...as a bedtime story and then read the questions at the end of the case; don’t answer the questions at this time Think about the case for 24 hours, then review chapter 2 Think about chapter and the case for another 24 hours to let your ideas form in your mind from the case, Chapter 2, and the topics discuss in class Finally, prepare your PowerPoint slide using critical thinking to answer the questions and summarize your thoughts into concise statements Keep it simple, but show me your understanding and learning 2 Summary 1 Background Hannah Long – Agricultural Economics Matthew Hammond – Mechanical Engineering Josh Maxwell – Grad School of Management Josh, Hannah, and Matthew meet in Business and Sustainability class Biodiesel is a class project 3 Summary 2 The Challenge Energy dependence is a world wide problem Usage is not sustainable, for it is not renewable Current energy industry is committed to current business model due to large assets, investments, and infrastructure Problem: find a form of fuel or technology that can mitigate the current negative affects on the environment of petrol-based fuel while utilizing the existing infrastructure Urgency: heightened by astounding growth in the global population and per-capita consumption of liquid fuels 4 Summary 3 The Concept Biodiesel is a vegetable and/or...
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...Plot Summary 4 Chapter 1 6 Chapter 2 7 Chapter 3 8 Chapter 4 9 Chapter 5 10 Chapter 6 11 Chapter 7 12 Chapter 8 13 Chapter 9 14 Chapter 10 15 Chspter 11 16 Chapter 12 17 Chapter 13 18 Chapter 14 19 Chapter 15 20 Chapter 16 21 Chapter 17 22 Chapter 18 23 Chapter 19 24 Chapter 20 25 Chapter 21 26 Chapter 22 27 Chapter 23 28 Chapter 24 29 Chapter 25 30 Chapter 26 31 Characters 32 Objects/Places 35 Themes 37 Style 39 Quotes 41 Topics for Discussion 43 Plot Summary Roy G. Basch is a new intern in internal medicine at a hospital called the House of God. He begins his internship under the tutelage of the Fat Man, a second year resident who has some crazy ideas as to how to take care of patients. According to the Fat Man, there are two types of patients: the dying young and gomers. Gomers are elderly, demented patients from outside nursing homes who barely qualify as being human and who, the Fat Man says, never die. Only the young are sick enough to die at the House of God. Roy starts his internship fairly scared. He meets his fellow interns, Potts, Hyper Hooper, Chuck, Eat My Dust Eddy and the Runt—all scared and new to internship and patient care. Roy gets assigned duty with Chuck and Potts under the Fat Man on an internal medicine ward. Each takes turns being on call, and he is third in line the first week. Before being on call, he learns of several of the Fat Man's rules like "Gomers never die" and "Gomers go to ground"...
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...with his college friends and professors. Over the years, Morrie develops ALS, a horrible and deadly disease. Morrie sends letters to Mitch, but because they are sent from Brandeis University, he thinks they are just asking for money. Mitch only learned about his professor's disease when he saw him being interviewed on Nightline. When Mitch found out about Morrie having ALS, he decided to go see him. When he first saw Morrie, he slumped down in his seat to finish his work. HE should've just ran up to greet him. But he didn't. Morrie and Mitch decide to meet weekly on Tuesdays, so Morrie can teach Mitch the "meaning of life" before the disease complete destroys Morrie's ability to communicate. During the lesson's, Mitch learns that he needs to focus on love and other people, not making as much money as he can. Morrie convinces Mitch to write the book "Tuesdays with Morrie", so Morrie can share his virtues with the whole world. When Morrie dies at the end of the book, Mitch realizes he can still communicate and learn from him, even when he's dead. Summary #1 "The Curriculum" The first chapter is introducing the ‘class’ that Morrie will teach to Mitch. It describes the setting as Morrie’s house by a window, and that it would meet on Tuesdays. The subject of this class will be the Meaning of Life, and it is said to be taught from Morrie’s experiences. It is said that there were no grades, and no books were required, even though the topics love, work, community, family, aging, forgiveness...
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...three-o'clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum." Page 5 Analysis The descriptive detail paints a vivid picture of the town of Maycomb, which provides some insight on Scout's feelings about Maycomb. In addition, the narrator provides the setting for the story and sets the mood for a quiet and somewhat dull town, which sets the stage for the conflict of Tom's trial. Chapter 2 Quotation "'Your father does not know how to teach. You can have a seat now.' I mumbled that I was sorry and retired meditating upon my crime." Page 17 Analysis Scout's first grade teacher makes her feel bad about being able to read, when she should feel proud that she can read and write at such a young age. Scout even apologizes and referred to her ability as a crime. This exchange demonstrates how many people in Maycomb are very small minded in their views. Chapter 3 Quotation "'First of all,' he said, 'If you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view-' 'Sir?' '-until you climb into his skin and walk around in it.'" Page 30 Analysis This passage exemplifies the special bond between Atticus and his daughter, Scout. Throughout the novel, Scout learns more from her father than anyone else. Atticus teaches Scout important things...
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...could from it. To find the messages God had for me to build my relationship with him. I didn’t even get through the first chapter when the challenge started. My mind began to wander and my attention was definitely not held. The simplicity of the book, I found completely monotonous and repetitive. I had heard this message many times before from my own pastor during service. I knew the power of my words…. Or so I thought. I tried for months to read, becoming more and more frustrated, never getting beyond the first chapter. I became angry and tense at the thought of having to read it. I even contemplated throwing the book away and just walking away from the school aspect of developing my relationship with God, to let my understanding and knowledge come from sermons and reading “better, more exciting” books and articles. I prayed about why I couldn’t do this little thing. After all, I made it through nursing school and furthering of my career by reading and comprehending books far more intent than this skinny 10 chapter book. Talking about my frustrations with another student about my reading comprehension, it came to my understanding that my OWN WORDS were blocking my reading, holding me in bondage. Realizing this, my prayers took on a new more positive direction. I began to speak Gods Word over the situation. John 16:23 “Whatsoever ye ask the Father in my name, he will give it to you.” So simple. I had let evil distract me. No more. I prayed the answer and believed that...
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...Rayna 3/6/15 Sermon on the Mount The Sermon on the Mount is a collection of sayings and teachings of Jesus. These teachings stress the importance of His moral teaching found in the Gospel of Matthew. It is the first of the Five Discourses of Matthew and takes place relatively early in the Ministry of Jesus. It also happened after he preached in Galilee and John the Baptist had baptized him. In Matthew 4:12-17, Matthew noted that Jesus began to preach a message of repentance because the kingdom of heaven was near. Jesus moved to the city of Capernaum from Nazareth to reach a larger audience. Matthew 4:17, “From that time Jesus began to preach and say, ‘Repent, for the kingdom of heaven is at hand.’” The phrase ‘from that time’ refers to the arrest of John the Baptist. From this event, Jesus chose to launch His public ministry. Matthew goes on to talk about the calling of the first disciples, Simon Peter, and his brother Andrew, who were fishing. (Matthew 4:18-20). Jesus promised them that He would make them fishers of men. Jesus was beginning to build His kingdom. Jesus then called James and John fishermen, who were tending to their nets in their boat. (Matthew 4:21-22). In Matthew 4:23-25, Jesus went around the region proclaiming the message of the kingdom. He healed people and the people responded from far away. Matthew 5:1. “Now when he saw the crowds, he went up on a mountainside and sat down. His disciples came to him, and he began to teach...
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...Analysis: “Late Wife” by Claudia Emerson “Late Wife” by Claudia Emerson is a book that contains a collection of poems focused on her struggle with being divorced, and starting a new life by herself. The book is separated in three parts: Divorce Epistles, Breaking up the House, and Late Wife, and each section shows Claudia dealing with a new problem. The separation of the poems made it easy to identify the theme patterns found in the collection. For every chapter there was theme to be centered around, it also helped that collection was in chronological order and in narrative writing, for the book starts by retelling the sadness on her mind when she was going through her divorce, then she makes a quick summary of her single life, and ends it with the struggle of being the second wife of a man who recently lost his wife. At the end, she admits that she finds happiness, but that her journey to be happy was rough yet worth it. The first section is “Divorce Epistles” and the theme of it is divorce. This chapter starts by showing the reader some flashbacks of how her marriage was like before the divorce and then it ends by showing what she did right afterwards. The first poem is “Aftermath” (5) and it is her reflection of her divorce she admits that she knew it was going to happen eventually. In these lines, “I confess that last house was the coldest I kept. In it, I became formless as fog, crossing / the walls, formless as your breath as it rose” (8), she was being ignored by her...
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...Polytechnic University of the Philippines Sta. Mesa, Manila In partial fulfillment of the Requirement for Bachelor of Business Teacher Education Major in Information Technology Prepared by: (GROUP V) BOÑO, ELVIE L. GARCIA, KIEGHRAU BENS MENDOZA, ANGELICA PASCUAL, CAMILLE L. BBTE-IT 3-2N Submitted to: DR. DENNIS O. DUMRIQUE Course Facilitator February 24, 2015 TABLE OF CONTENTS Acknowledgement…………………………………………………………..…………………...i Chapter 1: The Problem and Its Background Introduction…………………………………………………………...………………….1 Statement of the Problem……………………………………………...….…………...2 Significance of the Study………………………………………………...…………….3 Scope and Limitation………………………………………………...…...…………….3 Chapter 2: Research Procedures Research Instrument………………………………………………...………...............4 Data Gathering Procedures…………………………………………………………....4 Statistical Treatment of Data…………………………………...……………………...5 Chapter 3: Presentation, Analysis, Interpretation of Data…………………………………..6 Chapter 4: Summary of Finding, Conclusions, and Recommendation...........................12 Bibliography……………………………………………………………..……………………13 Appendices A. Survey Questionnaire B. Statistical Treatment of Data C. Curriculum Vitae ACKNOWLEDGEMENT The researchers would to like to thank all the respondents, the faculty members of the College of Education, where their participation has been a great part of this research. The researchers would also like to thank...
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...express written permission from the publisher. This report is for information purposes only and is not intended as an offer to sell nor a solicitation to buy securities. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered, but it is sold with the understanding that the publisher is not engaged in rendering legal, accounting or other professional service. If legal advice or other expert assistance is required, the services of a competent professional person should be sought. The publisher does not guarantee or warrant that readers who use the information provided in this report will achieve results similar to those discussed. Printed in the United States of America 0 9 8 7 6 5 4 3 2 1 ISBN NUMBER1-884350-84-4 $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$...
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...DEISM TABLE OF CONTENT INTRODUCTION………………………………………...………………………………………3 SUMMARY OF DEISM…………………….……………………………...…………………….3 FLAWS OF DEISM………………………..………...…………………………………………...4 PROPOSED PLAN IN SHARING THE GOSPEL……….……………….....…………………...5 CONCLUSION……………………………………………………………………………………6 BIBLIOGRAPHY……………………………………...………………………………………….7 INTRODUCTION Hindson and Caner states, “Worldview is the framework of beliefs by which a person views the world around him.” Everyone has a worldview whether they realize it or not. We all have a presupposition or bias as to how we interpret the world and reality. Worldview is the translation of the German word Weltanschauung, which means “perception of the world”. Worldview affects the way we determine truth, view of reality, and relationship with God, human rights, morals, our divine purpose and creation. Individuals who hold a proper worldview command an orthodox for truth, logic, and reason. Deism is the worldview that I will summarize, discuss the flaws within this worldview and propose a plan of sharing the Gospel with a member of Deism. SUMMARY OF DEISM Deism is the worldview that suggests there is a God, however, He is not interested nor invested in the world. It negates all the miracles and healings discussed in the Bible. If God is not concerned about those in the world, He could not have performed the miracles or healings. Deism states God is not concerned about mankind. Therefore, mankind is not held accountable...
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...STUDY HABITS OF GRADE 10 STUDENTS AT TINAJEROS NATIONAL HIGH SCHOOL: A BASIS FOR INTERVENTION PROGRAM ________________________ A Thesis Presented to The Faculty of Graduate Studies and Applied Research City of Malabon University City of Malabon ________________________ In Partial Fulfilment Of the Requirements for the Degree Master of Arts in Educational Management ________________________ By CHERYL B. CISTER 2016 RECOMMENDATION FOR ORAL EXAMINATION This thesis entitled “STUDY HABITS OF GRADE 10 STUDENTS AT TINAJEROS NATIONAL HIGH SCHOOL: A BASIS FOR INTERVENTION PROGRAM” prepared and submitted by CHERYL B. CISTER in partial fulfillment of the requirements for the degree Master of Arts in Educational Management, has been examined and is hereby recommended for Oral Examination. LUCILA B. BONDOC, Ed. D. Adviser APPROVAL SHEET Approved in partial fulfillment of the requirements for the degree Master in Educational Management by the Oral Examination Committee. MARCELINA A. STO. TOMAS, Ed. D. Chairman GLORIA O. GOMEZ, Ed. D. LOURDES B. CABAÑERO, Ed. D. Member Member _________________________________________________________________ Accepted in partial fulfillment of the requirements for the degree Master of Arts in Educational Management. December 22, 2015 Date ATTY. RAMON M. MARONILLA Acting Dean Graduate Studies...
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...Warriors Don’t Cry: Notes, Summaries, and Other Information Key Facts full title · Warriors Don’t Cry: A Searing Memoir of the Battle to Integrate Little Rock’s Central High author · Melba Patillo Beals type of work · Memoir genre · Nonfiction, memoir, biography language · English time and place written · 1990s, The United States date of first publication · 1994 publisher · Pocket Books narrator · Melba Patillo Beals point of view · The book is the story of Melba’s teenage life, and the adult writer, Melba, is both the narrator and the protagonist. Melba tells the story from the first person point of view. tone · Restrained anger tense · Past setting (time) · Early 1950s setting (place) · Little Rock, Arkansas protagonist · Melba Patillo major conflicts · The attempt made by Melba and eight other African-American students to integrate into Little Rock High School rising action · The Supreme Court rules in Brown v. the Board of Education that separate schools are not equal; Melba volunteers to go to the all-white Central High School; Melba and eight other African-American students enter Central High. climax · Ernie becomes the first black student to graduate from Central High School. falling action · Unable to return for a second year at Central High School, Melba moves to California and lives with a white family; she becomes a journalist and reports on injustices around the world. themes · The shifting of power through...
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... ∙ Gender Identity: throughout the novel this works out with socialization and how both genders clash with each other, as masculinity needs to prove itself over feminism. ∙ Visualization of social problems by the narrator: it’s quite interesting when the narrator that grew up with all these problems, and how can he distinguish them as he grows up. Being a witness of this since childhood it what makes this a cycle of path, making these problems “seem okay”. Plot Summary Note: Consider every chapter as its own short story narrated from the point of view of the speaker. Chapter 9: Titus Hoyt was a natural guide, a philosopher, and an active member of the local board. First man the main character knew in Port of Spain. The narrator met him one day when he got lost, coming back from the market to get to Miguel Street. This man helped him get home, and he said “Cheerio” after he left. He believed the main character was smart, and he told him to write a letter to the guardian, that was never posted. Titus loved teaching, and as soon as he learned something, he liked teaching...
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...governing question evolves. *Although it is important to "begin" your focused exploration with a governing question and to make that question clear early on in your thesis, you need not -in fact, probably can not -- begin the entire research and writing process with a question. It takes a lot of work -- reading, talking with people, thinking -- to generate and focus your governing question. 2. Show your readers what leads you to pose your question in the first place. Your governing question derives from competing observations, i.e., observations that appear to you to be in tension with one another and to indicate an apparent puzzle, problem, discrepancy, oversight, mystery, contradiction, or surprise. In the introduction to your piece, let your readers know how what you observe leads you to ask the question you ask. 3. Identify your subordinate questions. Just as the thesis as a whole is a...
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...(or lack of). Ask ’ why’ to find a next-higher level goal. For data descriptions: Only put precision level 1 into the use case text. Precision Level 1: Data nickname Precision Level 2: Data fields associated with the nickname Precision Level 3: Field types, lengths and validations Icons Design Scope Organization (black-box) Organization (white-box) System (black box) System (white box) Component Goal Level 1 Very high summary Summary User-goal Subfunction too low For Goal Level, alternatively, append one of these characters to the use case name: Append "+" to summary use case names . Append "!" or nothing to user-goal use case names. Append "-" to subfunction use case names. The Writing Process 1. Name the system scope and boundaries. Track changes to this initial context diagram with the in/out list. 2. Brainstorm and list the primary actors. Find every human and non-human primary actor, over the life of the system. 3. Brainstorm and exhaustively list user goals for the system. The initial Actor-Goal List is now available. 4. Capture the outermost summary use cases to see who...
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