...17/1/2011 PERIOD 1.2 ENGLISH DOSSIER Shobha Maniram | 473253 | LM 1A | Jennifer Koelman TABLE OF CONTENTS introduction ................................................................................................................................ 3 In-class assignment week 1 – Who or Whom ............................................................................ 4 Assignment 1 .......................................................................................................................... 4 Assignment 2 .......................................................................................................................... 4 In-class assignment week 2 – Customer Service ........................................................................ 7 Vocabulary exercise A: complete the text with the best word. ........................................... 7 Vocabulary exercise B: replace the words with the correct form of an idiomatic expression of the box. ............................................................................................................ 7 Language review exercise A: complete the sentences with a gerund from the box. ............ 7 Language review exercise B: complete each sentence so that is seams the same as the sentences just before it. Use a gerund each time. ................................................................. 8 Language review exercise C: circle the correct form(s) of the verb in the text. ................... 8 Writing...
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...Journal Three: Habit 2 Begin With the End in Mind 1. What are three very important skills you need to be successful in college, your career, and in life, that you don’t currently possess? Use these to write a personal affirmation that will motivate you to obtain your goals. Use present tense, and state what you will, not what you won’t do to be successful. I am a responsible, well-rounded, well organized student who is succeeding in reaching my goals, look out as high as I reach can I grow, only as far as I seek can I go, only as deep as I look can I see, only as much as I dream can I be!! 2. Using the DAPPS rule, write three career and/or educational long-term goals, and five short-term goals that support your long-term goals. You will use these to do your My Life Plan. Be thorough and dig deep. Role: Dream: Becoming a better well-rounded person Long Term Goals: * Graduating and being able to transfer out to UC Berkley. Get my Ph.D. in phycology. I have so many good influences that make me want to continue and follow my dreams. Like my aunt she has her Ph. D from USC. * Buying a house at the age of 25. My parents bought their house at 21. Anything is possible and I know if I work hard and try I can have my own place around that age. They remodeled everything and little by little our house was constructed, now it looks like a mini mansion. I shall pursue this long -term goal. * Being able to travel all around the world with my family. I...
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...the regular school day. A minimum of 240 credits is required for graduation. 5 credits = 1 semester; 10 credits = 1 year. Graduation requirements include: 40 credits (4 years) English; 30 credits (3 years) Mathematics; 30 credits (3 years) Science; 30 credits (3 years) Social Science; 20 credits (2 years) of Language other than English; 10 credits (1 year) Visual and Performing Arts; 40 credits (4 years) Religion;20 credits (2 years) Physical Education/ Health and/or Sports Affiliation; 5 credits (1 semester) Speech Communication; 15 credits (1.5 years) of elective credit (may include core courses).Advanced Placement courses are offered in American Government; Art History; Biology; Calculus AB; Calculus BC; Chemistry; Economics; English Language; English Literature; Environmental Science; European History; Physics; Spanish; Statistics; Studio Art; United States History; World History. AP courses have prerequisites that students must meet in order to be enrolled. There is no limit of how many AP courses a student may enroll. In 2010-2011 462 students enrolled in AP courses; 462 students sat for 884 exams. Of the 884 exams taken, 583 received scores of 3,4 or 5. Honors courses are offered in most subject areas, specifically: Algebra 2/Trigonometry; Anatomy and Physiology; Asian Studies; English; French; Latin; Pre-Calculus. GRADING AND RANKING The Academy assigns letter grades using a 4.0 system. Letter grades are assigned as follows: A = 90-100%; B = 80-89%; C...
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...Chapter 1 The Legal Environment Answers to Learning Objectives/ For Review Questions at the Beginning and THE END OF THE CHAPTER NOTE THAT YOUR STUDENTS CAN FIND THE ANSWERS TO THE EVEN-NUMBERED FOR REVIEW QUESTIONS ON THIS TEXT’S WEB SITE AT WWW.CENGAGE.COM/BLAW/BLT. WE REPEAT THESE ANSWERS HERE AS A CONVENIENCE TO YOU. 1A Sources of Law Primary sources of law are sources that establish the law. In the United States, these include the U.S. Constitution and the state constitutions, statues passed by Congress and the state legislatures, regulations created by administrative agencies, and court decisions, or case law. 2A COMMON LAW TRADITION Because of our colonial heritage, much of American law is based on the English legal system. In that system, after the Norman conquest, the king’s courts sought to establish a uniform set of rules for the entire country. What evolved in these courts was the common law—a body of general legal principles that applied throughout the entire English realm. Courts developed the common law rules from the principles underlying judges’ decisions in actual legal controversies. 3A Precedent Judges attempt to be consistent, and when possible, they base their decisions on the principles suggested by earlier cases. They seek to decide similar cases in a similar way and consider new cases with care, because they know that their conflicting decisions make new law. Each interpretation becomes part of the law on the subject and...
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...University of Phoenix Material APA Reference and Citation Worksheet Use the Center for Writing Excellence’s Reference and Citation Generator (https://ecampus.phoenix.edu/secure/aapd/cwe/citation_generator/), located under the APA Information heading in the CWE’s Tutorials and Guides section, to generate references and citations for two articles from the University of Phoenix library. You can use the two library sources that you chose for the Week 2 assignment if you still plan to use them in your final paper, or you can select two new sources that you have found in the library to use instead. An example is provided for your review. Example: |a. Use the generator to produce an APA-formatted reference for a |b. Paste the examples provided by the generator to show possible | |source you will use in your paper. This source should be from the |in-text citations for this reference. | |University Library. Paste the reference below. | | | | | | |Insert the paraphrased material (Jones & Snow, 2013). | | |Jones and Snow (2013) Insert the paraphrased material...
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...Introduction: The Seventh Sense While completing the exercises in this book, keep in mind these differences between American English and British English: 1. Parentheses are called brackets. 2. Periods are called full stops. 3. Exclamation points are called exclamation marks. 4. 7:30 is written 7.30. 5. Americans place all terminal punctuation inside closing quotation marks, while British usage sometimes “picks and chooses.” Exercises Guaranteed to Bring Out Your Inner Stickler 1) Take a walk or drive through your village, town, or city and write down signs or advertisements that are egregiously punctuated. Look particularly for those “pesky apostrophes” and “delightful/horrific examples of idiotic sign-writing.” (Should you become obsessed with these outings, we suggest you wear a disguise and whip out your notebook when no one is looking. You do not want to be recognized as one of Lynne Truss’s sticklers on the prowl!) 2) When you have found a sign with a punctuation error, write a courteous letter explaining the correct use of the apostrophe and “express the gentle wish that, should the offending ‘Bob,s Pets’ sign, for example, be replaced, this well meant guidance might be borne in mind.” These letters won’t be necessary, after the A.P.S. (Apostrophe Protection Society) has created a more militant wing. 3) Look through your local newspaper and find errors such as, “DEAD SONS PHOTOS MAY BE RELEASED.” 4) Look on Amazon for a film/book review and, keeping...
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...Module 3 Written Assignment: Part 3 General Expectations: (i). For full credit, your written assignments must be accompanied by a narrative explanation/rationale for the process that you used to solve each problem. How did you choose the steps? What is the logic behind the choices that you made? Explain why the problems were solved the way they were solved. Use complete sentences, good English, and proper mathematical notation. (ii). For full credit, your written assignments must include the statement of each problem so the reader knows what you are trying to demonstrate. In cases where the assignment refers you to a book problem, you must also copy the statement of the appropriate problem in the book. Note: Be sure to do the practice exercises in this assignment. They have been carefully chosen to help you understand the material needed to do the assigned exercises that immediately follow. Section 3.1: Practice: Do # 1a and 1c from Section 3.1. Check your answers in the back of the book. 1. Let f = {(Mindy, Subaru), (Jasmine, Toyota), (Sharon, VW), (Roger, Kia), (Jose, VW)}. (a.) What is the domain of this relation? (b.) What is the range? (c.) Is this a function? Why or why not? (d.) Is this relation one-to-one? Why or why not? (d.) Define g as {(Mindy, Subaru), (Jasmine, Toyota), (Sharon, VW), (Roger, Kia), (Jose, Oldsmobile)}. Is g a one-to-one function? Why or why not? 2. Prove that the function f : R → R given by f (x) = 4x − 3 is surjective. [You may use the Proof...
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...vgaikwad@kean.edu Office Hours: M & Th 2-4 pm; T and F 10 – 12 am; W 2-4 pm ------------------------------------------------- Class Times: Mondays & Thursdays 16:00 – 17:45 (W2) Course Description: Develop reading, writing, and vocabulary in English for General Education courses. Pass/Fail. Institutional credit only. Course Objectives: A. Develop reading and comprehension strategies B. Develop vocabulary for English for general academic purposes C. Develop general academic writing skills D. Develop as a writer in response to reading E. Develop critical thinking skills F. Develop awareness of the written text as the basis of higher education G. Locate and use language and research tools Required Textbooks: Slaght, John and Anne Pallant. English for Academic Study: Reading and Writing. 2012 edition – Source Book. Garnet Books, 2012 Slaght, John, Paddy Harben and Anne Pallant. English for Academic Study: Reading and Writing. American Edition – Course Book, 2009 Supplementary Materials: See attached Reading List Online Resources: Dictionary: http://dictionary.reference.com/ Purdue Online Writing Laboratory: http://owl.english.purdue.edu/owl/ WordReady: Academic English. Garnet Education. http://www.garneteducation.com/Book/629/WordReady.html Course Content: A. Reading Strategies as applied to General Education readings 1. Predicting/pre-reading 2. Surveying 3. Using graphic organizers 4. Recognizing...
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...sents k News 10 o’cloc Ele In me ter nt me ary dia to te+ S Y Brain friendly Publications P Film Festival Fun with pronunciation On the ph one A nigh t on th e town Mark Fletcher e re e y f urc op so toc g Re o Ph hin ac Te Introduction Active 8 is designed for teachers with limited preparation time who want to provide lively, motivating language skills lessons to introduce different games to stimulate conversation at a Lower Intermediate level. ™ Active 8 by Mark Fletcher Illustrated by Mark Fletcher Copyright © English Experience Telephone/Fax: (44) 1303 238880 E-Mail: brainfriendlypubs@dial.pipex.com Website: www.brainfriendly.co.uk ISBN 1 898295 02 6 PRINTED BY HYTHE PRINTERS LTD., HYTHE , KENT Conditions of sale permit the photocopying / printing of these masters for student use. It is not permitted to subsequently use copies to generate further copies for resale. ACTIVE 8 CONTENTS 1a-b Find someone who....... Class and individuals. A market research activity. Very flexible. Practices different tenses and SHORT FORM ANSWERS. 2 a - b - c Desert Island Small groups. Explorer groups making a map. Information exchange. Practices “DO YOU KNOW WHERE..?” and REQUESTS. 3a-b Birthday presents Individuals or small groups. Looking for the best buys in 4 shops. Practices COMPARATIVES AND SUPERLATIVES. 4a-b 10 o’clock News Small groups (up to 7).Groups prepare news stories. Practices REPORTING AND INTERVIEWING. 5a-b ...
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...LIBRARY/APA ASSIGNMENT The purpose of the first part of this assignment is to learn how to use the library and internet to find scholarly research. Print this questionnaire and bring to class and the library on the assigned days. Portions of this will be discussed/ completed in class. All parts must be typed. This assignment is to allow you to learn how to do research on the web and on the library website when searching for articles. Many of you will use these tools for research papers. You will follow the directions listed and fill in the blanks. This is due 4/11. Go to www.google.com to answer the questions below. Type dhmo into the search box. How many results were found? Go to www.dhmo.org and what is the Title of the page? What is this website about? Read the page and evaluate the page using the 6 criteria discussed in class. For each area, explain how the page filled that criteria, or how it didn’t fill that criteria. Authority: Objectivity: Accuracy: Currency: Content/Relevancy: Aesthetics: What is dihydrogen monoxide? Go to scholar.google.com Type “sports injuries” in the search box. How many results were found? Click on the second article. Is the article scholarly or popular? Click the back arrow at the top and look at the 2nd article information. At the end of the 2nd article information, how many articles is the article “Cited by”? Library Search Go to the library website and use the database...
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... Resubmission Date: | Assessor signature: Date: | Learner comments: (when resubmitting, use this space to direct the tutor to where the alterations/additions can be found) | Internally verified? YES / NO | Grades agreed? YES / NO | Name: | Signed: | Date: | Assessor seen and agreed | Signed: | Date: | Assignment Scenario | You are training to become a physical education teacher and have been asked to produce some information to help new aspiring sports leaders/coaches. So know it’s over to YOU..!Task 1a: You need to describe and explain four qualities, four characteristics and four roles of an effective sports leader (P1 & M1) (page 3).Task 1b: You need to analyse each of your four qualities, four characteristics and four roles of an effective sports leader in greater detail (from M1); and justify your suggestions (D1) (page 6).The key words you must include in your assignment;Leadership in Sport:Qualities: eg knowledge of sport skills, knowledge of rules and laws, understanding the mental needs of participants, understanding the physical...
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...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...
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...English 102: English Composition II Instructor: Office Phone: Office: Office Hours: Prerequisites English 101, or an equivalent, is a prerequisite for this course. Students may not enroll concurrently in English 101 and 102 nor enroll in 200+ level English courses until English 101 and 102 are successfully completed. If you transferred or tested out, you are expected to demonstrate mastery of the skills taught in English 101 at McNeese. E-mail: Course Description Writing researched themes and exercises. Reinforcement of academic writing, research, and writing across the curriculum introduced in ENGL 101. Students will produce at least 5000 words of researched writing during the semester. Notes: No duplicate credit for ENGL 102 and ENGL 106H. Prerequisite: ENGL 101 or equivalent. Lec. 3 Cr. 3. Gen. Ed. 1a, 2, 3, 7. Writing Enriched Course. Texts & Materials A topic reader specified in your instructor’s syllabus for your section of the course. Costello, Rita D., et al, eds. McNeese State University Composition and Rhetoric Guide, 2013-2014. Sulphur, OK: Fountainhead, 2013. Print. Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey, eds. A Writer’s Resource: A Handbook for Writing and Research: Special Edition for McNeese State University. 4th ed. Boston: McGraw Hill, 2012. Print. Portfolio folder College dictionary Scantrons and examination booklets Student Learner Outcomes Upon successful completion of this course, students will be able to do the following: 1. Demonstrate...
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...Trengganu the Islamic Law was applied particularly in the time of Sultan Zainalabidin III.4In Johore the Majallat al-Ahkam a compendium of the civil law from Turkey, was translated into Malay, at the beginning of the twentieth century and ordered to be applied in Johore. Similarly the Hanafite Code of Qadri Pasha in Egypt was adapted and translated into Malay as the Ahkam Shariyyah,Johore.5 However with the coming of the British and their influence in the Malay States, English Law was introduced in the form of codes taken from those enacted in India, including the Penal Code. the Contract Act, the Evidence Act, the Criminal Procedure Code, the Civil Procedure Code: and in the field of land law legislation based on the Torrens System was introduced. The introduction of these laws meant that the Islamic Law was no Ionger applicable in the areas covered by those laws. More significantly still, courts were set up headed by British judges trained in the English Common Law and the judges of these Courts tended to apply the English Law whenever there was no legislation which could be applied. In this way the law of torts and the rules of equity were introduced in the Malay States. The attitude taken by the British judges was confirmed by the Civil Law enactments of 1937 and 1951 6 and finally the Civil Law Ordinance, 1956. 7 which stated that in the absense of any written law, the court shall apply in West Malaysia the Common Law...
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...contains background information about the test, test description, sample of the type of dialogue used in the test, an example of the instructions given to people who take the test, and strategies to use while taking the test. Background Information The Customer Service Department at Southern California Edison (SCE) has created a new bilingual job progression for Customer Service Representative positions: Customer Service Representative (CSR), Customer Service Specialist (CSS), and Senior Customer Service Specialist (Sr. CSS) at the phone centers and local offices to serve customers who do not speak English. The bilingual positions are for individuals who speak English and one of the following languages: Cambodian; Cantonese; Korean; Mandarin; Spanish; and Vietnamese. The Bilingual Test is intended to ensure that people in these bilingual positions are proficient in the non-English language they will use. The best method to confirm one's proficiency in a language is to develop a performance/skill test that is job-related. The Bilingual Test is set up to simulate situations the applicant might encounter on the job (i.e., a phone call or face-to-face discussion of a typical customer problem or request). Policy for Scheduling the Test The Bilingual CSR Test will be given four times a year at regularly scheduled 90-day intervals (early December, March,...
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