...it's our class topic—education and personal development. You've been through at least twelve years of formal schooling working towards your development, and you've probably had plenty of other life experiences that could be considered educational with development as an end. This first piece is informal. Think of it as a chance to reflect on one of those experiences by writing about it. The key question you'll answer is "How has this experience affected the way I think/feel about school education or learning and how it contribute to your development of abilities?" You're answering the key question for an audience you identify. You might write to your classmates, in which case you could think of this piece as your contribution to our conversation on the topic of education and personal development. You might write to friends who are still in the high school you graduated from recently, in which case you'll need to remember that they haven't been reading and talking about the ideas we have in this class. You might write to a relative or close friend elsewhere, perhaps someone who shared the experience with you. Keep in mind the kinds of things your readers/classmates will understand already and what you'll need to explain and/or describe in greater detail. Please note your target audience at the top of each draft as you revise. Your goals as a writer include: * to decide on a single experience you want to write about, * to remember as much about that experience as you...
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...Literacy Narrative In: Other Topics Literacy Narrative I grew up in a very fortunate family; we never really had to worry about a low income, and we were able to buy extra stuff and go on other trips unlike other families. I never really understood how we were able to do this seeing as my parents did not go to college. They also rarely ever read; if they did it would be a magazine or an article online, and they never wrote. My parents would always push me to read more and always do well on my writing assignments and review them over and over again so they would be the best of my ability. Back then I never really understood why they would make me do all of this, but now that I am a bit older and understand how important these traits are, I understand why they did this. I’ll never forget my English teacher my junior year of high school, Mr. Stanizzi. He was the most inspirational teacher I have ever had in my life. He genuinely loved his job and made English class fun, and fascinating. By this time I thought for sure that no teacher was ever going to change my opinion on writing, but he proved me wrong. There was something he did while teaching and analyzing poems that really struck my interest. Every week we would have a period just focusing on either writing our own poems or analyzing them. There was one particular poem that I was extremely proud of and showed Stanizzi the poem. He was shocked that I wrote such a good poem. He liked my poem so...
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...11-17-12 Quotes Project for “Glass Menagerie” Quote 1- Throughout the story, “Glass Menagerie”, Tennessee Williams wrote responses of each character that was able to develop the thesis, plot, and themes. Details given early in the book help establish the characters’ personalities and physical looks, which aide to the readers understanding of the characters’ actions. The conversation between Amanda and Laura, (page 17) “Amanda: Girls that aren’t cut out for business careers usually wind up married to some nice man….Laura: But Mother…..I’m- crippled!” reveals that Laura is physically handicapped and she allows her disabilities to determine her choices in life because she is embarrassed. This certain conversation is important because it displays Laura’s insecurity, which affected her decision to drop out of business school. When reading this conversation I became saddened by the fact that Laura allows her physical disability to govern her life. She is held back from being successful in life because she has a mental block. Later in the text, the author reveals to the reader that Laura has no social life and dropped out of business school because she could not handle the pressure. Not only am I saddened by Laura’s yielding behavior, but I can relate to her mental block. When entering high school I was very small, to be exact, I was 5’2 112 pounds, while the average male peer was 5’8 150 pounds. Because of my lack of size, I tended to be non-aggressive; playing football I was...
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...She can feel Norman reaching out to her, and then therapist asks Norman a closed-ended question, “Can you hear her?” He responds with, “Yes”. This questioning is effective and affective. This shows the couple is using observation skills and is engaged with the connection between the two. Therapist asks them to speak to each many other times and watches their body language as well as reflects on their conversations between each other. Norman realizes Ethel’s love for him especially after his heart...
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...Rob Parson at Morgan Stanley Rob Parson was a market coverage professional in the Capital Markets division. He had been hired by Paul Nasr and had generated substantial revenues since joining the firm. Unfortunately, Parson's reviews from the 360º feedback said that he was having difficulty adapting to the firm's culture. So Nasr faces the difficult decision to promote Parson to Managing Director. Nasr must complete Parson's performance evaluation summary and conduct Parson's performance review. Question 1 What are the advantages and disadvantages of the 360º feedback system at Morgan Stanley? When John Mack became President of Morgan Stanley in 1993, he brought a new vision to the bank named “One-Firm Firm”. That vision focused on performance which can be translated in creating value for the clients, the employees and the shareholders. Mack thought that could only be achieved through a culture that promoted teamwork and innovation and never sacrificed the firm’s integrity. The 360º performance evaluation process was brought by Mack to Morgan Stanley with the intention to “encourage employees to conform to a new way of doing business that emphasized team-work, cooperation, and cross-selling”. It also intended to “provide comprehensive development feedback so that employees could continue to improve their skills in four areas: Market/Professional skills, Management and Leadership effectiveness; commercial Orientation; and Teamwork/One Firm Contribution”. These...
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...The Hunger Games Vocabulary Utopia- paradise, heaven Dystopia- apocalypse/hell Entrails- internal parts Reap- harvest Apothecary- doctor Iridescent- play of colours Paraffin- waxy, flammable Tessera- token from capitol (year of grain) Meagre- thin Racketeer- criminal Sustenance- support, nourish Tribute- payment Repentance-regret, sorrow of sins Treason- betray Synonymous- alike The Hunger Games Chapter 1 Questions: 1. What is the reason for the Hunger Games? The reason for the Hunger Games is to remind all the Districts of what had happened to District 13 whom decided to rebel against the capitol. They hold a "reaping" every year and they send them to fight for their hunger. 2. What does District 12 produce? District 12 produces coal. 3. What is a tessera? Explain how this puts people in increased danger? Tesserae are a token from the capitol thus it gives more food to the poor in exchange for having a greater chance of being selected. Katniss goes on to explain how the entries are cumulative, so that each year you add another four. 4. What does Katniss do to support her family since the death of her father? Katniss hunts for food and takes care of Prim with her friend, Gale to support her family. 5. Who is the first person chosen to go to the Hunger Games? Primrose Everdeen was the first person chosen to go to the Hunger Games. 6. Describe Katniss. Explain her family situation. ...
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...writing. That is, you will be asked to read something (a journal article, a chapter in a book, a technical report) and to write a summary and an analysis of what you read. The purpose of this type of assignment is to find out whether you understood what you read, what your response to the content of the text is, and whether you can express your response clearly. Generally, a response to written material consists of two basic parts: A. a summary of the written material B. an analysis of part of all of the material. Here is the typical format of a response essay: Introduction (The First Paragraph of your essay) 1. State the author’s name and surname 2. State the name of the article (For example: In “The Dangers of the Television” ) 3. Summarize the article and state the author’s main issues/thesis and key supporting points that the author discusses. Use an opening phrase such as: says, discusses, explains, argues, shows. (For example: In “The Dangers of the Television”, Fidler points out that. . .) 4. State your main idea / thesis in which you show your agreement or disagreement at the end of the introduction paragraph. That is your reaction. Body (The second paragraph) Your body paragraph or paragraphs should include: 1. major key supporting points to be analysed in that paragraph 2.direct quotes from the article, or paraphrase from the article demonstrating the writer’s point 3. your topic sentence which states agreement or disagreement with the supporting point stated...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...Plagiarism in Western Scholarship......... Tips to Avoid Plagiarism................................................ ... Section 1: Getting Started ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... Developing a Topic Seeking Topic Approval from Your Instructor ... ... ... ... ... ... ... ... ... ... ... ... ..... Writing Proposals Common Problems with Topics Researching Your Topic ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ....... Introducing the VC/UHV Library ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...... Developing a Search Strategy ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... Considering Your Audience and Joining the Scholarly Conversation Formulating a Thesis Statement Section 2: Writing Your First Draft Developing an Introduction ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... U sing Your Outline to Develop Topic Sentences and Your Paper. .. ... ... ... ... ... ... U sing and Incorporating...
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...CHILD AND YOUNG PERSON DEVELOPMENT TULAY KOZ Student no 40092565 Evidence record: Louise Burnham Brenda Baker; supporting teaching and learning book Jacqueline Harding: Child development book From birth to adulthood, children are continually develop, grow and learn. The main stages of developments are: * PHYSICAL DEVELOPMENT * INTELLECTUAL DEVELOPMENT * LANGUAGE DEVELOPMENT * EMOTIONAL DEVELOPMENT * SOCIAL DEVELOPMENT Different age groups have different developmental changes. PHYSICAL DEVELOPMENT MILESTONES: Physical development provides the children with the abilities they need to explore and interact with the world around them. They will need to develop in 2 sections. *Gross motor skills; involve the coordination and control of large muscles and skills like walking, sitting, running, … *fine motor skills; involve the coordination and control of small muscles and skills like writing, cutting, holding a rattle, picking up crumbs, … * 0-12 MONTHS PHYSICAL DEVELOPMENT First months they can only sucking and swallowing .After few months they can use their hands, start to control their head. About 12 months they can sit without help. They start to stand or creep. * 1-3 YEARS PHYSICAL DEVELOPMENT At this age group, they start to use their hands more confidently. For example: they can drink water by themselves .After first birthday, their body start to change and they ca not gain too much weight...
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...time to date, into sports, looking into grad school, etc. we know there are others out there thinking the same thing. So what is your takes on this. Does anime become a social dysfunction? Portraying anime as a cultural thing can only go so far...I guess what they saying are "doing get the anime influenced". Therefore, we should end up watching anime on our own feeling something like a social outcast. Socially we are busy being as we am out of college, in a very exhausting job, trying to find time to date, into sports, looking into grad school, etc. Seems to that you’re only a casual anime fan, so were good. As long as we have a life that extends beyond anime, don't worry. When you start using Japanese words in daily conversation, sit at a computer all night every night watching anime, and withdraw from other activities, you have a problem. Your real problem is that your family and friends think you're a freak for watching stuff that's for children in their eyes. My parents think the same way about me for watching anime. Try looking for anime that your friends might enjoy. If you look for something similar to their favorite movies or TV shows...
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...Harley Davidson Case Study 1. 1. Building Brand Community on the GROUP 4 Harley-Davidson Posse Ride Prepared for: MMA035, Dr. Csilla Horváth Prepared by: E.L. Mulder, C. Neghina, D. Oosterveer, L. Partouns, S. Voet December 10, 2009 Case Study 2. 2. Building Brand Community on the Harley-Davidson Posse Ride 1. What are the benefits of long rides as Posse, for customers of Harley Davidson (HD)? Evaluate the relational effects based on Exhibits 7 and 10, which refer to pre and post evaluations. For any Harley Davidson customer, long rides – such as the Posse – hold some clear benefits. Firstly, each participant is given the chance to discover part of the USA. The long rides explore the country in depth and give participants the chance to explore various landscapes, hidden parts of the USA or legendary roads, thus broadening their horizons. Secondly, HD customers come into contact with people sharing the same passion for HD, riding bikes and adventure, turning such rides into social gatherings for Harley enthusiasts. Furthermore, the rides offer customers the thrills and excitement associated with biking over long distances, with unpredictable weather conditions, changing sceneries, road mishaps and great road stories. The customers see these trips as big American adventures, a change from the daily routine and a way of experiencing complete freedom. A more tangible benefit is that participants of this sort of rides have the chance to pride themselves of having participated...
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...Facebook’s 8 Fundamental Hooks and 6 Basic User Types: A Psychographic Segmentation. David Evans Nora Robertson Tenille Lively Linda Jacobson Mariana Llamas-Cendon Heidi Isaza Sam Rosenbalm John Voigt Kevin Michael Martin Evans, D.C., Robertson, N., Lively, T., & Jacobson, L., Llamas-Cendon, M., Isaza, H., Rosenbalm, S., & Voigt, J. (2012). Facebook’s 8 fundamental hooks and 6 basic user types: A psychographic segmentation. The Four Peaks Review, 2, 36-54. The authors would like to thank Eden Epstein, Nicholas Mattos, Bibianna Cha, Christina Seong, Parinaz Ejlali, and Sara Degruttola for their assistance with earlier versions of this study. Please address correspondence to David C. Evans Ph.D. at david@psychster.com . Evans et al., “Facebook Segmentation,” 37 EXECUTIVE SUMMARY Understanding the different types of Facebook users is the first step to effectively communicating with them and providing appropriate features. Psychographic segmentation is a statistical procedure that first identifies the fundamental value-propositions or “hooks” of a technology, and then derives the user types who respond similarly to those hooks. Partnering with Psychster Inc., students in the University of Washington Master of Communication program in Digital Media (MCDM) applied this method to 236 Facebook users who rated the importance of 90 value-propositions via an online survey. The 6 user types that were found can be remembered by the acronym FBSIGN: 1. 2. 3. 4. 5. 6. Fans join...
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...CHAPTER ONE CONVERSATION 1. Conversation is the essence of interpersonal communication. In many scholarly views they are equivalent and among no scholars the words conversation and interpersonal communication often men the same thing. Conversation occurs when two or three people exchange messages , weather face to face ,over the telephone, through apartment walls, or on internet. STAGES OF CONVERSATION PROCESS 2. There are five stages of conversation process Opening Feedback Feed forward Opening Closing 3. The opening. The first step is to open the conversation, usually with some kind of greeting. Greetings can be verbal or nonverbal and are usually both. Verbal greetings include, for example, verbal salutes ("Hi," "Hello"), initiation of the topic (The reason I called ") making reference to the other ("Hey, Joe, what's up?"), and personal inquiries ("What’s new?" " How are you doing?") Openings are also generally consistent in tone with the main part of the conversation, a cheery "How ya doing today, big guy?" is not normally followed by news of a family death. In opening a conversation, consider two general guidelines. Fist, be positive. Lead off with something positive rather than something negative. Say, for example, "I really enjoy coming here" instead of "Don't you just hate this place?" Second, don't be too...
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...process of expressing ideas and feelings or of giving peoples information. The successful communication include, basic four skills such as Listing, speaking Reading and writing. 2. As officers in security forces and police department, it is necessary to enhance abovementioned communication skills for betterment of our self and others. From the above mentioned skills conversation skills is important to work in any environment. There for learning of conversation skills very important as we communicate with each verbally and non-verbally. CONVERSATION 3. Conversation is the essence of interpersonal communication. In many scholarly views they are equivalent and among no scholars the words conversation and interpersonal communication often men the same thing. Conversation occurs when two or three people exchange messages, weather face to face, over the telephone, through apartment walls, or on internet. STAGES OF CONVERSATION PROCESS 4. There are five stages of conversation process Opening Feedback Feed...
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