...Microsoft: Launching the Smart Watch Microsoft was founded in 1975 by Bill Gates and Paul Allen, which initially sold operating system software for personal computers and, over time, expanded into office application software, web browser software, entertainment devices, and other technologies. By 2003, Microsoft generates over $32 billion in annual revenues and more than 54,000 employees globally, a worldwide leader in software, services, and Internet technologies for consumers and businesses. With the believe that a new software platform could be built for non-computer devices, Mitchell made a presentation to Microsoft management in which he reviewed the progression of computing platforms over time – from mainframes to PCs to personal digital assistants (PDAs) to cellular phones – and asked what could be the next platform in late 1999. Later, Mitchell formed a team and identified watch as the first SPOT-enabled device after a series research within the wearable market. At that time, there are already several watch manufacturers launched their smart watch, for instance, Seiko introduced its MessageWatch in 1990, Timex launched its DataLink Watch in 1994 and Motorola introduced a wristwatch word pager in 1997. Mitchell commented: “ The idea was quite visionary, but the technology just wasn’t there yet.” Therefore, Mitchell built the SPOT watch based on different aspects, content, the FM radio network, the software and microchips and the watch itself in order to maximum...
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...Speech # 3 – Personal Interest Speech 4-6 minutes General Purpose: To inform Specific Objectives: ➢ To expand effective delivery technique and to have the opportunity to speak on a topic of personal interest with high rate of success. ➢ To incorporate the use of a presentation aid as support material into your public speaking. ➢ To build confidence in Public Speaking through an assignment that draws on speaker’s personal interest in music, literature, or an object of significant meaning in the speaker’s life. Description/Requirements: Each student must choose a favorite song, piece of literature, or object he or she feels (1) has a personally significant message; (2) expresses an idea representative of his or her generation or culture; and (3) explains something that is important and relevant to society. In this speech, the speaker must consider him/herself a “teacher” (an informative speaker sharing information with your audience). A topical organizational pattern is suggested for this speech. OPTION ONE: This option requires you to choose a favorite song. Included in the speech must be: (1) a description of the song (e.g., composer/lyricist, its musicality, a description of the artist); (2) the song’s theme and its relevance to the class and/or society; (3) an oral interpretation of a section from the song; (4) the student's personal reaction to the song (i.e., why you chose it); and (5) an audio or visual portion of the song to be...
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...something, making our opinion known at a public meeting, or commemorating special events. Course Objective: The aim of this course is to help students become a more effective and responsible speaker and listener. It will encourage them to communicate more openly in different settings (speeches, group discussion, interviews, etc.). This course will also enhance effective public speaking skills, and research methodology techniques. Learning Outcomes: Upon completion of this course, the student will be able to: * differentiate between the basic forms of speeches: informative and persuasive. * become articulate in speech making * increase your confidence in your public speaking ability. * learn principles of effective public speaking. * demonstrate effective aspects of speech preparation. * apply public speaking skills to a variety of speech contexts. * apply effective research methodology skills, such as research a topic, organize information, write appropriate introduction, body paragraphs, and conclusions, acknowledge references through in-text citations and bibliography, and apply...
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...un·seem·ly [uhn-seem-lee] Show IPA adjective, un·seem·li·er, un·seem·li·est, adverb //adjective not seemly; not in keeping with established standards of taste or proper form; unbecoming or indecorous in appearance, speech, conduct, etc.: an unseemly act; unseemly behavior. 2. inappropriate for time or place: an unseemly hour des·pi·ca·ble [des-pi-kuh-buhl, dih-spik-uh-] Show IPA //adjective deserving to be despised; contemptible: a mean, despicable man vi·gnette [vin-yet] Show IPA noun, verb, vi·gnet·ted, vi·gnet·ting. noun 1. a decorative design or small illustration used on the title page of a book or at the beginning or end of a chapter. 2. an engraving, drawing, photograph, or the like that is shaded off gradually at the edges so as to leave no definite line at the border. 3. a decorative design representing branches, leaves, grapes, or the like, as in a manuscript. 4. any small, pleasing picture or view. 5. a small, graceful literary sketch av·id [av-id] Show IPA //adjective 1. showing great enthusiasm for or interest in: an avid moviegoer. Synonyms: enthusiastic, ardent, keen; devoted, dedicated; zealous, fanatic. Antonyms: indifferent, apathetic; reluctant. 2. extremely desirous (often followed by for or sometimes of ): avid for pleasure; avid of power. Synonyms: eager; hungry, greedy, insatiable; covetous. Antonyms: disdainful, loath in·ef·fec·tu·al [in-i-fek-choo-uhl] Show IPA //adjective 1. not effectual;...
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...describes precisely what a speaker wants to accomplish. specific purpose-The precise effect that the speaker wants to have on an audience. Expressed in the form of a purpose statement. survey research-Information gathering in which the responses of a sample of a population are collected to disclose information about the larger group. thesis statement-A complete sentence describing the central idea of a speech. Value-A deeply rooted belief about a concept's inherent worth. Chapter 11 Analogy-Extended comparison that can be used as supporting material in a speech. Anecdote-A brief personal story used to illustrate or support a point in a speech. basic speech structure-The division of a speech into introduction, body, and conclusion. cause-effect pattern-Organizing plan for a speech that demonstrates how one or more events result in another event or events. Citation-Brief statement of supporting material in a speech. climax patterns-Organizing plan for a speech that builds ideas to the point of maximum interest conclusion (of a speech)- The final structural unit of a speech, in which the main points are...
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...2 Introduction This ebook does not attempt to include every aspect of English grammar found in a traditional school textbook. Its purpose is to present a brief review of grammar terms necessary to an understanding of the most common errors that occur in ordinary, nonacademic writing. Because written language is an arrangement of words, understanding how words work individually and in groups is essential to correct written expression. The sports fan must understand terms like shortstop, quarterback and center in order to follow the description of a game. Similarly, those who wish to speak and write standard English must master the concepts that we will cover ahead. 3 Section 1: The Sentence The basic unit of speech and writing is the sentence. A sentence is a series of words that form a complete thought, for example: Birds fly. Samuel Johnson's father ran a bookstore. My two black cats enjoy lazing in the sun. A complete sentence has two main parts: subject and predicate. 1.1 The Subject When we speak or write, we speak or write about something. The subject is what is being spoken about. For example: Birds fly. (the subject is "birds") 4 Samuel Johnson's father ran a bookstore. (the subjet is "Samuel Johnson's father.") My two black cats enjoy lazing in the sun. (the subject is "My cats.") The main word in the subject (usually a noun) is called the simple subject. The main word with all the words that describe it is called...
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...Rational: The nature of names will be expressed in a speech that incorporates, my experiences, and my interpretation of names, and what the significance of names hold for humans. Incorporating my history and my experiences with the power of names, and their effects will improve the ideas and interpretations for the speech due to personal ties. My speech will outline certain traits of my name and outline the benefits and negatives that those traits have for my everyday life. Once those traits have been established and how those traits affect me, I will then go over how those traits affect fundamental words that are constant in the English language and the disadvantages of those traits or the benefits. The speech will rely heavily on the connection to my personal life, and my experiences with having a very unusual name. This is an important as the ability to draw on personal experiences enriches the speech. Being that I don't have to make up certain...
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....1 Explain each of the terms: • Speech- Verbal communication; the act of speaking; the articulation of words to express thoughts, feelings or ideas. • Language- a recognised, structured system of gestures, signs and symbols used to communicate. • Communication- the transmission of thoughts, feelings or information via body language, signals, speech or writing. • speech, language and communication needs- are additional or special needs that affect a person’s ability to communicate and interact effectively with others. 1.2 Explain how speech, language and communication skills support each of the following areas in children's development: Learning: • Babies use sounds and facial expressions to communicate needs and express themselves. • Toddlers...
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...Content: Introduction………………………………………………………………………………….3 1.Pronouns................................................................................................................................4 1.1 Personal pronouns...........................................................................................................5 1.2 Possessive pronouns........................................................................................................6 1.3 Reflexive pronouns..........................................................................................................7 1.4 Demonstrative pronouns..................................................................................................8 1.5 Interrogative pronouns.....................................................................................................9 1.6 Relative pronouns..........................................................................................................11 1.7 Indefinite pronouns........................................................................................................12 1.8 Reciprocal pronouns......................................................................................................13 2. Determiners.........................................................................................................................14 Conclusion…………………………………………………………………………………...16 Reference………………………………………………………………………………...…...
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...Discuss the role of pictures in the learning of speech or language skills among learners with a disability of your choice. What do you see as a limitation in the use of pictures in the learning of speech or language skills among learners in the classroom. Pictures and/or visual aid are and an important and commonly used method or technique used in the teaching of learners with communication disabilities especisally in the subgroup of speech and language skills. Most children with special educational needs tend to experiance difficulties and/or delays in the acquisition of these skills.One such group of learners with special educational needs affected are the individuals with Autism spectrum disorder. Autism is a pervasive developmental disorder which is characterized by impairments in communication and social interaction, and restricted, repetitive and stereotypic patterns of behaviour, interests, and activities (American Psychiatric Association (APA), 1994). It is a complex neurological disorder that affects the functioning of the brain. Often referred to as a spectrum disorder,meaning that the symptoms can be present in a variety of combinations, and can range from mild to severe, it usually affects multiple abilities while others remain in the norm (Bristol et al., 1996; Minshew, Sheeney, and Bauman, 1997) Expanding the communication skills of students with autism spectrum disorders is one of the greatest challenges for teachers and families. Most people are unaware of...
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...SAAD FAIK ABBAS AL-WAKEL References: 1. A Practical English Grammar by A. J. Thomson and A. V. Martinet. 2. English Grammar in Use by Raymond Murphy. 3. English Solutions for Engineering and Sciences Research Writing by Adam Turner. 1. The Sentence * A sentence is a group of words that are put together to mean something. A sentence is the basic unit of language which expresses a complete thought. It does this by following the grammatical rules of syntax. A complete sentence has at least a subject and a main verb to state a complete thought. The first word of a written sentence has a capital letter, and at the end of the sentence there is a full stop or full point. The sentence consists of: subject + verb + object or (preposition + noun) 2.1 Sentence Structure * The basic unit of grammar is the clause. All clauses have at least two parts: a noun phrase (subject) and a verb phrase. clause = subject + verb We can join two or more clauses together to make a sentence. Example: (subject) (verb) (verb) (subject) Although the method improved accuracy, it caused a significant increase in computation time. * There are two types of clause: main clause (independent clause) and subordinate clause (dependent clause): (1) Main clause (Independent clause) A main clause contains a subject and a verb that has a tense that expresses a complete thought. It can make sense as a sentence by itself as the underlined clause shows below...
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...0-205-40028-0 Exam Copy ISBN 0-205-31411-2 Bookstore ISBN Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. s a m p l e c h a p t e r The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com Cognitive Development Piagetian and Sociocultural Views CHAPTER PREVIEW Piaget’s Constructivist View of Cognitive Development Vygotsky’s Sociocultural View of Cognitive Development • Piaget as a Child Prodigy • Constructivism and Interaction with the Environment Piaget’s Stages of Cognitive Development • Vygotsky’s Background: The Sociocultural Context for a New Theory • The Role of Speech and Language • Mediation: With a Little Help from Your Friends • The Zone of Proximal Development • Scaffolding: Support during Learning Recent Sociocultural Views of Cognitive Development • Stage 1: Sensorimotor Thought (Birth to 2 Years) • Stage 2: Preoperational Thought (2 to 7 Years) • Stage 3: Concrete Operational Thought (7 to 11 Years) • Stage 4: Formal Operational Thought (Approximately Age 12 and Above) • Evaluation of Piaget’s Theory • Piaget’s Legacy • Situated Cognition • Guided Participation • Thinking as Socially Shared Cognition: Two Heads Are Better than One “Maria wants to pick the best school for her sons, so she plans to observe and interview teachers.” © Robin Sachs/PhotoEdit M aria is the mother of...
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...you are often engaged in the process of sharing a point of view and attempting to get others to share your point of view. Imagine how many aspects of modern business and commerce, local, national and international politics, education, the arts and every form of industry are dependent on intelligent people making persuasive arguments literally countless times each day. In in class speaker, Mr. John Divine, provided us with a great example of this. Mr. Divine is honed in the necessary art of persuasion due to his vast personal experience, as he performed the art of persuasion for both a living and profession. For many years Mr. Divine was involved in sales for IBM, a multinational consulting and technology company who designs and sells computers and computer hardware and software in addition to offering consultancy in technology. Furthermore, Mr. Divine was involved in the political realm of persuasion; he acted as mayor for the town of Salina. Through his personal experience Mr. Divine has come to be a prolific reserve in terms of information pertaining to persuasion. He has come to learn in what cases persuasion is more likely to be effective, which he kindly shared with our class. He told us about key steps which can lead persuasion to be more effective, in any realm. Each of these steps can be clearly related to fundamental principles of persuasion which we have discussed throughout the discourse of our class. The first step Mr. Divine discussed is forming good relationships...
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...may deny having knowledge of a problem, but also have a fearful expression and glance around guiltily. Other forms of body language that may provide communication clues include posture and gestures. For example, a manager who puts his feet up on the desk may convey an impression of status and confidence, while an employee who leans forward to listen may convey interest. Gestures can add emphasis and improve understanding when used sparingly, but the continual use of gestures can distract listeners and convey nervousness. In oral forms of communication, the appearance of both the speaker and the surroundings are vital to the successful conveyance of a message. "Whether you are speaking to one person face to face or to a group in a meeting, personal appearance and the appearance of the surroundings convey nonverbal stimuli that affect attitudes—even emotions—toward the spoken words," according to Murphy and Hildebrandt. For example, a speaker's clothing, hairstyle, use of cosmetics, neatness, and stature may cause a listener to form impressions about her occupation, socioeconomic level,...
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...English 472 Spring 2007 Herrick Notes Herrick, James. A History and Theory of Rhetoric: An Introduction. 3rd edition. New York: Allyn and Bacon, 2005 Chapter Eight Enlightenment Rhetorics • late 17th – early 18th century known as the Age of Enlightenment • periods marks a transition in western thought when the questioning of the received truths of Christian tradition, the elevation of rationality over other sources of truth, looking for solutions to social problems by means of the scientific method, and perceiving the universe as governed by inviolable physical laws • 18th century marks a period in which rhetorical theory turned away from its traditional concern for the invention of arguments and toward aesthetic matters of style and good delivery • change influenced by Ramus and Descartes who moved argument and proof out of the domain of rhetoric and into the domains of logic, dialectic, and math • a rhetorical theory that distinguished the discovery of knowledge through reasoning from the communication of that knowledge • thus invention is subordinate to concerns about style, taste, delivery and the imagination • rhetoric again moved to the forefront of education but less concerned with inventing/producing public discourse and more concerned with consuming public discourse Vico on Rhetoric and Human Thought • Giambattista Vico 1668-1744 • Italian philosopher, Lawyer, historian, student of ancient Rome, rhetorician ...
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