...“Is the term ‘the Third World’ Still Relevant in the Twenty-First Century?” As the global political and economic situation has changed greatly in the past few decades, there have been hot debates on whether the term “the Third World” is still relevant today. In my opinion, the term “the Third World” is no longer relevant in the twenty-first century. The term “the Third World” emerged in the special historical background of the Cold War, and experienced an evolution of meaning throughout the second half of the 20th century. Created by Alfred Sauvy in 1952, it was firstly used to distinguish the newly independent states from the First World and the Second World, which meant the Capitalist world led by the US and the Socialist world led by the USSR. The two superpowers competed to impose their ideology and development path on the Third World countries to strengthen their power. However, the Third World countries tried to keep away from the East-West rivalry, cooperate in a non-aligned way and seek a “third path”. As the Cold War went to its late period, the meaning of “the Third World” shifted its stress from political to economic classification, taking the mainly economically-defined meaning of “poor” countries. Since then, the international political and economic environment has been further changed, and the term “the Third World” is no longer relevant now for the following reasons. Firstly, the disparity among the current so-called “Third World countries” is so big that...
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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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... Kabdullina G. Teacher: Aksholakova A.Z. Almaty,2013 Teaching Speaking Goals for Teaching Speaking The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. Speaking involves three areas of knowledge: * Using the right words in the right order with the correct pronunciation (Mechanics) * Knowing when clarity of message is essential and when precise understanding is not required (Functions) * Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. (Social and cultural rules and norms) To succeed with role plays & discussions * Through well-prepared communicative output activity such as role plays and discussions, you can encourage students to...
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...unsubstantial, yet likely to be configured and orderly through numerous manners in which general ideas are configured through the different parts of a language (Papafragou, Li, Choi, & Han 2007). In addition, language can also be dynamic and constantly developing, therefore leading to the conclusion that such an intricate topic, such as language, is challenging to undertake, especially in explaining in more depth how it works in its entirety through the key components toward a better understanding. The main purpose of the key features of language, including arbitrariness, communications, and dynamics, as well as generative and structured divergences, is to facilitate the comprehension and translation of language itself. Associating words to stimuli is unsystematic in its development and is groundless in an unconscious attempt to form grammatically correct sentences utilizing phonological and syntactic rules through mental analysis. All languages can be communicated between individuals in many different forms, such as through verbal communications, written text, hand gestures, facial and body expressions, and even braille. There are unlimited possibilities to that of which can be communicated through the use of language....
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...In the Florida Language Arts State Standard 3.1.6.3, concerning vocabulary, it states “a student will use context clues to determine meanings of unfamiliar words.” In the text, Winnie the Pooh, the word “gorse” is used in the sentence “He crawled out of the gorse-bush, brushed the prickles from his nose, and began to think again.” Since gorse is a vocabulary word that is considered above third-grade level, the text used surrounding words to help the reader identify the meaning of the word. In this case, as the reader studies the words that surround “gorse”, they will read the words “bush” and “prickles”. Thus, helping the reader determine that the meaning of gorse must be some type of bush that contains thorns on it. Which, indeed, is the meaning...
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...grade classroom and introduce us to what word patterns may look like in that grade. Clip 3 and the conclusion video shows us what word patterns look like on a third grade level. Both lessons were clear in what objectives the teacher was trying to achieve. The teachers were both constantly referring back to what they were trying to achieve from the lesson. The first grade teacher in her speaking segment described that during her morning lecture she described the new words that the students would be using that day in order to not to surprise the students with new words. Both teachers have aligned their lessons and word pattern activity correctly and it is clearly evident as to what students are required to learn. A2. The lesson refers to background knowledge and information from previous lessons because one of the students in the third grade classroom word pattern sort described how she knew what the word “doddle” meant because her mother used the word to describe the way her grandmother walked or acted. Both teachers describe that the students are very fluent in doing the word pattern activity because they use the activity frequently within the course of a school year. In one clip a first grade student is asked to describe what another word for “jam” and the teacher probed for her prior knowledge of what they had learned previously as to what “jam” meant, the student was then able to relate the word “jam” with the word “jelly”. A3. The lessons have clear delivery...
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...almost exactly in the middle of the page and takes up quite a bit of space. I think the reason for this is because it’s important to express to the reader how angry, mean and shocked Yuzan is when he finds out his son cooked the Dashi dish. The top tier consists of two panels, one rounded edge word balloon and two jagged edged word balloons. Since we are reading, not hearing, the conversation, it is a little hard to understand how things are being stated (i.e. tone, pitch, or loudness). I believe the artist makes up for this through the characteristics of word balloons. Simply based on what is said in each word balloon, I have come to the conclusion that if the word balloon has a jagged edge, then it represents a more powerful, angry or important description. If the word balloon has a smooth or rounded edge to it, then the voice is most likely softer, less important or a conversation happening in the background of the scene. The appearances of the word balloons are also methodically placed. In the panel where Yuzan is yelling, one of the word balloons is cut off by the outline, while the other spreads across and overlaps the outline of the panel. I think the artist placed the jagged edged word balloon in such a way that it gives it more power or a “boom-like” affect. The second tier from the bottom, first panel, is...
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...main reason was that the British were building a military that he believed was to be used against America. 3. What argument does Henry provide against the notion that the colonies are too weak to fight the British? He says that God has given America what it needs to fight and that America will win if they use what they have been given. He says that America wants to believe that everything is fine. 4. What is Henry implying when he says that he is loyal to "the majesty of heaven...above all earthly kings"? What tone (manner in which an author expresses his attitude) does this statement hold? This means that he is loyal to God over anyone else. His tone is humble and respectful. 5. Why are Henry's final words so effective and memorable? Those words have been used several times over the years and have become a symbol of our country. To die instead of having freedom is a very powerful notion. 6. A rhetorical question is a question posed to emphasize a point, not for the purpose of getting an answer. Henry uses this device extensively throughout his speech. Find one example in the speech, quote it and explain what point he is emphasizing with those particular questions. One of the many rhetorical questions in this speech is “Are fleets and armies necessary to a work of love and reconciliation?” This means that violence will not achieve peace and love. He says that Britain is preparing their army for America and that it will not bode well for us. 7. Parallel...
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...unit list of 100 words the student will be able to recognize at least 25 additional words and at least 25 additional definitions each week as the unit progresses over a period of 4 weeks with 90% accuracy. Also using the unit vocabulary list of 100 unit words the student will successfully match the correct definition with the associated word with 90% accuracy. Working from a vocabulary list of 100 words, the student will show evidence of their understanding by replacing a highlighted word that is not on the vocabulary list with the correct vocabulary word that has the identical meaning with 90% accuracy. Using a given set of definitions the student will demonstrate the ability to create sentences that will include the correct vocabulary word from the associated vocabulary list with 85% accuracy by week 2 of the four week reading unit. Using a source list of 100 vocabulary unit words the student will be able to successfully compare 25 sets of two definitions each in order to choose which definition best describes the associated unit word with 90% accuracy. When given a list of sentences created using the unit words the student will choose “yes” or “no” from the analysis column located at the end of the line to show if the underlined word was used correctly in each sentence with 95% accuracy. Using the unit vocabulary list of 100 words the student will be able to create at least 2 sentences using each word correctly or give a description of how the word relates to a classroom...
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...2013-14 – Forbidden Words Good writing means using good words. The following words are not good, and should NOT be used because they show lack of thought and creativity. Do NOT use them in vocabulary paragraphs. These are Forbidden Words! you, your, yours I, me, my, mine we, us, our there a lot, many, really very, pretty, stuff thing (or any word with "thing" in it = anything, something, everything, nothing, etc.) am, is, are, was, were (unless they are helping verbs) _________________________________________________________________________ Edit in this order: To search for words, press "Command+F" to open a dialogue box that will help you find any word. If doing any of the following makes your writing confusing, you may need to add or subtract words or rearrange them to make the ideas smooth and clear. 1. Delete "a lot," "very," "really," "many," and "pretty." You may exchange these for other more descriptive words. Use a thesaurus if needed. 2. Change "thing" (or any word with "-thing" in it) and "stuff" to more specific ideas. 3. Change the words "you, your, yours, I, me, my, mine" to third person - "he, she, they, them" or a person's name. 4. Change the word "there" to the subject or a concrete idea later in the sentence by: a) moving the subject or idea to the front of your sentence and b) choosing a stronger verb. Examples: There was a dog in the yard.V: was (boring verb)S: Who or what was? – dogA dog was barking...
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...After reviewing the editing changes that WritePoint suggested, I realized that I had very few grammar mistakes. One mistake I made was with the word e-mail. I originally left out the hyphen in between the ‘e’ and the ‘m.’ I was unaware that was needed. Another mistake I made was the use of a phrasal verb ‘find out.’ A phrasal verb is two words together that mean something different from their individual meanings. Leaving a space after a comma was another mistake I incurred. Although it is just a simple mistake that I overlooked, it still affects the professionalism of my paper. It was also revealed that you do not capitalize the word president unless you are referring a specific president or stating the President of the United States. I also learned that if two words function as an adjective, they should be connected with a hyphen. For example, real time should be real-time. My review from WritePoint was better than I thought regarding my editing changes. Regarding the revision changes, according to WritePoint brought out that I use the passive voice. When writing an essay the passive voice can tend to agitate the reader because your paragraphs become officious and tedious. You must remain consistent with the active voice while writing. For example I wrote, “Within the same study it was indicated that 35% of Americans watched political videos online.” To remain consistent with an active voice throughout the sentence the writer should write, “Within the same study statistic...
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...supermarket Fresh and Easy, the pizza was used in one of the two conditions to fill the room with its overpowering stench. A consent form which was given to the participants before the experiment was conducted. They were given a pen and a standard sized piece of paper (8.5" x 11") to write on. We used an Apple brand iPad to run a PowerPoint slide show of the words to be memorized and a timer on an Apple brand iPhone to time the participants after the slide show to see how many words they were able to recall from the word list shown on the slide show. Stimuli The stimuli used for our experiment was a word list generated from the Vancouver Word List. We used a number generator to randomly select number and then matched the corresponding number from the word list and used the word that went with that number in our word list. We also made a separate word list by using Google and searching some other odor related words, and since one of the conditions used would be a pizza odor we constructed a third word list through Google search consisting of Italian food related words. From the three lists we randomly assigned the words into one list. Procedure Each participant would walk into one of two conditions, either a pizza odor or an odorless room with an experiment conductor; sit down on a chair and given a consent form to read. Once finished reading the form a verbal consent would be needed before the conductor could proceed with the experiment. The...
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...Huizhen Long 09/22 Assignment 1 English 205 1.8 B. Tyson’s words were full of ambiguity and were very euphemistic. The problem arose because he lacked language skills. Help means assistance, and making things easier for the person seeking for help. It does not mean that the helper has to do all the work. As a team leader, Tyson is responsible for contribution to the team. It is inevitable that Alicia was resentful when she found out that Tyson counted on her to finish the entire customer inquiries and shouldered no responsibility. Both of them also bypass the messages they wanted to pass on. C. The sentence is commanding people to follow the supervisor’s own order. Receivers would find such tone unacceptable. According to the textbook, senders must take feelings of the receivers into consideration. The supervisor did not consider about the receivers’ feelings. Effective communication focus on the audience and using the tone and words that receivers will not accept. D.” Pull up” means pulling up the airplane to a degree that is safe. As a non-native speaker, the Chinese pilot could be familiar with operating the plane but not English. The pilot’s lack of language skill and poor listening comprehension skills brought about misunderstanding. Also, the sender had a different farm of reference than the Chinese pilot, and he assumed that he would be understood by using the word “ Pull up”. However, the outcome is the opposite. So it is very important to think in terms of the...
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...comma before the final conjunction (and)] [Insert a comma before this word if this is the last in a list of more than two -- or if it begins a new clause] was a [Use "an"] European style bakery. Kudler’s Fine Foods has three locations in the San Diego, California [insert comma] area. Kudler’s Fine Foods was founded [The passive voice is a form of "be" (was) and a participle (founded). Over-use of the passive voice can make paragraphs officious and tedious to read. Prefer the active voice. For example, passive voice = The paper was completed on time. Active voice = the student completed the paper on time. See Center for Writing Excellence > Tutorials & Guides > Grammar & Writing Guides > Active & passive voice] by Kathy Kudler back in 1998. In this paper, four ideas will be addressed. The first on is to find out ["find out" is a "phrasal verb," two words that together mean something different from their individual meanings--looking up each word in the dictionary would not produce the meaning, which could cause misinterpretation in an international business communication. Use other words, like "discover" or simply "found"] what Kudler Fine Foods key business and accounting information needs are. The second is to analyze what strengths and weakness [Misspelling--The plural of "weakness" is "weaknesses"] Kudler Fine Foods has with the store current system. This will include software and hardware. The third is to show Kudler Fine Foods some opportunities that deal with technology...
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...Literary Devices and Terms Literary devices are specific language techniques which writers use to create text that is clear, interesting, and memorable. Alliteration - repeated consonant sound at the beginning of words or within words; used to establish mood and rhythm in a story; true alliteration has three words beginning with the same sound (two words beginning with the same sound would be called alliterative) Examples: bucking bronco; miserable morning; Bed, Bath, and Beyond Allusion - a reference in one story to a well-known character or event from another story, history, or place Examples: the rise of the baseball team from last place to first was a real Cinderella story; at times teachers need the wisdom of Solomon to make decisions Ambiguity - when a single event or expression can mean two different things to two different people Example: When it is announced that another baby is on the way, Father remarks, “That could create some problems.” He means problems with money, but his young son thinks, “You’re right, dad! I don’t want to share my room and toys with anybody!” Analogy - comparing one thing to another very different thing in order to explain it better Examples: a school is like a garden, where children are lovingly raised and cared for; the rabbit shot from its hole like a rocket; the confetti fell like snow in a blizzard as the parade passed through the city streets (these three analogies are all written as similes) Aphorism - a brief...
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