...overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture BJ Neary Anatomy and Physiology: An Illustrated Guide. New York: Marshall Cavendish Reference, 2010. 978-0-7614-7881-2. 192p. $69.95. Gr. 7+. Following an introductory chapter on cell biology and genetics, this accessible text discusses...
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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...this, you will find it helpful to learn and use the active reading strategies in this chapter. They are intended to help you get the most out of your college reading. The following plan for active reading is designed to help you read college textbooks. When you read actively, you use strategies that help you stay focused. Active reading is different from readings novels or magazines for pleasure. Pleasure reading doesn’t require you to annotate, highlight, or take notes. But as you read college textbooks, you’ll use all these strategies and more. This plan will increase your focus and concentration, promote greater understanding of what you read, and prepare you to study for tests and exams. The four steps in active reading are 1. Previewing 2. Marking 3. Reading with Concentration 4. Reviewing The purpose of previewing is to get the big picture, that is, to understand how what you are about to read connects with what you already know and to the material the instructor covers in class. Begin by reading the title of the chapter. Ask yourself: What do I already know about this subject? Next, quickly read through the introductory paragraphs. Then read the summary at the beginning or end of the chapter if there is one. Finally, take a few minutes to skim the chapter, looking at the headings and subheadings. Note any study exercises at the end of the chapter. As part of your preview, note how many pages the chapter contains. It’s a good idea to decide in advance...
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...into a PDF format. Missing are a mock up of a UNSW Thesis/Project Report Sheet and the information in Appendix IV. A copy of the printed guide can be sent to you if you email your address to campaigns@unsw.edu.au. This missing information was taken from the Thesis Submission Pack which is available from New South Q on the Kensington campus (download from or phone: (02) 9385 3093). ABSTRACT This booklet is designed to assist research students with the practical aspects of producing a postgraduate research thesis at the University of New South Wales. As well as providing advice in regard to the University’s requirements, formatting, layout, referencing and the use of information technology, this guide also describes what some students might regard as the more arcane and ritualistic aspects of producing a PhD thesis, in particular, those associated with accepted academic conventions. A section on posture and ergonomics has also been included to help you avoid the kinds of injuries that result from working on a computer for an extended period. This work is set out in a similar way to a PhD thesis. An example of a typical and acceptable format for both Masters and PhD research theses is also included. This work differs in layout from a PhD thesis, however, as it is printed on both sides of the page. This booklet is meant to act as a general...
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...referencing details in a literary work except for passages written in the past tense. 6. Incorporate short, key quoted phrases into analytical sentences. 7. Avoid the use of such words and phrases as "you" and "the reader" that often lead to wordiness. 8. Avoid the phrase, "In conclusion," when opening the concluding paragraph. 9. Avoid gratuitous complements and superlatives. Paragraph Development 1. Use Pattern 1 paragraph frames for most paragraphs in the body of academic essays. 2. Begin body paragraphs with claims as topic sentences that repeat key concepts from the thesis sentence. 3. Always introduce the speaker, context, and/or significance of block quotations. 4. Always follow block quotations with a response that clarifies the significance of the quoted passage. 5. Avoid lengthy quotations. 6. Use a balanced reference to the readings of a text, including combinations of allusions, paraphrases, summaries, and quotations. 7. Enhance the discussion of the topic sentence with both primary development (explanation of the main idea in the topic sentence) and...
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... Paradoxically enough, a reception of a book starts even before it is taken to reader’s hands and opened. When one only hears the name of the author or the title of the novel, some associations appear almost automatically. These associations can later on influence the reader’s impressions or even – to some degree – the analysis of a chosen literary work. Thus, when the name of Marquez is evoked, the very first thing to come to one’s mind is probably ‘One Hundred Years of Solitude’ and – for some readers – the term of ‘magic realism’. Every other Marquez’s work must ‘take into an account’ such inevitable context. Then, the title also determines reader’s expectations. In the case of ‘Love in the Time of Cholera’ – the subject of this essay – all enormous tradition of love literature passes in the background, due to the novel’s title. To what degree these associations help in the understanding of Marquez’s famous book it is to be discovered. To begin with, obviously not all of the Colombian writer’s works have been created in the magic realist mode. In ‘In Evil Hour’ (1961) or ‘The General in His Labyrinth” (1989) there are hardly any magic realist elements. On the other hand, ‘One Hundred Years of Solitude’ still functions as the main and most eminent example of magic realism in the world literature, and the one best recognised by an average reader, too. As to ‘Love in the Time of Cholera’, it seems to lie somewhere in between a purely magic realist fiction and a realistic...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...com/shop/comm600-full-course-latest-2016-feb-all-weeks-discussions-all-assignments-and-all-quizzes/ week 1 i Learners! :) For this discussion topic, you will make your main post by Saturday of Week One (January 9) and post two substantive replies to classmates by Tuesday of Week One (January 12). This topic is required and graded, and your main post will be worth 60 points, with your two thorough, substantive replies to classmates being worth 20 points each. You will be graded on the quality, depth, and level of expansion and detail in your main and reply posts. Instructions: This semester we'll be exploring the topic of "Millennials" in articles that you be assigned to analyze, evaluate, and use as references for the assigned essays in this course. To begin thinking about this topic, please view either of the two videos on millennials that follow. Please note the attached critical thinking strategies to consider as you view. Then respond in the attached Discussion area to at least ONE of the following questions.: 1. What information was new or surprising to you, and why? 2. What information or concept left you confused, and why? 3. What comment(s) did you disagree with, and why? 4. What information do you find most important, and why? Please include the title of the video you viewed in the subject line of your post. Millennials: 60-minutes documentary This "60 Minutes" video about the millennial generation is 12 minutes long. Feel free to watch it in segments...
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...com/shop/comm600-full-course-latest-2016-feb-all-weeks-discussions-all-assignments-and-all-quizzes/ week 1 i Learners! :) For this discussion topic, you will make your main post by Saturday of Week One (January 9) and post two substantive replies to classmates by Tuesday of Week One (January 12). This topic is required and graded, and your main post will be worth 60 points, with your two thorough, substantive replies to classmates being worth 20 points each. You will be graded on the quality, depth, and level of expansion and detail in your main and reply posts. Instructions: This semester we'll be exploring the topic of "Millennials" in articles that you be assigned to analyze, evaluate, and use as references for the assigned essays in this course. To begin thinking about this topic, please view either of the two videos on millennials that follow. Please note the attached critical thinking strategies to consider as you view. Then respond in the attached Discussion area to at least ONE of the following questions.: 1. What information was new or surprising to you, and why? 2. What information or concept left you confused, and why? 3. What comment(s) did you disagree with, and why? 4. What information do you find most important, and why? Please include the title of the video you viewed in the subject line of your post. Millennials: 60-minutes documentary This "60 Minutes" video about the millennial generation is 12 minutes long. Feel free to watch it in segments...
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...University of Roehampton Referencing Style Guide Harvard Version 2012 Learning Services Supporting innovation in teaching, learning and learner development The Green Room, Library rm 217 www.roehampton.ac.uk/Learningservices Contents INTRODUCTION ...................................................................................................................................... 1 DISCLAIMER ...................................................................................................................................................... 1 ABOUT THIS GUIDE ........................................................................................................................................... 1 WHAT IS REFERENCING, AND WHY SHOULD I DO IT? .................................................................................... 1 PARAPHRASING ................................................................................................................................................. 2 QUOTING ........................................................................................................................................................... 3 CITATIONS ........................................................................................................................................................ 4 . BIBLIOGRAPHIES OR CITED WORKS/REFERENCE LIST ..........................................................................
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...law require that you acknowledge when you use the ideas of others. In most cases, this means stating which book or journal article is the source of an idea or quotation. This guide draws from the: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. University policy mandates the use of the APA Style defined by this referencing guide. On this page: * List of references * How to cite references within the text of an assignment (including citations from secondary sources and Creative Commons) * Additional help List of References At the end of your essay, place a list of the references you have cited in the text. Arrange this in alphabetical order of authors' surnames, and then chronologically (earliest publication date first) for each author where more than one work by that author is cited. The author's surname is placed first, followed by initials or first name, and then the year of publication is given. If the list contains more than one item published by the same author(s) in the same year, add lower case letters immediately after the year to distinguish them (e.g. 1983a). These are ordered alphabetically by title disregarding any initial articles (a, an or the). * The reference list includes only the sources you have used in any submission. APA Style requires reference lists, not bibliographies. * The reference list begins a new page with...
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...com/s/?url=search-alias=stripbooks&field-keywords=Cruise+Operations+Management Cruise Operations Management provides a comprehensive and contextualised overview of hospitality services for the cruise industry. As well as providing a background to the cruise industry, it also looks deeper into the management issues providing a practical guide for both students and professionals alike. A user-friendly and practical guide it discusses issues such as:· The history and image of cruising· How to design a cruise and itinerary planning· Roles and responsibilities on a cruise ship· Customer service systems and passenger profiles· Managing food and drink operations onboard· Health, safety and security Cruise Operations Management presents a range of contextualised facts illustrated by a number of case studies that encourage the reader to examine the often complex circumstances that surround problems or events associated to cruise operations. The case studies are contemporary and are constructed from first hand research with a number of international cruise companies providing a real world insight into this industry. Each case study is followed by questions that are intended to illuminate issues and stimulate discussion. The structure of the book is designed so the reader can either build knowledge cumulatively for an in-depth knowledge of managerial practices and procedures onboard a cruise ship, or they can ‘dip in' and make use of specific material...
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...Journal of American Studies, 45 (2011), 1, 113–129 f Cambridge University Press 2010 doi:10.1017/S0021875810001271 First published online 19 July 2010 Jazz as a Black American Art Form : Definitions of the Jazz Preservation Act JEFF FARLEY Jazz music and culture have experienced a surge in popularity after the passage of the Jazz Preservation Act (JPA) in 1987. This resolution defined jazz as a black American art form, thus using race, national identity, and cultural value as key aspects in making jazz one of the nation’s most subsidized arts. Led by new cultural institutions and educational programs, millions of Americans have engaged with the history and canon of jazz that represent the values endorsed by the JPA. Record companies, book publishers, archivists, academia, and private foundations have also contributed to the effort to preserve jazz music and history. Such preservation has not always been a simple process, especially in identifying jazz with black culture and with America as a whole. This has required a careful balancing of social and musical aspects of jazz. For instance, many consider two of the most important aspects of jazz to be the blues aesthetic, which inevitably expresses racist oppression in America, and the democratic ethic, wherein each musician’s individual expression equally contributes to the whole. Balanced explanations of race and nationality are useful not only for musicologists, but also for musicians and teachers wishing to use jazz as an example...
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...My year abroad – Brisbane, Australia 2005/2006 When I heard that we all had to do an obligatory study abroad for one year, there was no doubt in my mind, Australia, here I come! I’d always wanted to go to Australia and this was a great opportunity for me to do that, to fulfil one of my dreams. Preparing for my year abroad There were a lot of things that had to be arranged prior to my departure, things as selection of subjects, having them approved, finding a place to live, fill out all applications, applying for visa, insurance etc. It is important to keep that in mind, and to take care of everything in good time before departure. And also remember that you have to spend a lot of money even before you leave, for the plane ticket, bond for your apartment, school money, visa, insurance etc. I was quite surprised over the amount of money I had to spend on different things, I hadn’t thought of that. You don’t have to have accommodation before you arrive, but I wanted everything to be taken care of when I arrived. So I checked www.iec.no early, in April I think , to see if anyone wanted a housemate. Here, I found two Norwegian girls looking for a third, we started talking and I got the room. Now, I am located in a very modern, pretty, three-room apartment in Kangaroo Point, close to both the city and QUT. The apartment also comes with a shared pool and BBQ-facilities. I pay $130 ($1 = 5 NKr. approx.) pr. week, which is a reasonable price for a place like this. Prices vary...
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