...In the essay “Neat People vs. Sloppy People”, Suzanne Britt describes the distinct difference between neat people and sloppy people. She states that neat people are actually lazier and meaner than sloppy people. Britt supports her generalization with a few detailed examples, and she begins by explaining how sloppy people aren’t really sloppy. The sloppiness is simply a byproduct of the sloppy people living in a dream world where they have a precise plan. The sloppy people tell themselves that they will do a certain task eventually. Britt explains, though, that this is not procrastination. Britt also believes that neat people don’t care about how they get things done. Neat people, according to Britt, enjoy results and like to finish activities...
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...and Research Reference number 82367 Professor Arietta October 27,2014 Britt Does Not Oppose Sloppy People Britt compares neat and sloppy people in her essay ‘’Neat People vs. Sloppy People.’’ She describes sloppy people using a positive tone but not the same case with neat people. In Britt’s opinion sloppy people are more organized and way better than neat people. Britt thinks sloppy people are not sloppy per se. Sloppy people are morally upright, caring and sentimental. Their sloppiness is merely the unfortunate consequence of their extreme moral rectitude while neat people are wasteful and insensitive. She has a remarkable explanation as to why sloppy people never seem to get all things tidy. Britt states ‘’when a sloppy person says they are going to tackle the surface of a desk, they really mean it, not a paper will go unturned; … primarily because the sloppy person is meticulously creating new piles of papers and scrupulously stopping to read all the old books and catalogs before he throws them away. A neat person will just bulldoze the desk.’’(Britt 5) Britt portrays sloppy people as wanting to be neat and they also make efforts to clean but in their effort to do so, they create a new pile because they love to stop and read everything. This is not a bad thing but neat people will just throw out everything. Neat people don’t really care about anything. Britt talks about how they try to get rid of everything. They do...
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...Individuals are defined in several different ways such as neat or sloppy, but the word neat or sloppy may have numerous diverse meanings to others. Suzanne Britt, the author of “Neat People vs. Sloppy People,” used a direct tone to favor messy people. She also defined two individuals in today’s society by the way they keep their environments hygienic. Britt mainly focused on explaining how neat people are really sloppy and how sloppy people are really neat in their own ways. She wanted her readers to learn not to be as uptight in their lives and increase time for friends and family. In contrast to Britt, Dave Barry, the author of “Batting Clean-Up and Striking Out,” used a humorous tone in his article to exemplify how men and women have different...
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... Comparison Essay Comparing the two essays “Neat People VS. Sloppy People” by Suzanne Britt; and “Grant and Lee” by Bruce Catton, I found Bruce Catton’s method more efficient. I Enjoyed Suzanne Britt’s essay better but Catton’s was easier to fallow and understand. Although both essays are comparing one subject to another the two authors used different types of organization, “Neat People VS. Sloppy People” is subject to subject (block) were as “Grant and Lee” is point by Point. I believe point by point is a more efficient method it all really depends on the reader. Which do you think is the best method? In an essay the structure is very important, you should always have an introduction, a body and a conclusion. Suzanne Britt was very sloppy her introduction and conclusion was basically missing when reading it I felt rushed. Bruce Catton’s structure was impressive thought out, not too broad but not to simple either. In Britt’s essay she shocks the reader with an informal way of writing a comparison essay, confusing the reader with her organization. She was all over the place with her subjects causing it difficult for the reader to understand. Catton was very well organized, easy to fallow and was able to understand it a lot better. When writing an essay you would want to adapt to a certain style for different people, this is what makes a good writer. In these two essays you can clearly see how each writer has a different...
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...English Composition and Rhetoric ENGL 102 Hourly Course Planner September, 2013 – December, 2013 TENTATIVE HOUR #sWeek #s | DAILY SCHEDULE OF IN-CLASS TOPICS | RESOURCES/HANDOUTS/ASSIGNMENTS | Hours 1-3Week 1Sept 15-19 | RHETORICAL SKILLSINTRODUCTION TO ENGL 1021. Placement Test2. Content and Syllabus3. Lecture: Chapter 1 | Donna HaasHOMEWORK: 1. Read “The Lottery” handout-Week 22. Read Chapters 1 and 23. CDJ #1-Why are you here?4. Reading Logs | Hours 4 - 6Week 2Sept 22-26 | RHETORICAL SKILLSRECOGNIZING THE ELEMENTS OF GOOD WRITING1. Lecture: Chapter 2 & 32. Group Work: “The Lottery”3. Group Work: Outline4. CDJ #2-Recall ceremony5. Students’ essay critiques6. Present Personal Essay Project | Donna HaasPPP: Ch 2- Recognize Elements of Good WritingH/O Sample OutlineH/O “The Lottery” QuestionsH/O Critical Thinking and the Personal EssayHOMEWORK:1. Read Ch 3 and do all assigned exercises.2. Read Ch 16-Do Exercises 2-6, 8 & 123. Read “Visiting Rites”, p. 6054. Read “How to Mark a Book”, p. 6355. Reading Logs | Hours 7 - 9Week 3Sept 29-Oct 3 | PART I: RHETORICAL SKILLSTOPIC SENTENCES AND CONTROLLING IDEAS1. Lecture: Ch 162. Review assigned exercises3. Group Work: “Book” & “Rites”3. CDJ #3-Earliest Memory4. Students’ essay critiquesPART II: RESEARCH SKILLS1. Intro to academic integrity2. EAHM AI Policy3. Using the library catalogue4. Exercise | Donna HaasPPP: Ch16 Topic Sentences/ Controlling IdeasHOMEWORK:1. Read “A Day at...
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...Pupil Path, www.Pupilpath.com Your child will receive the instructions and passwords for this within the first week of school. • Class participation –Class participation covers every aspect of a student’s behavior in the classroom. This includes the questions you ask, the comments you make, the notes you take, completion of class work, notebook check, presenting your reference tables and your prompt arrival to class. Students are expected to remain on task while in class and are accountable for their conduct. Class participation is 20% of your grade • Homework – Homework assignments must include the student’s name, period, date and the HW#. Every problem assigned must be attempted. Homework must be neat and submitted on a standard loose leaf paper. Sloppy homework will earn no credit. In addition, students must show all their work. You may also submit your homework electronically by sending it as an attachment to the following email:...
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...THE SOCIOLOGICAL IMAGINATION C. WRIGHT MILLS NEW YORK Oxford University Press 1959 Appendix On Intellectual Craftsmanship TO THE INDIVIDUAL social scientist who feels himself a part of the classic tradition, social science is the practice of a craft. A man at work on problems of substance, he is among those who are quickly made impatient and weary by elaborate discussions of method-and-theory-in-general; so much of it interrupts his proper studies. It is much better, he believes, to have one account by a working student of how he is going about his work than a dozen 'codifications of procedure' by specialists who as often as not have never done much work of consequence. Only by conversations in which experienced thinkers exchange information about their actual ways of working can a useful sense of method and theory be imparted to the beginning student. I feel it useful, therefore, to report in some detail how I go about my craft. This is necessarily a personal statement, but it is written with the hope that others, especially those beginning independent work, will make it less personal by the facts of their own experience. 1 It is best to begin, I think, by reminding you, the beginning student, that the most admirable thinkers within the scholarly community you have chosen to join do not split their work from their lives. They seem to take both too seriously to allow such dissociation, and they want to use each for the enrichment of the other. Of course, such a...
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...Mathematical Writing by Donald E. Knuth, Tracy Larrabee, and Paul M. Roberts This report is based on a course of the same name given at Stanford University during autumn quarter, 1987. Here’s the catalog description: CS 209. Mathematical Writing—Issues of technical writing and the effective presentation of mathematics and computer science. Preparation of theses, papers, books, and “literate” computer programs. A term paper on a topic of your choice; this paper may be used for credit in another course. The first three lectures were a “minicourse” that summarized the basics. About two hundred people attended those three sessions, which were devoted primarily to a discussion of the points in §1 of this report. An exercise (§2) and a suggested solution (§3) were also part of the minicourse. The remaining 28 lectures covered these and other issues in depth. We saw many examples of “before” and “after” from manuscripts in progress. We learned how to avoid excessive subscripts and superscripts. We discussed the documentation of algorithms, computer programs, and user manuals. We considered the process of refereeing and editing. We studied how to make effective diagrams and tables, and how to find appropriate quotations to spice up a text. Some of the material duplicated some of what would be discussed in writing classes offered by the English department, but the vast majority of the lectures were devoted to issues that are specific to mathematics and/or computer science. Guest lectures by...
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...35 New Ways to Improve Your Programs and Designs Scott Meyers More Effective C ADDISON-WESLEY PROFESSIONAL COMPUTING SERIES ++ Conforms to the new ISO/ANSI C++ standard! From the Library of Yuri Khan Praise for More Effective C++: 35 New Ways to Improve Your Programs and Designs “This is an enlightening book on many aspects of C++: both the regions of the language you seldom visit, and the familiar ones you THOUGHT you understood. Only by understanding deeply how the C++ compiler interprets your code can you hope to write robust software using this language. This book is an invaluable resource for gaining that level of understanding. After reading this book, I feel like I've been through a code review with a master C++ programmer, and picked up many of his most valuable insights.” — Fred Wild, Vice President of Technology, Advantage Software Technologies “This book includes a great collection of important techniques for writing programs that use C++ well. It explains how to design and implement the ideas, and what hidden pitfalls lurk in some obvious alternative designs. It also includes clear explanations of features recently added to C++. Anyone who wants to use these new features will want a copy of this book close at hand for ready reference.” — Christopher J. Van Wyk, Professor, Mathematics and Computer Science, Drew University “Industrial strength C++ at its best. The perfect companion to those who have read Effective C++.” — Eric Nagler, C++ Instructor...
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...Note from the Authors: “Creative Entrepreneurship” was born out of the desire, want and curiosity of kbs+’s staff to understand the crazy world of entrepreneurship. “Creative Entrepreneurship” curates the perspectives of leading entrepreneurs and venture capitalists as a guide for people interested in learning more. Each writer graciously contributed their work to create a curated resource for creative entrepreneurs. This book is the teaching and inspirational aid for our kbs+ Ventures Fellows – a highly select group of kbs+ staffers from all levels and areas of the agency – who go through a six-month educational program to immerse themselves in the startup and venture capital world. Share this entrepreneurial inspiration with friends using @kbspvc or #kbspvcbook. If you would like to share any inspiration, thoughts or feedback, please contact us at @kbspvc anytime – we look forward to hearing from you. Thank you for downloading our book! Darren Herman Taylor Davidson Creative Entrepreneurship Darren Herman Taylor Davidson a kbs+ partner We have received explicit permission from all authors of the works found in this book. Unless otherwise stated, we do not claim to have written or own any of this work. We are purely aggregating it into a simple book format for the education of anyone who picks up this book. The price of this book is free; if anyone tries to sell this book to you, please report them to us. Hopefully this book inspires you as much as it does...
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...Made By Jason & Franklin. This Document Is Strictly Prohibited For Commercial Purposes Without Authorization. List 1 GRE Verbal 750 Quantitative 800, AW 5.5 2008 10 Princeton, MIT, M. Fin Unit 1 ABANDON A B D I C AT E ABASE ABERRANT ABASH ABET A B AT E A B E YA N C E A B B R E V I AT E ABHOR abandon [ 1 n. ] carefree, freedom from constraint added spices to the stew with complete abandon unconstraint, uninhibitedness, unrestraint 2 v. to give (oneself) over unrestrainedly abandon herself to a life of complete idleness abandon oneself to emotion indulge, surrender, give up 3 v. to withdraw from often in the face of danger or encroachment abandon the ship/homes salvage 4 v. to put an end to (something planned or previously agreed to) NASA the bad weather forced NASA to abandon the launch abort, drop, repeal, rescind, revoke, call off keep, continue, maintain, carry on abase [ 1 v. ] to lower in rank, office, prestige, or esteem was unwilling to abase himself by pleading guilty to a crime that he did not commit debauch, degrade, profane, vitiate, discredit, foul, smirch, take down elevate, ennoble, uplift, aggrandize, canonize, deify, exalt abash [ 1 vt. ] to destroy the self-possession or self-confidence of ,disconcert, embarrass Nothing could abash him. discomfit, disconcert, discountenance, faze, fluster, nonplus, mortify embolden abate [ 1 v. ] to reduce in degree or intensity / abate his rage/pain taper off intensify 2 v. ...
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...English Contents ABOUT THIS BOOK ................................5 THE WORDS.............................................7 WORD ANALYSIS ...............................103 IDIOM AND USAGE ............................117 About This Book English offers perhaps the richest vocabulary of all languages, in part because its words are culled from so many languages. It is a shame that we do not tap this rich source more often in our daily conversation to express ourselves more clearly and precisely. There are of course thesauruses but they mainly list common words. Other vocabulary books list difficult, esoteric words that we quickly forget or feel self-conscious using. However, there is a bounty of choice words between the common and the esoteric that often seem be just on the tip of our tongue. Vocabulary 4000 brings these words to the fore. Whenever possible, one-word definitions are used. Although this makes a definition less precise, it also makes it easier to remember. Many common words appear in the list of words, but with their less common meanings. For example, the common meaning of champion is “winner.” A less common meaning for champion is to support or fight for someone else. (Think of the phrase “to champion a cause.”) This is the meaning that would be used in the list. As you read through the list of words, mark any that you do not know with a check mark. Then when you read through the list again, mark any that you do not remember with two checks. Continue in this...
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...This page intentionally left blank This practical coursebook introduces all the basics of semantics in a simple, step-bystep fashion. Each unit includes short sections of explanation with examples, followed by stimulating practice exercises to complete the book. Feedback and comment sections follow each exercise to enable students to monitor their progress. No previous background in semantics is assumed, as students begin by discovering the value and fascination of the subject and then move through all key topics in the field, including sense and reference, simple logic, word meaning, and interpersonal meaning. New study guides and exercises have been added to the end of each unit (with online answer key) to help reinforce and test learning. A completely new unit on non-literal language and metaphor, plus updates throughout the text, significantly expand the scope of the original edition to bring it up-to-date with the modern teaching of semantics for introductory courses in linguistics as well as intermediate students. JAMES R. HURFORD is Professor of General Linguistics, University of Edinburgh. BRENDAN HEASLEY is Consultant (Postgraduate Training), Sharjah Women’s College, United Arab Emirates. MICHAEL B. SMITH is Associate Professor of Linguistics, Oakland University. Semantics A Coursebook SECOND EDITION JAMES R. HURFORD Professor of General Linguistics, University of Edinburgh BRENDAN HEASLEY Consultant (Postgraduate Training), Sharjah Women’s College...
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...PUEBLO COMMUNITY COLLEGE NURSING NUR 211 Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity ...
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...FUN IN THE WORKPLACE: TOWARD AN ENVIRONMENT-BEHAVIOR FRAMEWORK RELATING OFFICE DESIGN, EMPLOYEE CREATIVITY, AND JOB SATISFACTION By ALEXANDRA M. MILLER A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF INTERIOR DESIGN UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Alexandra M. Miller ACKNOWLEDGMENTS First, I would like to thank my committee chair, Dr. Margaret Portillo, for her direction and guidance throughout the entire research process. I would also like to thank Dr. M. Joyce Hasell for her support and valuable expertise. Additional thanks go to Dr. Larry Winner for his indispensable assistance as a statistical consultant. I would also like to thank PUSH for providing an excellent example of a fun workplace. In particular, I would like to thank partners John Ludwig, Chris Robb, and Rich Wahl for allowing me to conduct a case study of their business. Additional thanks go to Ron Boucher, Jourdan Crumpler, and Gordon Weller for taking the time to participate in interviews. I would also like to express my gratitude to Kathryn Voorhees for her help, humor, and friendship as she accompanied me throughout the research process. Finally, I would like to thank all of my friends and family for their support. In particular, I would like to thank to my parents for their constant support and for helping me to achieve my dreams. iii TABLE OF CONTENTS page ACKNOWLEDGMENTS ..........
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