...Career Path Denzel White BCOM/275 April 12, 2015 Dr. George R. Monk Career Path The University of Phoenix provide for their students a wide range of tools and different assets to help their students have a great opportunity to be highly successful. These tools help the students prepare themselves for the future and for the workforce adventure. One of the tools recommended by the school that it provides is the career interests profiler. The Career Interest Profiler gives students the opportunity to set goals to achieve their desired occupation. The results that I received from completing the Career Interest Profiler were very surprising indeed because upon me entering school I was undecided with what I wanted to do. In my case I didn’t really know what jobs were out there that were available to me in the job field that I’m pursuing. I was really happy with the results and it gave me motivation to give my all while in school. There were three job occupations that interested me the most relating to my field of interest. The first occupation that interested me was the Business Analyst Manager. I was able to search the job sites that were available to me pertaining to this occupation. With the Career Interests Profiler, it enabled me to see the job salaries, qualifications, and the high demand interest in this occupation. I found out things I didn’t know before and now I know what I need to do to prepare myself for this occupation. Out of my top three job...
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...“prospectus” that a committee approves before the “proposal” to start research is approved. After the prospectus is approved, some of the review of literature may be moved into Chapter 2, which then becomes part of the proposal to do research. Chapter 1 is the engine that drives the rest of the document, and it must be a complete empirical argument as is found in courts of law. It should be filled with proofs throughout. It is not a creative writing project in a creative writing class; hence, once a word or phrase is established in Chapter 1, use the same word or phrase throughout the dissertation. The content is normally stylized into five chapters, repetitive in some sections from dissertation to dissertation. A lengthy dissertation may have more than five chapters, but regardless, most universities limit the total number of pages to 350 due to microfilming and binding considerations in libraries in those institutions requiring hard copies. Use plenty of transitional words and sentences from one section to another, as well as subheadings, which allow the reader to follow the writer’s train of thought. Following is an outline of the content of the empirical argument of Chapter 1. Universities often arrange the content in a different order, but the subject matter is the same in all dissertations because it is an empirical “opening statement” as might be found in a court of law. (Note that a dissertation could also be five pages of text and 50 pages of pictures of dragonfly...
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...Include all parts (1, 2, 3, 4) in your report. Make sure it is clearly written. Hand-in via Ephorus. PART 1: THE LEARNER Introduction- Personal Background and Expectations (200 words) 1. Individually make notes on how you have been learning languages (all Modern Foreign Languages). What is your personal background in language exposure and study? What have been successful techniques of learning for you? (Think for example about how you were taught French, Spanish or German; each tutor will have had a different teaching method. Which was the most effective or pleasant for you) What do you like to focus on when studying English? What don’t you like to work on when studying English? 2. Write a brief outline of your expectations of this course – what you expect to learn, what you expect your role to be, what learning aims you will set yourself, how you can apply lesson content to your self-study as a language student and as a prospective language teacher. PART 2: SELF - REFLECTION Self-Reflection (150 words) Looking at the results of the DIAGNOSTIC test we did in week 1 decide which skill(s) you should practice most/give priority to. What are your strengths and weaknesses when it comes to (learning) English? PART 3: THE PLAN Plan for maintaining/improving proficiency (350 words) 1. Prioritize your needs Think about what you are good at and what aspects of your proficiency you still need to improve. Think about your experience on the course so far...
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...UPPER- INTERMEDIATE WORD LIST UPPERINTERMEDIATE WORD LIST HEADWORD 1 Abandon 2 Absorb 3 Abuse VERB NOUN ADJECTIVE abandon absorb abandonment abandoned absorbent 4 Account 5 Acquire 6 Adapt abusive accountable COLLOCATION to be forced to abandon to abandon stg completely/entirely to absorb quickly/rapidly to be abused emotionally/physically/sexua lly/verbally to be/become abusive take sth into account bank account to be accountable for sth to make/hold sb accountable to acquire knowledge/skills language acquisition to adapt successfully/well to be adaptable highly/very adaptable acquire acquisition adapt adaptation adaptability adaptable adequacy inadequacy adequate inadequate 7 Adequate/Inadequate 8 Admission abuse abuser accountability account abuse ADVERB admit admission 1 adequately inadequately adequacy of sth to be/seem adequate for sth to admit doing sth to admit that + sentence to admit honestly/openly/freely to refuse to admit to be willing to admit UPPER- INTERMEDIATE WORD LIST 9 Adopt (idea) adopt adopted affair affairs 10 Affair 11 Aim adoption to adopt a baby/child to adopt a new approach aim aim aimless amusing amused 12 Amuse amuse amusement 13 Analyze analyze aimlessly analysis 14 Ancient 15 Anticipate 16 Anxiety 17 Anyhow ancient anticipate anticipation ...
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...501 CHALLENGING LOGIC AND REASONING PROBLEMS 501 CHALLENGING LOGIC AND REASONING PROBLEMS 2nd Edition ® NEW YORK Copyright © 2005 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: 501 challenging logic & reasoning problems. p. cm.—(LearningExpress skill builders practice) Includes bibliographical references. ISBN 1-57685-534-1 1. Logic—Problems, exercises, etc. 2. Reasoning—Problems, exercises, etc. 3. Critical thinking—Problems, exercises, etc. I. LearningExpress (Organization) II. Title: 501 challenging logic and reasoning problems. III. Series. BC108.A15 2006 160'.76—dc22 2005057953 Printed in the United States of America 9 8 7 6 5 4 3 2 1 Second Edition ISBN 1-57685-534-1 For information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents INTRODUCTION QUESTIONS ANSWERS vii 1 99 v Introduction his book—which can be used alone, with other logic and reasoning texts of your choice, or in combination with LearningExpress’s Reasoning Skills Success in 20 Minutes a Day—will give you practice dealing with the types of multiple-choice questions that appear on standardized tests assessing logic, reasoning, judgment, and critical thinking. It is designed to be used by individuals working on their...
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...terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Fifteen Thousand Useful Phrases A Practical Handbook Of Pertinent Expressions, Striking Similes, Literary, Commercial, Conversational, And Oratorical Terms, For The Embellishment Of Speech And Literature, And The Improvement Of The Vocabulary Of Those Persons Who Read, Write, And Speak English Author: Greenville Kleiser Release Date: May 10, 2006 [EBook #18362] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK FIFTEEN THOUSAND USEFUL PHRASES *** Produced by Don Kostuch [Transcriber's Notes] Original "misspellings" such as "fulness" are unchanged. Fifteen Thousand Useful Phrases Unfamiliar (to me) words are defined on the right side of the page in square brackets. For example: abstemious diet [abstemious = Eating and drinking in moderation.] The blandness of contemporary (2006) speech would be relieved by the injection of some of these gems: "phraseological quagmire" "Windy speech which hits all around the mark like a drunken carpenter." [End Transcriber's Notes] BY GRENVILLE KLEISER HOW TO BUILD MENTAL POWER A book of thorough training for all the faculties of the mind. Octa cloth, $3.00, net; by mail, $3.16. 2 HOW TO SPEAK IN PUBLIC A practical self-instructor for lawyers, clergymen, teachers, businessmen, and others. Cloth, 543 pages, $1.50. net; by mail, $1.615. HOW TO DEVELOP SELF-CONFIDENCE IN SPEECH AND MANNER A book of practical...
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...Language versus Literal Language The lack of exposure to non literal forms of language makes it difficult to engage in productive thinking. Having the capacity to understand figurative language increases our ability to communicate with each other. By increasing our word bank we expand our knowledge base and increase our thinking capacity. Below are a list of ten words with their meaning, definitions, examples and appropriate circumstances in which to use them. 1. Describe the meaning and function of each term. 1. Idiom is a language, dialect or speaking style peculiar to a people. 2. Analogy is a similarity between two like subjects on which a comparison can be based. 3. Metaphor is a figure of speech in which a term or phrase is applied to which is not literally applicable in order to suggest a resemblance. 4. Simile is a figure of speech in which two unlike things are explicably compared. 5. Cliché is a sentence or phrase usually expressing a popular or common thought or idea which has lost its originality, ingenuity, and impact by long overuse. 6. Amphiboly is ambiguity of speech, especially from uncertainty of the grammatical construction rather than the meaning of the word. 7. "Flame word" is a word used or tone used to insult someone. 8. Hyperbole is a figure of speech not intended to be taken literally. 9. Euphemism is the substitution of a mild, indirect or vague expression for one thought to be offensive, harsh or blunt. 10. Colloquialism is a style...
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...protects, always trusts, always hopes, always preserves”. (1 Corinthians 13:1) Love is something wonderful. Love decides everything in this world. It doesn‘t have any conditions or boundaries. We don’t know exactly what love is and where it comes from. But one thing is sure: we are nothing without love! There are times when we feel shy and timid, when we are afraid of expressing the love we feel. Being afraid of embarrassing the other person or ourselves we hesitate to say the actual words “I love you”. One can say “I love you” in many ways: by means of nice presents and little notes, smiles and sometimes tears. Sometimes we show our love when we are quiet and do not say a word, at the other times – we speak loud to express it. Sometimes we show our love by impulsiveness. Many times we have to show our love when we forgive someone. The problem with our world is that people don’t learn to listen to each other. They hear the words, but they don’t listen to the actions that accompany the words and do not mind the expression on the face. We have to listen to see love in and around...
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...Assignment 2: Submission Professor Ronald Davenport PHI210032VA16-1132-001 – Critical Thinking January 25th, 2013 Figurative Language versus Literal Language Figurative language is a language in which the individual expresses his or her ideas and thoughts with the help of words having more than one meaning. Figurative language is an important part of writing and is also widely used in speech. To understand this language one has to use his or her imagination. Without it no one can figure out the exact meaning of the words the author wants to say. For instance, when someone says that it’s raining cats and dogs, it actually means that it is raining very hard. Terms Idioms Idioms are those terms in the figurative language in which the words, phrases and expressions are either grammatically unique or have meaning that can be literally understood by the individual. For example, an idiom: ‘after John had broken the window, he decided to face the music and tell his mother. ‘ Meaning: to accept the unpleasant consequences of one's actions With the help of an idiom, it becomes very easy for a person to narrate their native-language but if the person is using the language of other culture, sometimes it becomes an entirely unapproachable thing. Analogy If in the figurative language in order to highlight some point of similarity, the author does comparison between two different...
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...English has a lot of sounds with very hard pronunciation. Therefore, for me up till now is very difficult to distinguish difference and say correctly bed or bad, seat or sit. Also, It’s hard to say sound like in word “her”, as long as we do not have it in Russian. Also, there is no such sound in Russian as O and , so it’s hard to say correctly all word contain such sounds: together, thanks, especially clothes for me. Syntactic rules. This is basically grammar and spelling. I cannot help, but exclaim: This is very big problem for almost all Russian speakers. For example, Russian language has no articles(thanks God))) And English article system is extremely complex!!! I still have very little idea what article to use in different situation. And Tenses with Verbs!!! In Russian everything is very simple. There are two possibilities: action either completed or incomplete. On the other hand English has so many tenses, with different use of verbs. That’s why when we translate word to word from R to E we may say: “ How you do that?” Or “I have a bath now” Spelling is even bigger problem. Again in Russian everything is very simple: a word's pronunciation can be predicted from its spelling and its spelling from its pronunciation. In English you MUST know how to spell the word and how to pronounce it. And the same...
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...do we gesture when we speak? Current Directions in Psychological Science 7, 5459. CD.3 July 30, 2001 Why Do We Gesture When We Speak? Robert M. Krauss1 Columbia University Students of human nature traditionally have considered conversational gestures—unplanned, articulate hand movements that accompany spontaneous speech— to be a medium for conveying semantic information, the visual counterpart of words.2 Over a century ago, Sir Francis Bacon put the relationship of gesture and language in the form of a simple analogy: "As the tongue speaketh to the ear, so the gesture speaketh to the eye" (Bacon, 1891). Although the extent to which gestures serve a communicative function is presently a matter of some controversy,3 there is accumulating evidence that communication is not the only function such gestures serve. Over the past several years my colleagues and I have explored the hypothesis, casually suggested by a remarkably diverse group of writers over the past 60 years, that gestures help speakers formulate coherent speech by aiding in the retrieval of elusive words from lexical memory. How might gesturing affect lexical retrieval? Human memory employs several different formats to represent knowledge, and much of the content of 1Address correspondence to Robert M. Krauss, Department of Psychology, Columbia University, 1190 Amsterdam Ave., Mail Code 5501, New York, NY 10027. E-mail to: rmk@psych.columbia.edu. 2Two different types of conversational gestures can be distinguished:...
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...surprised me. It just didn’t fit in with what I had read up to that point. I was surprised partly because the sentence made proper use of the word “implacable,” whereas in the paragraph before, the student had used an abstract noun ending in “-ship ” as a verb. Twice. I read more and found more seismic shifts in the writing style. Magisterial paragraphs were followed by inane ones; syllogisms gave way to circular logic, and back again. I picked one suspect sentence, entered it into an Internet search engine, and in milliseconds, I found it – word for word, punctuation mark for punctuation mark. It turned out much of the rest of the paper had been plagiarized from the same document. I deduced that the student had also performed a “find-and-replace” function on one key word in the document to make paragraphs that were on a different topic seem as if they were n the topic I had assigned. Did this cheeky twerp think I wouldn’t notice? For an hour after I found the paper’s origin, I could only sit in my office and stew, comparing the paper to the Internet version again and again and determining that, at most, one paragraph was entirely original to the student. My anger then turned into self-questioning. What did I do this student to deserve such an insult? How had I failed as a teacher, to make the student think that stealing someone else’s words was acceptable? Since I was a new assistant professor, I sought my colleagues’ advice about the paper. They sympathized, they shared my...
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...explore an unknown language, and see if I can deconstruct it, and extrapolate on it. Of course, this would have to be a very simple language; but I've posted a few times about how important I think simplicity is. Ubese seems to be the ideal choice to examine and extrapolate on. How would you convey meaning with such seemingly limited and simple vocabulary? Such simplicity would imply, to me, that this is a very context-based language; that words mean many different things according to their context. If this is the case, repeating a word, or reduplication, alters, shifts, deepens, etc. the meaning. If this is the case, what could the sentences mean, if translated to English? "Yatay, yatay, yotoh," supposedly meant "I have come for the bounty on this wookie." I'm guessing the literal meaning would be something closer to... "I come, bounty." In other words, there is very little literal meaning. In every sentence Boushh is talking about the bounty, and in every sentence 'yotoh' is said, so I don't think its a stretch to assume that yotoh is the word bounty, or...
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...1. There are many different ways to solve problems in Algebra. Our text lists a five-step strategy for solving application problems. List the five steps. 1. Write a verbal model that describes the problem. 2. Assign labels to fixed quantities and variable quantities. 3. Rewrite the verbal model as an algebraic equation using the assigned labels. 4. Solve the algebraic equation. 5. Check to see that your solution satisfies the word problem as stated. 2. 2. Under one of the steps in #1, you will find a description for defining a variable. In your own words, describe how to define a variable. That means to assign a variable to something that is unknown in the problem. Which basically is whatever you are trying to find a answer to. 3. In the United States an average of 5,500,000 gallons of ice cream are produced each day. Please answer the following questions a-d to find out how many days it will take to produce 357,500,000 gallons of ice cream. a. Define a variable for the value that is unknown. Let x stand for the days it will take b. Write a multiplication equation to represent the situation. 5,500,000x=357,500,000 c. Solve by showing your work or explaining your steps. 5,500,000 into a a fraction and than moving it to the other side which would give you 357,500,000 over 5,500,000 and the x would be all by itself. Than you would divide and get your anwer of x=65 than...
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...Kerry Kempink Mrs. Morris ENC 1102-69980 24 April 2008 Sentence Construction and Style It has been argued for decades on why the first year of college is so important for a student. The first year of college is generally filled with attending class and completing work for courses that seem to have little to no noteworthy importance on what a student wants to achieve a degree in. Some courses for example, humanities and psychology, endow students with just enough information to give the student a broad idea of what the subject matter the student is enrolled in is really about. Writing courses are no different from information based classes. In a writing course however, a student is expected to complete a task that few other courses will expect from him. The areas of concern are many for writing instructors, but places where progress is most often desired are in the areas of development or sentence construction and wording also known as style. Writing style is the manner in which a writer addresses a matter in prose, a manner which reveals the writer's personality, or “voice.” It is particularly evident in the choices the student makes in syntactical structures, diction, and figures of thought. Why is writing style important? Writing style is what depicts how the reader reads the essay. For example, the statements, the journalist has a very journalistic style, or the scholar's style is too scholarly, reveal the redundant and misleading nature of talking about style...
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