...problems and perspectives and more able to connect what they learn to their personal experiences and knowledge; invention also helps writers or speakers narrow a topic, clarify a thesis, develop ideas, or find arguments. In addition, once some preliminary reading or drafting is done, invention techniques can help he writer or speaker to refocus. Finally, these techniques are helpful for students who are blocked. Not all invention techniques are suited to all communication tasks. Encourage students to experiment with these strategies to find out which work for them. Clustering For those who need a visual picture of their ideas, clustering (also called visualizing) is a helpful method of invention. Clustering can be done as a part of brainstorming groups (see below) or by students working alone. What follows is a procedure for clustering to provide to students: 1. Write a word related to the topic in the middle of a page and circle it. 2. Think of other words that come to mind when you think of the word. Let your mind be playful. Don’t judge or evaluate; just let the words flow. 3. As you write other words, circle them. 4. If you draw a blank thinking of more words, draw lines between the words you have written that are similar and draw arrows when one word leads to another. 5. Don’t think or analyze too long about any word or connection. 6. Continue this activity from two to five minutes. 7. Look through your cluster to get an idea of where to...
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...ENG100 INTERMEDIATE ACADEMIC READING & WRITING CHAPTER 1 PRE-WRITING PREPARED BY: ZARINAH ABU BAKAR NAME OF SCHOOL FACULTY OF LANGUAGES AND GENERAL STUDIES CHAPTER 1: PRE-WRITING LEARNING OUTCOMES TOPIC At the end of this chapter, students will be able to: Use a variety of pre-writing activities to generate ideas, focus a topic, and formulate a method of developing an essay select and narrow an essay topic Slide 2 of 17 CHAPTER 1: PRE-WRITING TOPIC OUTLINES TOPIC Introduction 1.1 Pre-writing 1.1.1 Steps in process writing 1.1.2 Analysing the topic/question- directive words 1.1.3 Selecting and narrowing an essay topic 1.2 Pre-writing strategies 1.2.1 Brainstorming methods 1.3 Reading and note taking strategies 1.3.1 Note taking skills Slide 3 of 17 CHAPTER 1: PRE-WRITING INTRODUCTION TOPIC Slide 4 of 17 CHAPTER 1: PRE-WRITING 1.1.1 STEPS IN PROCESS WRITING The Writing Process TOPIC Slide 5 of 17 CHAPTER 1: PRE-WRITING 1.1.2 CHOOSING A QUESTION TOPIC If you have a choice of essay questions consider the following factors when deciding which essay to do: which topics interest you most? which topics have good resource materials available? which topics are most relevant to you personally or professionally? which topics might be easiest for you to write about? Slide 6 of 17 CHAPTER 1: PRE-WRITING 1.1.2 Analysing the topic/question- directive words TOPIC Slide 7 of 17 CHAPTER 1: PRE-WRITING ...
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...644 Week 5 Assignment Group At-Risk Specialization Mind Map To Buy This material Click below link http://www.uoptutors.com/edu-644-new/edu-644-week-5-assignment-group-at-risk-specialization-mind-map This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website. You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us, coggle, Popplet, Mural.ly, or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date. Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission...
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...paper I have the chance to revise everything and make sure people can understand what I am trying to say through my writing. During the drafting process of all three class papers I have tried different ways of brainstorming. I tried outlining and organizing what I wanted my paper to be like, I tried writing my body paragraphs before my introduction, and eventually I realized it’s just much easier for me to write as much as I can on what I’m trying to say first and once I’m done I spend a lot time fixing it, learning from the mistakes I made, and further explaining my ideas. My writing has changed mostly in my abilities to identify when something doesn’t sound right or should be phrased differently. I believe that I am very weak when it comes to grammar and organization. Grammar has always been difficult for me, definitely an area for me to improve, but writing has never been a main interest of mine and it is hard for me to focus and improve on something when you don’t have much of a want to. Organization is also difficult for me because it’s tough for me to develop transitions to connect between different ideas. As I revise my final paper, I hope to use my knowledge from this semester to improve my paper. I’m putting in a lot of time and effort into this final assignment because my goal, always, is to do well and it is important to me to improve and have the ability to find the mistakes I make in my writing and fix...
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... | Brainstorming: Aid to creativity | Contents: 1. Abstract ……………………………………………………………. 2 2. Introduction ………………………………………………………...3 3. Terms and concepts ………………………………………………..4 4. Brainstorming as an aid to creativity …………………………….4 5. Individual and group brainstorming ……………………………..5 6. Challenges to effective brainstorming …………………………....6 7. Advantages of group brainstorming in an organization ………...7 8. Disadvantages of group brainstorming in an organization ……..8 9. Why organizations still use brainstorming in spite of its drawbacks ………………………………………………………….....8 10. Should an organization use brainstorming? ……………………9 11. Conclusions ……………………………………………………....10 12. References ………………………………………………………..11 Abstract: In an organization, knowledge or idea exchange is an important function of groups in solving problems. Under the right conditions, the idea exchange process in groups may be an important means for enhancing creativity and innovation in organizations Creativity will help to solve a wide range of management problems. Brainstorming is use for creativity and amassing of ideas from the group. It is found that the idea sharing in groups can be productive in getting things done. Research has found that significantly fewer ideas were produced by groups than by individuals. In spite of its shortcoming organization use brainstorming for developing creative ideas to solve problems down the line till now after 60 years of its inception. It is because group brainstorming is more...
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...Collaborative Versus Individual Writing Processes University of Phoenix Collaborative Versus Individual Writing Processes “Collaborative writing is a slippery concept. It is clear that collaborative writing refers to writing in groups but there are as many ways to write in groups as there are possible combinations of individuals.” (What is collaborative writing?, 1991, ¶ 1) To write a team paper effectively many components are essential to think about before starting. For example, how does a team brainstorm, revise, edit, proofread, and deal with conflict together? How does a team combine each member’s different creative thoughts and ideas into one? Doing research about how teams write together before starting the project will help with the process once the team is ready to begin. Even though everyone has creative differences, collaborative writing is more effective than individual writing because each person brings a variety of thoughts to the table and five heads are better than one. “In an article on the technology and processes of collaborative writing, David Farkas offers four possible definitions useful in approaching collaboration through an analysis of processes. For his purposes, collaboration is: 1. two or more people jointly composing the complete text of a document; 2. two or more people contributing components to a document; 3. one or more person modifying, by editing and/or reviewing, the document of one or more persons; and ...
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...Week 2 Assignment: Understanding Effective Money Management Assessment A, Part 1: Creating a Personal Financial Statement - Assets | 1 point | Car: Bluebook value $1250.00Cash: $378.00Savings Accounts: $826.00 | Assessment A, Part 2: Creating a Personal Financial Statement - Debts | 1 point | Rent: $750.00Electric/ Gas bill: $131.75Cable/ internet/ Phone bill: $80.42Credit Card: $31.00Cell phone bill: $72.37 | Assessment A, Part 3: Identify Money Management Tool | 1 point | Explain to Monica how the money management tools were identified. | Students should explain how they evaluated various cash management products and services. | Assessment A, Part 4: Creating a Personal Financial Statement – Steps | 1 point | Drag the steps listed on the right into their correct sequences on the left. When done click the Send button | Step 1: I got all my financial stuff together – bills, loans, bank statements, etc. | Step 2: I balance my checkbook. | Step 3: I decided what were my assets and what were my debts. | Step 4: I enter my assets in the program. | Step 5: I enter my debts in the program. | Step 6: The program gave me a Net worth figure at the end. | Assessment B: Creating a Monthly Cash Flow Statement ...
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...Diagnostic Algebra Assessment Definitions Categories Equality Symbol Misconception Graphing Misconception Definition Concept of a Variable Misconception Equality Symbol Misconception As algebra teachers, we all know how frustrating it can be to teach a particular concept and to have a percentage of our students not get it. We try different approaches and activities but to no avail. These students just do not seem to grasp the concept. Often, we blame the students for not trying hard enough. Worse yet, others blame us for not teaching students well enough. Students often learn the equality symbol misconception when they begin learning mathematics. Rather than understanding that the equal sign indicates equivalence between the expressions on the left side and the right side of an equation, students interpret the equal sign as meaning “do something” or the sign before the answer. This problem is exacerbated by many adults solving problems in the following way: 5 × 4 + 3 = ? 5 × 4 = 20 + 3 = 23 Students may also have difficulty understanding statements like 7 = 3 + 4 or 5 = 5, since these do not involve a problem on the left and an answer on the right. Falkner presented the following problem to 6th grade classes: 8 + 4 = [] + 5 All 145 students gave the answer of 12 or 17. It can be assumed that students got 12 since 8 + 4 = 12. The 17 may be from those who continued the problem: 12 + 5 = 17. Students with this misconception may also have difficulty with the idea that adding...
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...Team B Calorie Count Tool PRG/211 May 5, 2014 Team B Calorie Count Tool PROBLEM STATEMENT Team B was asked to develop a program which would calculate the user’s daily intake of calories and measure those calories against the overall calories expended. The core purpose of this program will do two primary functions. First, it will record the user intake of calories as acquired through meals throughout the day. Second, the user will record caloric output associated with physical activity. This information will be calculated together to determine the caloric surplus or deficit for the user. In order for the program to execute accurately, and provide customized results, the user will be required to input personal data to include gender, age, weight, and height. This additional information is essential to determine the user’s default caloric burn rate, otherwise known as the basal metabolic rate (BMR). The BMR and the calories burned as a result of physical activity will be calculated against the intake of calories to determine the overall success for the user. As the program is executed it must: * Record user name, age, height, weight to enable more accurate calculations * Record the users specific caloric values entered for each meal * Record the user activity and caloric burn values for that activity * Calculate the basal metabolic rate (BMR) for the individual * Subtotal the total caloric values for the day * Combine the physical activity and...
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...Problem Solving with Computing Homework - WEEK 2 [30 points] This is a review of some of the material from Chapter 2 and lectures from class. No credit for answers that are copies or near verbatim transcripts – please use your own words1 and document sources where appropriate. 1 This will apply to all assignments in this class. Answer the following questions: Chapter 2 1. Short Answers [1 point each, 2 points total] 1. What does a professional programmer usually do first to gain an understanding of a problem? The first thing that a professional programmer usually do first to gain an understanding of a program is to closely relate customer (Interview ) to inquire or gather information about the problem. 2. What two things must you normally specify in a variable declaration? The two things normally specified in a variable declaration are the variable type and identifier. 2. Algorithms / Pseudocode [1 point each, 5 points total] 1. Design an algorithm that prompts the user to enter his or her height and stores the user’s input in a variable named height. Declare height Display “Enter Your Height” Input Height Display “Height” 2. Write assignment statements that perform the following operations with the variables a and b. - Adds 2 to a and stores the result in b. - Subtracts 8 from b and stores the result in a Set b=2+a Set a=b-8 3. Write a pseudocode statement that declares the variable cost so it can hold real numbers. Floating Point-Variable...
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...11108944 Name: ASHWINI KUMAR Roll No. : RE3R02B32 PART- A 1. Ans :- (a) unary and ternary operator Unary operator:- It pecedes an operand . The operand (the value on which the operator operates ) of the unary operator must have arithmetic or pointer type and the result is the value of the argument. Example:- If a=5 then +a means 5 If a=0 then +a means 0. If a=-4 then +a means -4. Ternary operator:- It precedes an operand. The operand of the unary operator must have arithmetic type and the result is the negation of the operand’s value. Example:- If a=5 then –a means -5 If a=0 then –a means 0 If a=-4 then –a means 4. (b) Assignment and equalto operator Assignment operator:- Equal to operator: An assignment operator assigns value In this we put the To a variable. value as it is. Example – Example- a*=5 means a=5*5. Int a; a=5 means a is initialized with 5 if(a==5) { return true; } return false; (c) Expression and statement Expression:- An expression is any valid combination of operators , constants , and variables. Example:- ...
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...Selection statements Selection is used to select which statements are to be performed next based on a condition being true or false. Relational expressions In the solution of many problems, different actions must be taken depending on the value of the data. The if statement in C I used to implement such s decision structure in its simplest form – that of selecting a statement to be executed only if a condition is satisfied. Syntax: if(condtion) statement executed if condition is true When an executing program encounters the if statement, the condition is evaluated to determine its numerical value, which is then interpreted as either true or false. If the condition evaluates to any non-0 value (positive or negative), the condition is considered as a “true” condition and the statement following the if is executed; otherwise this statement is not executed. Relational Operators In C Relational operator | Meaning | Example | < | Less than | age < 30 | > | Greater than | height > 6.2 | <= | Less than or equal to | taxable <= 200000 | >= | Greater than or equal to | temp >= 98.6 | == | Equal to | grade == 100 | != | Not equal to | number !=250 | In creating relational expressions, the relational operators must be typed exactly as given in the above table. Thus, although the following relational expressions are all valid: age > 40 length <= 50 temp >= 98.6 3 < 4 flag == done day != 5 The following are invalid: length =< 50 ...
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...The Case of the Filing System I had to really give this assignment some thought since most of my problem solving decision have to do with how to make my job more efficient. I had to consider if any of my decision-making or problem-solving solutions had ever affected the culture of the company in any way. Since, I have never held an official position as a manager or had the ability to manage a project within a company I kept running into a road block in deciding what decision or problem I had experienced in my current or pass workplace that I could discuss. In thinking about this I realized that sometimes the decision-making or problem-solving that can have a big impact on the company is a big way can be the smallest contribution an individual employee can make. In my experience in working, I have realized that you are only as effective as you are organized. In saying this, my discussion is based on the filing system at a pass job that was a huge problem for the accounting department. The current filing system in the accounts payable department was time consuming and not efficient. It was next to impossible to find files or file anything without fear of never finding your files. A major problem with the current filing system was that you had too many years in one location. It is very important when working in any area of accounting that you keep accurate records for auditing reasons. These records not only affect the individual employee, but the company as...
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...What is Brainstorming? Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. The teacher may begin by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. Contributions are accepted without criticism or judgement. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. Teachers should emphasize active listening during these sessions. Students should be encouraged to listen carefully and politely to what their classmates contribute, to tell the speakers or the teacher when they cannot hear others clearly and to think of different suggestions or responses to share. What is its purpose? * to focus students' attention on a particular topic * to generate a quantity of ideas * to teach acceptance and respect for individual differences * to encourage learners to take risks in sharing their ideas and opinions * to demonstrate to students that their knowledge and their language abilities are valued and accepted * to introduce the practice of idea collection prior to beginning tasks such as writing or solving problems...
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...Post any questions you may have to the External Discussion Forum. TASKS 1. Using the following mind mapping software, http://wisemapping.com/c/home.htm, create a mind map of the case study you are working on for your business report. Your mind map should reflect the case study, i.e. it should be a visual representation of the written case study. 2. Save your mind map. 3. Use the “Collaboration” functionality to “Share” your mind map with your team members. 4. Print your mind map. 5. Explore the export options available for your mind map. [CHECKPOINT1 – exercise completed and mind map shown/provided to supervisor] 6. Logout. 7. Note: Your team must submit one mind map of the above task as part of your team’s business report assignment submission. This will be one of the assessment criteria that you will be marked on. Consolidate your mind map with your team members and collaborate with them to come up with one version for submission with the business...
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