...What is Referencing? Referencing is a standardised method of acknowledging sources of information and ideas that you have used in your assignment in a way that uniquely identifies their source. Direct quotations, facts and figures, as well as ideas and theories, from both published and unpublished works, must be referenced. There are many acceptable forms of referencing. This information sheet provides a brief guide to the APA referencing style for in-text citations and for creating the Reference List (examples are below). Within the text of the assignment the author’s name is given first, followed by the publication date. Include page numbers for direct quotations and also where it is useful to provide a page number. A reference list at the end of the assignment contains the full details of all the in-text citations. Why Reference? Referencing is necessary to avoid plagiarism, to verify quotations, and to enable readers to follow-up and read more fully the cited author’s arguments. Steps Involved in Referencing 1. Note down the full bibliographic details of the source from which the information is taken. Include the relevant page number(s). In the case of a book, ‘bibliographical details’ refers to: author/editor, year of publication, title, edition, volume number, place of publication and publisher...
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...Harvard referencing style provided by Curtin University Library as the Style manual does not cover this area fully. The information and examples contained on this page are chiefly derived from the above publications. It is very important that you check your department or school's assignment guide as some details, eg. punctuation, may vary from the guidelines on this page. You may be penalised for not conforming to your school's requirements. What is Referencing? Referencing is a standardised method of acknowledging sources of information and ideas that you have used in your assignment in a way that uniquely identifies their source. Direct quotations, facts and figures, as well as ideas and theories, from both published and unpublished works must be referenced. There are many acceptable forms of referencing. This information sheet provides a brief guide to the Harvard referencing style. Within the text of the assignment the author’s name is given first, followed by the publication date. A reference list at the end of the assignment contains the full details of all the in-text citations. Why Reference? Referencing is necessary to avoid plagiarism, to verify quotations, and to enable readers to follow-up and read more fully the cited author’s...
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...Harvard referencing style provided by Curtin University Library as the Style manual does not cover this area fully. The information and examples contained on this page are chiefly derived from the above publications. It is very important that you check your department or school's assignment guide as some details, eg. punctuation, may vary from the guidelines on this page. You may be penalised for not conforming to your school's requirements. What is Referencing? Referencing is a standardised method of acknowledging sources of information and ideas that you have used in your assignment in a way that uniquely identifies their source. Direct quotations, facts and figures, as well as ideas and theories, from both published and unpublished works must be referenced. There are many acceptable forms of referencing. This information sheet provides a brief guide to the Harvard referencing style. Within the text of the assignment the author’s name is given first, followed by the publication date. A reference list at the end of the assignment contains the full details of all the in-text citations. Why Reference? Referencing is necessary to avoid plagiarism, to verify quotations, and to enable readers to follow-up and read more fully the cited author’s...
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...| 2 | 3 | 4 | 5 | 6*New Student Orientation | 7*Greyhound Kick-Off | 8 | 9 | 10*Teacher Work Day/Meetings | 11*Attendance *Expectations*Go Over Project Options-Book-Group Policy-Social Media | 12 | 13*Basic Defs*Core Values*Assgn:-Fed/Anti-Fed*Const Project | 14 | 15 | 16 | 17*Chp 2 Due/Quiz | 18 | 19*Chp 3 Due/Quiz*Const Project Due-whether you are present or not*Assgn Ct Cases | 20 | 21*Review CE*Fed/Anti-Fed Due*Discussion | 22 | 23 | 24 | 25*CE Due*Chp 4 Due/Quiz | 26 | 27*Chp 5 Due/Quiz*Deadline to sign-up for project | 28 | 29 | 30 | 31*Ct Cases Due-whether you are present or not*Intro Writing | | | | | | AP U.S. Govt-Blue Days 2015 Sun | Mon | Tue | Wed | Thu | Fri | Sat | | | 1 | 2*Unit I Exam*Timed Writing | 3 | 4*Chp 6 Due/Quiz*Review Editorial CE | 5 | 6 | 7*No School | 8 | 9*Editorial CE Due*Chp 10 Due/Quiz | 10*Unit I Make-up & Corrections Due | 11*Unit II Exam*Timed Writing | 12 | 13 | 14 | 15*Chp 8 Due/Quiz | 16 | 17*Chp 9 Due/Quiz | 18 | 19 | 20 | 21*Unit III Exam*Timed Writing | 22*Unit II Make-up & Corrections Due | 23*Chp 7 Due/Quiz | 24 | 25*Homecoming-Be Safe-Be Smart-Have Fun | 26 | 27 | 28*Chp 13 Due/Quiz | 29*Unit III Make-up & Corrections Due | 30*Unit IV Exam*Timed Writing | | | | | | | | | | | September AP U.S. Govt-Blue Days 2015 Sun | Mon | Tue | Wed | Thu | Fri | Sat | | | | | 1 | 2*Chp 16 Due/Quiz*Review Pol Toon CE | 3 | 4 | 5 | 6*Pol Toon CE Due*Review Court Cases | 7*Quiz...
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...Instructor’s Name: Dr. Tyler Scarlett Date: October 29, 2014 Introduction Every man/woman whom God has called want to do the work God has giving to him/her and do it successfully, God works with time and He does everything orderly. So in order for me to do God’s work successfully and accurately, I have to have a time table to guide me so that I would not waste time on things that will not bring glory to God. In this assignment, I would seek to provide my five-year personal growth plan for the next five years to come and with God’s help, I would grow from grace to glory. Section 1: Mastering the Calendar. Every Year, I plan to: Every first week of June, I will go to North American Baptist Association of (Ghana Baptist convention) pastor’s retreat. And also every last week of July, I will go to North American Baptist Association of (Ghana Baptist convention) Annual convention. And before fall school starts, I will have one-week personal retreat to seek the face of God. My family and I will take a vacation every year. This is what I have planned to do every year. Every Month, I plan to: I will attend evening church prayer meeting four times. And I will also spend four days in fasting and prayers; I will also attend once a month church council meeting. And I will also make sure that I will read my book as scheduled. Every week, I plan to: Every Monday I will spend time to refresh my mind after all the stress that I engage...
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...ENGLISH 60: SPRING 2015 COURSE ASSIGNMENT SCHEDULE This assignment schedule (due dates, etc.) may be modified to meet the needs of the class. CWS = College Writing Skills BT = Breaking Through E = Essay (E1, E2, etc.) | | | |Date |Discussions, Writing Workshops, and Other Activities | |Week 1 |In class: | |1/26 |Introductions, Student Information, Academic Integrity, | | |Course overview (syllabus) and handouts | | |Read “Oprah Winfrey: How Truth Changed her Life” handout | | |Writing Sample | | | | | |Assignment (due next class meeting): ...
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...|[pic] |Detailed module outline | | |OB 401 E | | |Organisational Behaviour | DEPARTMENT : MANAGEMENT AND ORGANISATION PROGRAMMES: Advanced Undergraduate Transfer Credit, PGE2 INSTRUCTORS : Don MINDAY, coordinator Slava DMITRIEV Jean-Bertrand LEFEBVRE Sophie HENNEKAM -TREGUIER Inju YANG-McCOURT FORMAT : 3 hours weekly: 1 ½ hr. of lecture, 1 ½ hr. tutorial 2 tutorial groups will follow a weekend seminar format CREDITS : 5 ECTS credits PRE-REQUISITE MODULES: None LEARNING OBJECTIVES : This module is designed to prepare students for their future role as business managers by giving them a conceptual framework which should help them to more effectively understand, predict, and influence behaviour in organisations. It is complementary to the 1st year module "Management relationnel" and the 2nd year module "Cross-Cultural Management" LEARNING OUTCOMES : At the end of this module, each student will be able...
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...contained in this book is accurate at the time of going to press, and the publishers and authors cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or any of the authors. Tests included in this book have previously been included in The Times Book of IQ Tests: Book 1 (2001), The Times Book of IQ Tests: Book 3 (2003) and The Times Book of IQ Tests: Book 5 (2005) published by Kogan Page. First published in this format, in Great Britain and the United States in 2007 by Kogan Page Limited. Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road London N1 9JN United Kingdom www.kogan-page.co.uk 525 South 4th Street, #241 Philadelphia PA 19147 USA © Ken Russell and Philip Carter, 2007 The right of Ken Russell and Philip Carter to be identified as the authors of this work has been asserted...
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...Resource list Secondary About this list This resource list aims to provide easy reference to a wide range of available resources and teaching materials for sex and relationships education (SRE). It includes a selection of materials produced by the Sex Education Forum together with resources produced by Forum member organisations and other organisations both not-for-profit and commercial. It is not a comprehensive list but we have prioritised resources that are up-to-date and available. The resources have been listed under four categories; primary level, secondary level, special needs/disabilities and resources for parents & carers. Resources falling into more than one category are listed in all relevant lists. A suggested age-range is given for each resource; however the maturity of children and young people varies so this should be used as a guide only. The Sex Education Forum advises professionals to make their own choices about which resources to use. We do not endorse the resources on this list. The questions in the box below can help to choose and use a resource that will contribute to good quality sex and relationships education. Choosing a resource Is the resource consistent with the values set out in the school or college SRE policy? Is it factually correct and up-to-date? Does it encourage active and participatory learning? Is the resource contemporary in terms of the realities of young people’s lives? Does the resource portray positive images of a range of young...
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...TEXTBOOK AND INTERNET SOURCE: ITS IMPACT ON RETENTION AND COMPREHENSION OF SELECTED NURSING STUDENTS COGNITION IN ILIGAN MEDICAL CENTER COLLEGE A Thesis Presented to: The Faculty of College of Nursing, Midwifery and Health Aide Iligan Medical Center College, Inc. Iligan City In partial fulfilment Of the Requirements For the Degree of Bachelor of Science in Nursing Madula, Charisse Anne C. Mejia, Malcolm Shannon Q. Miguel, April Ann Marie T. Musa, Joehaira Candice Mustapha, Najiefah P. Petiluna, Adelyn Ramos, QueennieMarel D. Sarmiento, BethuelDaven A. Villiarubia, Rosemarie L. Yongco, Shiela Mae J. Yordan, Mary Grace J 2012 Chapter 1 THE PROBLEM AND ITS SCOPE Introduction Nursing students, as we all know are dependent on textbooks rather than internet. We could simply put that nursing students are more practical in terms of study habits. Although, internet have its own advantages such as up-to-date and is faster in giving information, but not all students have internet access at home. We could sum up that using textbooks and internet in studying the lessons has its own advantages and disadvantages. Universally, we could not deny that many institutions depend on textbooks as a way of sharing inputs to individuals. Aside from the fact that it covers the topic in details, they are also in chronological presentation. However, the disadvantages are designed as a sole source of information, an old and out-dated, often being left behind, and it takes...
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...Youth Justice http://yjj.sagepub.com/ Book Review: M Little and B Maughan, Effective Interventions for Children in Need, The Library of Essays in Child Welfare and Development, Ashgate, Burlington, VT, USA, 2010, £120 Hb, ISBN 978-0-74562-825-2 Declan Coogan Youth Justice 2011 11: 194 DOI: 10.1177/14732254110110020603 The online version of this article can be found at: http://yjj.sagepub.com/content/11/2/194 Published by: http://www.sagepublications.com Additional services and information for Youth Justice can be found at: Email Alerts: http://yjj.sagepub.com/cgi/alerts Subscriptions: http://yjj.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://yjj.sagepub.com/content/11/2/194.refs.html >> Version of Record - Jul 13, 2011 What is This? Downloaded from yjj.sagepub.com at Universiti Teknologi MARA (UiTM) on April 16, 2014 194 Youth Justice 11(2) alongside England and Wales and in so doing makes some invaluable comparisons and contrasts in light of the differing legal systems. Nonetheless, this does raise questions about the primacy accorded to the Scottish Sheriffs’ accounts in the second section of the book in light of the markedly different approach to ASBOs adopted in Scotland, especially where young people are concerned (pp. 121–125). The Sheriffs’ accounts clearly lend support to extant concerns about net-widening (cf. Squires and Stephen, 2005)...
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...The book of Judges introduces us to the long years of Israel’s struggle to maintain control of the Promised Land and serves as the transition from the conquest to the kingdom. It deals with events following Joshua’s death (c. 1380 BC) The main body of the story revolves around six cycles of apostasy, repentance, and deliverance. God intervenes time and again to rescue the struggling Israelites from military oppression, spiritual depression, and ethnic annihilation. The book of Judges derives its title from the Latin Liber Judicum, but the Hebrew title is shophetim. The verbal form (“to judge”) describes the activity of the various deliverers whom God used despite their personal challenges, oddities, or inadequacies Most of the biblical judges were heroes or deliverers more than legal arbiters. They were raised up by God and empowered to execute the judgment of God upon Israel’s enemies. The sovereignty of God over His people is seen in these accounts as God, the ultimate Judge (11:27), judges Israel for her sins, brings oppressors against her, and raises up human judges to deliver her from oppression when she repents. I. Reason for the Judges (Judges 1:1–2:23) The period of the judges followed the death of Joshua (1:1) when Israel was left with no central ruler. While the book of Joshua represents the apex of victory for the Israelite tribes, the book of Judges tells the story of their heartache and struggle to maintain control of the land. While the conquest of the land...
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...Office 1909 University Hall Office Hours: Monday, Wednesday and Friday 1:00-2:00 pm Professor Scott Grunow Lecturer Department of English Cobelli@aol.com Course Description This introductory class presents a literary perspective on the Bible. Texts from the Bible stand at the center of analysis, while accompanying textbooks help us to contexualize biblical materials within history. Each week revolves around a particular theme with one lecture on the Hebrew Bible/Old Testament and one on the New Testament. Themes include creation, birth, the hero, the mountain, the community, the Temple, suffering, and the end of time. As we place biblical texts in their historical contexts, we will consider the Bible as a literary work with distinct genres, themes and conventions. The thematic connections between the Hebrew Bible and the New Testament will be explored at the same time that differences in their style and message are investigated. While reading the Bible, we will develop a vocabulary for discussing literary texts as well as a vocabulary specific to texts from the ancient world. This lively and pluralistic course provides a thorough introduction to the literature of the Bible. Course Objectives The Bible is a central text that has influenced literature, history, and global politics. This course instructs students in reading and interpreting the Bible according to its structure and tropes and within its original contexts. The Bible is read in English...
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...nature—have been clearly seen, being understood from what has been made, so that men are without excuse.” Like Psalm 19, Romans 1:20 teaches that God’s eternal power and divine nature are “clearly seen” and “understood” from what has been made. I believe the primary importance in the revealing of God is His Word, the Bible. God miraculously inspired the authors of Scripture to correctly record His message to mankind, while still using their own styles and personalities. God sets forth in the infallible Scriptures combines Jesus’ own declaration of the present reality of the Kingdom of God with the apostles’ account of the person, place, and work of Christ, and how sinful humans benefit from it. The Word of God is living and active (Hebrews 4:12). The Word of God is inspired, profitable, and sufficient (2 Timothy 3:16-17). God determined to have the truth regarding Him recorded in written form because He knew the inaccuracy and unreliability of oral tradition. He also understood that the dreams and visions of man can be misinterpreted. God decided to reveal everything that humanity needs to know about Him, what He expects, and what He has done for us in the Bible! I believe that our holy, loving Creator, confronted with...
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...Design Fourth Edition Prepared by Susan Merritt Professor and Head of Graphic Design School of Art, Design, and Art History San Diego State University (SDSU) With assistance from Chris McCampbell and Jenny Yoshida John Wiley & Sons, Inc. i DISCLAIMER The information in this book has been derived and extracted from a multitude of sources including building codes, fire codes, industry codes and standards, manufacturer’s literature, engineering reference works, and personal professional experience. It is presented in good faith. Although the authors and the publisher have made every reasonable effort to make the information presented accurate and authoritative, they do not warrant, and assume no liability for, its accuracy or completeness or fitness for any specific purpose. The information is intended primarily as a learning and teaching aid, and not as a final source of information for the design of building systems by design professionals. It is the responsibility of users to apply their professional knowledge in the application of the information presented in this book, and to consult original sources for current and detailed information as needed, for actual design situations. This book is printed on acid-free paper. Copyright © 2006 by John Wiley and Sons. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any...
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