论文代写：学术研究
学术领域是一个非常有活力的领域，每隔一天就会有新的发现和研究成果。跟上他们本身就是一项任务。然而，对于一位因任何原因而休假的返聘教师来说，这变得更加困难。在研究和教学之间取得平衡总是很困难，但对于预计花费大量时间设计课程和提供高质量讲座的教师来说，这变得更加困难。这是因为他们不仅面临时间紧迫，而且还缺乏行政支持（Myers，2016），缺乏适当的资金，法律法规，甚至还有一个强有力的机制来鼓励积极主动的教师进行研究（Nami＆Matin，2017 ）。也许推动全职教师进行研究的唯一因素是自我激励，尽管已经有数项研究证明教师从实际研究中获益更多，而不仅仅是从阅读中获益。在进行研究和写一篇优质论文的过程中，发展适当的技巧会受到影响。
论文代写：学术研究
对于已经放弃职业承诺的老师，情况变得更加严峻。因为当他们回到专业学术界时，他们必须赶上“失去的时间”，并致力于学习新的教学技巧。有了这些压力，分配学习研究技能的时间变得困难。然而，令人惊讶的是，很少有人进行研究来解决甚至抛出回报教师面临的学习技能所面临的挑战和障碍，例如编写被认为对教师来说很难的研究论文。本文试图了解回本科教师在学习这些困难技能时面临的问题。研究已经证明，教师面临着阻碍他们进行研究的几种摩擦力量。本文试图加强这种理解，特别关注回归教师。第2节介绍研究的方法，第3节介绍研究结果及其影响，第4节总结研究结果。
论文代写：学术研究
The academic field is a very dynamic one with new findings and research coming up every other day. Keeping up with them is a task in itself. However, for a returning teacher, who took a break from the job for whatever reasons, it becomes even more difficult. Striking a balance between research and teaching is always difficult but for teachers, who are expected to spend considerable amount of time designing their classes and delivering quality lectures, it becomes even more difficult. This is so because they face not only time crunch, but also lack of administrative support (Myers, 2016), lack of appropriate funds, laws and regulations and even a robust mechanism to encourage the motivated teachers to undertake research (Nami & Matin, 2017). Perhaps the only factor that pushes full time teachers to pursue research is self-motivation, despite several researches having already proved that teachers benefit more from performing actual research than from just reading them. Consecutively, the development of appropriate finesse in conducting research and being able to write a quality paper suffers.
论文代写：学术研究
The situation becomes even starker for returning teachers who have taken a break from their professional commitments. It is because when they return to the professional academia, they have to catch up with the “lost time” and dedicate effort towards learning new skills of teaching. With all this pressure, apportioning time towards learning research skills becomes difficult. However, surprisingly, few researches have been done to address or even throw light on the challenges and obstacles that returning teachers face in learning skills like writing research papers which are considered difficult for teachers. This paper tries to understand the problems faced by returning undergraduate teachers in learning such difficult skills. Researches have already proved that teachers face several frictional forces deterring them from undertaking researches. This paper tries to enhance this understanding with a specific focus on the returning teachers. Section 2 presents the methodology of the research, section 3 presents the findings and their implications and section 4 concludes the research.
