times more likely to be the victims of child abuse or neglect than the children of high social and economic status (Renchlet, 1993). Oppressed communities have high volumes of crimes, drug abuse, and unemployment rates. There is poor access to food and health facilities and a lack of empathy and representation from politicians and fellow Americans. Living in this type of environment corrupts the mindset and psychological conditions of our children. Children living in oppressed and marginalized communities, especially children of color, suffer from low self esteem brought on by harmful messages from society and peers (Hipolito-Degaldo Lee, 2007). â€Å"Students from marginalized communities are taught from an ethnocentric, monocultural perspective that may cause them to question their ability and worth of their culture† (Hipolito-Degaldo Lee, p. ). Because of this, I would imagine some of the harmful messages to be visual as in the distribution and usage of illegal substances; and verbally I would imagine words of negativity as in â€Å"you are a product of your environment† or â€Å"you cannot make it further in life than where we are right now. † Distress and lack thereof, causes these children to have higher levels of anxiety, depression, behavioral problems and lower test scores (Amata West-Olatunji, 2007). COMPARE/CONTRAST THEORY Because poverty in itself is a culture that is not only individualized but environmentally influenced as well; Bronfenbrenner’s Ecological Systems Theory seemed to be the best fit since it refers to the child and external factors that influence development and decisions that are made by the child/student. According to Bronfenbrenner, the environment affects the child and the child also effects the environment. A child is molded by several systems, that in relation to poverty, the main elements are parents/family and community. Hipolito-Degaldo Lee has found that the community of poverty makes students question their worth; and Amatea West-Olatunji found that the lack of confidence and anger these children have because of their community and state of poverty, causes distress, lower test scores, depression and so much more. In comparison to what Bronfenbrenner believes, yes, the choices that people make can intensely affect their development almost to the extent that they control the path their life takes. In agreement with Hipolito-Degaldo Lee and Amatea West-Olatunji, the negative internal locus of control, external influences, and lack of parental involvement that these children consume are continuously harmful. Without positive reinforcement, interventions, and revised implications from counselors and teachers, the better choices that Bronfenbrenner suggests can be made are not going to be made (Pressley McCormick, 2007). Children and even adults from oppressed communities can make better decisions but the opportunities in life are still not as prevalent as they are for more fortunate students. IMPLICATIONS FOR PRACTICE Lynn Olson wrote an article in the popular magazine Education Week, enlightening readers on the effects of poverty, the vast amount of children that enter schools under in this status and how it is very hard on teachers. Not only is poverty hard on teachers, it is very hard on schools because they cannot hire more qualified staff because the more experienced teachers do not want to work in high poverty schools. â€Å"Today, the poverty rate for young children remains far higher than for any other age group. Research has found that extreme poverty, especially in early childhood, is associated with risk factors that can threaten early brain development, including malnutrition, exposure to toxins and violence, maternal depression, and very low-quality child care† (Olson, 2007, p1). An effective school counselor could utilize existentialism. Existentialism addresses the environmental issues that impacts a person’s life and helps individuals discover new options to make better choices. In our high poverty schools the goal is to replace the bad social results of poverty as in negativity, aggression, depression and violence with good social behaviors. The effective school counselor is expected to act as mediator to these children that are affected by the issues of poverty and understand life beyond their past (Carlson, 2003). â€Å"Research shows that removing behavior symptoms is not enough, school counselors must also understand the context and underpinnings so that underlying factors [as in anxiety, depression, violence], do not manifest differently in the future† (Carlson, 2003, p. ). An effective counselor must strive to understand a student’s complete life situation and experience (Carlson, 2003). It is very important for school counselors to be culturally responsive. This practice requires caring and understanding so counselors are able to build relationships with their students; to know someone you must know where they are from (Day-Vines, Payto n, Baytops, 2003). Day-Vines, Patton, and Baytops’s (2003), feelings towards effective counselors mirror Carl Roger’s views, a counselor must possess genuineness, empathy, congruence and an unconditional positive regard. Counseling in general, but especially culturally responsive counseling, requires counselors to put themselves in the client’s shoes; â€Å"[c]ulturally responsive school counselors should recognize that social class standing can shield youngsters from concerns about economic well-being† (Day-Vines, Patton and Baytops, 2003, p. 2). After school counselors discover where their children are from, they must promote personal and community empowerment by engaging in activism for their students. As explained, impoverished children are easily discouraged and many are depressed, these children need encouragement. To initiate this positive and empowering change, school counselors must help their students to develop a critical consciousness helping them to realize what they need to do to gain a better life and gain a positive identity so they are encouraged set and accomplish goals (Hipolito-Degaldo Lee, 2007). It is very important that an effective school counselor is not the only person in high poverty schools promoting self awareness and empowerment; they need assistance from teachers. Because school counselors have received proper multicultural training and understand the importance of having an alternative view of life, they can help teachers understand problems that poverty puts on a child and his or her family (Amatea West-Olatunji, 2007). Teachers tend to pass judgment on parents as being uninterested and not caring for their children when they do not show up for parent teacher conferences. As a result, the teacher would possibly not help the student out as much due to lack of support from home. An effective school counselor would recognize the teacher is blaming the parent and discover ways to help the teacher understand the child’s home, help the parent get more involved and help the teacher put herself in her student’s shoes (Amatea West-Olatunji, 2007). Working together as a team, the teachers can explain issues, and the counselor without judgment, can offer solutions so that difference can be made in our high poverty schools. The desires to care about these children and why they are the way they are is the first step for change. Personally, as a teacher I feel that school counselors have too many job duties that are not about the children and more of the logistics. The days of school counselors sitting in their office simply handing out college applications, making schedule changes for students who want to drop a class or meeting with the troublemakers in the school is extinct. Todays school counselors are important members of the education team. Many school counselors are in care of over 200 students depending on enrollment and all the children needs are not met thoroughly. The focus should be on the social health of the child. The effects poverty has on children both mentally and physically is uneasy. To expect children to deal with the harsh realities of poverty and properly function in school without intervention and familial assistance is unrealistic. Therefore we as sociologist and those working with youth (schools, mental health facilities, etc), must continuously search ways to intervene so youth can take on life changing roles and make a difference in our low socioeconomic communities. Even though poverty is increasing and poverty is more so generational, a difference can be made. That difference will take dedicated and motivated individuals that are up to the challenge of figuring out the challenges society and the environment puts on individuals, beginning with our youth. Children living in poverty are a lot to handle for today’s educators and counseling professionals. These children are more likely than children from middle class homes to have higher levels of anxiety and depression, behavioral problems, and less positive experiences and relationships in school and this could be a problem for those individuals lacking diversity. They demonstrate a repeated school failures, developmental hardships and problems, lower test scores and graduation rates, higher tardiness, truancy, and drop out rates than middle class children (Amata West-Olatunji, 2007). In conclusion, I have gathered that in high poverty schools, social and behavioral problems are more extreme and it is hard to persuade these students that they can make better choices so they can live better lives. The decisions these children make are modes of survival in their eyes. Being an effective counselor in high poverty schools is a challenge because almost every student’s reality and life is harsh. To effectively counsel, regardless of what social class and status, based on this research and teachings from class, I understand the importance of knowing the demographics of your clients. If you do not know who you are helping a significant difference cannot be made. The repeated cycle of poverty, oppression, depression and school violence without positive interventions must end and I look forward to the challenge. REFERENCE Amatea, Ellen S. West-Olatunji, Cirecie A. 2007, December). â€Å"Joining the conversation about educating or poorest children: emerging leadership roles for school counselors in high-poverty schools. (Report). † Professional School Counseling 11(2): 81(9). Academic Search Complete. Virginia Commonwealth University. Retrieved 29 September 2008, from Joining the Conversation about Educating Our Poorest Children: Emerging Le adership Roles for School Counselors in High-Poverty Schools. Carlson, Lauri A. (2003, June). â€Å"Existential theory: Helping school counselors attend to youth at risk for violence. † Professional School Counseling, 6(5): 310(6). Academic Search Complete. Virginia Commonwealth University. Retrieved 29 September 2008, from Existential Theory: Helping School Counselors Attend to Youth at Risk for Violence. Day-Vines, Norma L. , Patton, James M. , Baytops, Joy L. (2003, October). â€Å"Counseling African American adolescents: the impact of race, culture, a middle class status. † Professional School Counseling, 7(1): 40(12). Academic Search Complete. Virginia Commonwealth University. Retrieved 30 September 2008, from Counseling African American Adolescents: The Impact of Race, Culture, and Middle Class Status. Hipolito-Degaldo, Carolos P. Lee, Courtland C. (2007 April). â€Å"Empowerment theory for the professional school counselor: A manifesto for what really matters (EXTENDED DISCUSSION). † Professional School Counseling, 10(4): 327(6). Academic Search Complete. Virginia Commonwealth University. Retrieved 29 September 2008, from Empowerment Theory for the Professional School Counselor: A Manifesto for What Really Matters. Olson, Lynn (2000). â€Å"High poverty among young makes schools job harder. † Education Week, 20(4). Academic Search Complete. Virginia Commonwealth University. Retrieved 17 November 2008 from, http://web. ebscohost. com. proxy. library. vcu. edu/ehost/detail? vid=5hid=106sid=a6f389b1-5909-4ad3-aa30-62065b411fb1%40sessionmgr109bdata=JkF1dGhUeXBlPWlwLHVybCxjb29raWUsdWlkJnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl Payne, Ruby R. Ph. D. (1996). A Framework for Understanding Poverty, 4th ed. Highlands, TX: aha! Process, Inc. Pressley, M. McCormick, C. B. (2007). Child and Adolescent Development for Educators. New York: Guilford Press. U. S. Bureau Census. Retrieved November 3, 2008 from http://www. census. gov/

INTRODUCTION Essays (1015 words) - Charles Dickens,

INTRODUCTION This report will talk about the life of a famous author, Charles Dickens. It will tell you about his early, middle, and later years of his life. It will also talk about one of his great works of literature. In conclusion, this report will show a comparison of his work to his life. EARLY LIFE Charles Dickens was born at Landport, in Portsea, on February 7, 1812. His father was a clerk in the Navy Pay-Office, and was temporarily on duty in the neighborhood when Charles was born. His name was John Dickens. He spent time in prison for debts. But, even when he was free he lacked the money to support his family. Then, when Charles was two they moved to London.1 Just before he started to toddle, he stepped into the glare of footlights. He never stepped out of it until he died. He was a good man, as men go in the bewildering world of ours, brave, transparent, tender-hearted, and honorable. Dickens was always a little too irritable because he was a little too happy. Like the over-wrought child in society, he was splendidly sociable, and in and yet sometimes quarrelsome. In all the practical relations of his life he was what the child is at a party, genuinely delighted, delightful, affectionate and happy, and in some strange way fundamentally sad and dangerously close to tears. 2 At the age of 12 Charles worked in a London factory pasting labels on bottles of shoe polish. He held the job only for a few months, but the misery of the experience remain with him all his life. 3 Dickens attended school off and on until he was 15, and then left for good. He enjoyed reading and was especially fond of adventure stories, fairy tales, and novels. He was influenced by such earlier English writers as William Shakespeare, Tobias Smollet, and Henry Fielding. However, most of the knowledge he later used as an author came from his environment around him. 4 MIDDLE LIFE Dickens became a newspaper writer and reporter in the late 1820's. He specialized in covering debates in Parliament, and also wrote feature articles. His work as a reporter sharpened his naturally keen ear for conversation and helped develop his skill in portraying his characters speach realistically. It also increased his ability to observe and to write swiftly and clearly. Dickens' first book, Sketches by Boz (1836) consisted of articles he wrote for the Monthly Magazine and the London Evening Chronicles.5 On April 2, 1836 he married Catherine Hogarth. This was just a few days before the anoucement that on the 31st he would have his first work printed in The Posthumous Papers of the Pickwick Club. And this was the beginning of his career. 6 Then, at 24, Dickens became famous and was so until he died. He won his first literary fame with The Posthumous Papers of the Pickwick Club. Published in monthly parts in 1836 and 1837 the book describes the humorous adventure and misadventures of the English Countryside. After a slow start, The Pickwick Papers as the book was usually called gained a popularity seldom matched in the history of literature. 7 Then in 1837, Catherine's sister Mary, died. Because of her death Dickens' suffered a lot of grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Catherine was a good woman but she lacked intelligence. Dickens and Catherine had 10 children. Then later in 1858, the couple seperated. 8 LATER LIFE,/b His later years was basically consisting of two main additions to his previous activites. The first was a series of public readings and lectures which he began giving it systematically. And second, he was a successive editor. Dickens had been many things in his life; he was a reporter , an actor, a conjurer, a poet, a lecturer, and a editor and he enjoyed all of those things. 9 Dickens had a remarkable mental and physical energy. He recorded all his activites in thousands of letter, many of which made delightful readings. He spent much of his later life with crowded social friends from arts and literature. He also went to the theater as often as he could, cause he loved drama. Dickens also produced and acted in small theaters

Topic Paper 3 Essays (293 words) - Rape, Crimes Against Women

Skylar Rose Goodman October 25, 2018 Topic Paper #3 Death Penalty Reflection (Outline) Morality Defined as a doctrine or system of moral conduct. (Merriam-Webster.) https://www.merriam-webster.com/dictionary/morality Constitutionality Retribution Irrevocable Mistakes Cost of Death vs. Life in Prison Race Closure for Victims' Families Attorney Quality Physicians at Execution Prior to reading the required novel "Dead Man Walking," my views of the death penalty were for the pracitce. In that, I had a very firm belief that should a life be taken, and the guilty party be convicted without any doubt whatsoever, that death would be an appropriate punishment. The only crimes that the death penalty should be allowed would be rape in the first degree and murder in the first degree. While reading "Dead Man Walking," I did find myself questioning my viewpoints in terms of the convicted felon's family and friends. Previously, the idea of those who knew the criminal and their feelings on the matter did not occur to me, and if they did, I often thought to the victim and their family. The reasoning behind this viewpoint was simply that if a life is taken that in turn whoever took that life should also die. In terms of rape and sexual assault, I believe and know that many victims, most, if not all, would feel a sense of security knowing that the person who attacked them can no longer be able to physically do so.

30 Best Content Research Tips That Will Make You More Influential

30 Best Content Research Tips That Will Make You More Influential Trust. Authority. Influence. What do these three things have in common? They’re all traits of successful content that establishes brands and content creators as real thought leaders. Every piece of content you publish should seek to achieve this trifecta. So, how do you create content that truly shows you’re a trustworthy and authoritative source? The answer can be summed up in one word: Research. Not the most exciting answer, right? Well, it is if you’re a dedicated content marketing nerd and you’re committed to blowing minds with amazingly in-depth stuff. The kind of stuff that digs deeper than the competition and doesn’t just make bold claims, but backs them up with facts and real data. The key to successful content research is to put a clear and repeatable process in place. In this post, we’ll cover thirty different ways you out-research and outsmart your competitor’s content marketing with better information. Roll up your sleeves and get ready to think outside the box.

WATER QUALITY AND CONTAMINATION Lab Report Example | Topics and Well Written Essays - 1250 words

WATER QUALITY AND CONTAMINATION - Lab Report Example Therefore, the relevance of conducting experiments in order to find out what substances contaminate water and how the contamination takes place, is understood. In the light of the experiments, I was very surprised to find that detergent contaminated the water. I thought that the detergent would stay in the soil but it ended up seeping through the soil into the water. One of the main resources on earth is water and every biotic thing on this earth needs water to survive. Water is found below the surface, which means that the water can be easily contaminated. Many substances such as laundry detergent, soap, fertilizers and pesticides are dumped on the ground daily, and these get abosrobed by the soil, thereby contaminating fresh ground water. As these contaminants pass through different layers of soil, there solubility as well as the degradation caused can vary. Various experiments have been conducted in order to understand how ground water is affected and one such study was done by Muà ±oz-Olivas et al. This experiment found that research efforts were crucial in dealing with the â€Å"remediation of leaching waters polluted† and to â€Å"prevent further damage of susrface and ground water reserves† (Muà ±oz-Olivas, Bouaid, Liva, Fernà ¡ndez-Hernando, Tadeo, & Cà ¡mara, 2007). Similarly, the experiments conducted by Ã… uczkiewic z aim to explore the contamination of grounwater as a result of â€Å"sewae lsudge land application† (2005, p. 869). The study found that the various chemical substances that leached through the soil such as â€Å"nitrate and ammonium† and other metals that had their orgin in sewage sludge can reach underground â€Å"deeper than 0.8 m,† thus contaminating â€Å"shallow aquifers† (p. 869). The experiments conducted by Lee et al used column and pilot scale experiments to reveal that heavy metals from abandoned mines also contaminated groundwater. However, by using â€Å"lime as a coagulant,† the researechers were able to remove â€Å"98%† of