...FALE 1033 WRITING FOR SCIENCE Topics Covered Introduction to effective writing skills Writing thesis statement and topic sentences Definition , exemplification and classification Description Cause and effect Interpreting diagrammatic information Comparing and contrast Proofreading and editing Text Used 1. 2. Main Text: Oshima, A & Hogue. ( 1997). Introduction to Academic Writing. New York: AddisonWesley, Longman Zimmerman. (2003).English for Science. Singapore: Prentice Hall Additional Text Brannan, B. (2003). A Writer’s Workshop: Crafting Paragraphs, Building Essays. McGraw Hill Trible,C. (2003). Writing Oxford: Oxford University Press Method of Assessment 2 Assignments + 1 Test Assignment 1 -15% (Outlines) Assignment 2 – 15% (interpreting data) Test – 10% (Grammar/proofreading) Final Examination- 60% Section A- Essay Section B- Grammar Section C- Interpreting Graphic Data LECTURE 1 INTRODUCTION TO EFFECTIVE WRITING SKILLS What is Science Writing? Science writers are responsible for covering fields that are experiencing some of the most rapid advances in history, from the stunning advances in biotechnology to the exotic discoveries in astrophysics. A science writer may include coverage of new discoveries about viruses, the brain, evolution, artificial intelligence, planets around other suns, and the global environment, to name a few topics Aims and objectives for writing for science To provide students with the necessary knowledge of the...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...Handbook for Teachers Content and overview Paper/timing Content Part 1 Three texts on one theme from a range of sources. Each text has two multiple-choice questions. A text from which six paragraphs have been removed and placed in a jumbled order, together with an additional paragraph, after the text. A text followed by seven multiple-choice questions. A text or several short texts preceded by 15 multiple-matching questions. One compulsory question. Candidates are expected to be able to write non-specialised text types such as an article, a contribution to a longer piece, an essay, information sheets, a letter, a proposal, a report, a review, or a competition entry, with a focus on advising, comparing, evaluating, expressing opinions, hypothesising, justifying and persuading. Candidates are expected to demonstrate the ability to apply their knowledge of the language system by completing a number of tasks. Test focus Candidates are expected to show understanding of attitude, detail, implication, main idea, opinion, purpose, specific information, text organisation features, tone and text structure. 1 READING 1 hour 15 minutes Part 2 Part 3 Part 4 Part 1 2 WRITING 1 hour 30 minutes Part 2 Candidates choose one task from a choice of five questions (including the set text options). Part 1 Part 2 Part 3 A modified cloze test containing 12 gaps and followed by 12 multiple-choice items. A modified open cloze test containing 15 gaps. A text containing 10...
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...Journal of Social Issues, Vol. 49, No. 4 , 1993. pp. 227-251 The Bases of Power: Origins and Recent Developments Bertram H. Raven University of California, Los Angeles The history and background of the analysis of the basis of power is examined, beginning with its origins in the works of Kurt Lewin and his followers at the Research Center for Group Dynamics, particularly the early research by John R. P. French. The original French and Raven (1959) bases of power model posited six bases of power: reward, coercion, legitimate, expert, referent, and informational (or persuasion; Raven, 1965). Since then, as the result of considerable research, the model has gone through signiJicant developments. A more comprehensive model is presented here that reviews the following: various motivations of the influencing agent; an assessment of available power bases in terms of potential effectiveness, time perspective, personal preferences, values and norms; consideration of other strategies such as manipulation; utilization of various preparatory and stage-setting devices to strengthen olte’s power resources; implementation of the power strategies; assessment of effectiveness of influence attempt and its positive andl or negative aftereffects; use of various ameliorative devices; and review, reconsideration, and another round of influence strategies. The overall model is examined in terms of its applicability to various settings including hospital infection control, patient compliance...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...AFRICA’S DEVELOPMENT: THE IMPERATIVES OF INDIGENOUS KNOWLEDGE AND VALUES by MARTIN ODEI AJEI submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY in the subject PHILOSOPHY at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROFESSOR M. B. RAMOSE AUGUST 2007 Contents Declaration Acknowledgement List of Acronyms Key terms Summary vi vii viii x xi INTRODUCTION: DEVELOPMENT AND PHILOSOPHY i. Statement of the Problem ii. Against Economism iii. Critique of Competition iv. Poverty is Unnatural v. Thesis Statement vi. Methodology vii. Structure of Dissertation 1 1 1 5 6 9 10 15 CHAPTER ONE: DIMENSIONS OF DEVELOPMENT AND THEIR INFLUENCE ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice...
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...The Thief of Time The Thief of Time Philosophical Essays on Procrastination Edited by Chrisoula Andreou Mark D. White 2010 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2010 by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198 Madison Avenue, New York, NY 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data The thief of time: philosophical essays on procrastination / edited by Chrisoula Andreou and Mark D. White. p. cm. Includes bibliographical references and index. ISBN 978-0-19-537668-5 (hardback: alk. paper) 1. Procrastination. I. Andreou, Chrisoula. II. White, Mark D., 1971– BF637.P76T45 2010 128'.4—dc22 2009021750 987654321 Printed in the United States of...
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...[pic] Frank G. Madsen Queens’ College University of Cambridge International Monetary Flows of Non-Declared Origin This dissertation is submitted to the University of Cambridge to Fulfil the Requirements for the Degree of Doctor of Philosophy April 2008 Ambrogio Lorenzetti, Effetti del Buon Governo Siena, Palazzo Pubblico Sala dei Nove 1337-1340 Declaration This dissertation is the result of my own work and includes nothing, which is the outcome of work done in collaboration. Chapter 3, “Complexity, TOC and Terrorism”, was presented in an embryonic form at the ISA conference in Chicago, USA, March 2007. Chapter 4, “Organised Crime”, is the further elaboration of a chapter of the same title published in 2007 in the Oxford Handbook on the United Nations Statement of Length The dissertation does not exceed the word limit of 80,000 words Fieldwork Thailand (money laundering); Indonesia and Burma (deforestation); New York (US money supply); Washington DC and Fort Worth, Texas (Organised Crime linked to terrorist funding); Australia (Sydney, (APG) and Canberra (money laundering, South Pacific); and Rome, Italy (Chinese organised crime). Contact Frank.Madsen@cantab.net Abstract Through an analysis of the presence and nature of international monetary flows of non-declared origin and their relation to deviant knowledge, the thesis...
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...STUDENTS’ CONSTRUCTION OF THE BODY IN PHYSICAL EDUCATION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the Requirements for the degree of Doctor of Philosophy in The Department of Kinesiology by Laura Azzarito B.S., Universita’ di Scienze Motorie di Torino, Italy, 1994 M.S., University of Maryland, College Park, 2000 December 2004 ACKNOWLEDGEMENTS I’m very grateful to all the students and teachers who are the subjects of this work. I greatly appreciate their willingness to participate in this research and the time they dedicated to all of the interviews and member checks. I also thank the principals who gave me permission to conduct this study. I especially acknowledge and thank physical education teachers Celeste Alfred, for welcoming me to her school, and Vickie Braud for her great help in making contacts necessary to complete my data collection. Both Vickie and Celeste were wonderful throughout my research process, helping me to observe classes and arrange student interviews at the schools. I greatly appreciate all the suggestions, insights and comments of my committee members. Thank you to all of them: Dr. Kuttruff, my external committee member, for her interest in following the steps of my dissertation; Dr. Magill, for bringing a very challenging and valuable perspective to my research; Dr. Lee, for her deep knowledge and expertise in the field of physical education;...
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...Synonyms and Antonyms, by James Champlin Fernald 1 Synonyms and Antonyms, by James Champlin Fernald Project Gutenberg's English Synonyms and Antonyms, by James Champlin Fernald This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: English Synonyms and Antonyms With Notes on the Correct Use of Prepositions Author: James Champlin Fernald Release Date: May 21, 2009 [EBook #28900] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK ENGLISH SYNONYMS AND ANTONYMS *** Produced by Jan-Fabian Humann, Stephen Blundell and the Online Distributed Proofreading Team at http://www.pgdp.net English Synonyms and Antonyms A Practical and Invaluable Guide to Clear and Precise Diction for Writers, Speakers, Students, Business and Synonyms and Antonyms, by James Champlin Fernald Professional Men Connectives of English Speech "The work is likely to prove of great value to all writers."--Washington Evening Star. 2 "The book will receive high appreciation from thoughtful students who seek the most practical help."--Grand Rapids Herald. "It is written in a clear and pleasing style and so arranged that but a moment's time is needed to find any line of the hundreds of important though small words which this book discusses."--Chattanooga Times. "Its...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...The Filipino Seafarer A Life between Sacrifice and Shopping by Gunnar M. Lamvik Dept. of Social Anthropology Norwegian University of Science and Technology Thesis submitted in partial fulfilment of the requirment for the Dr. Art. degree 2002 Contents Acknowledgements Part I Part II Introduction Migration – a Philippine specialty 2.1 Different perspectives on migration 2.2 The Filipinos – a people in motion 1 8 9 14 Part III Why do people go and who are actually leaving? 3.1 Inducements for migration 3.1.1 The “explorer” and the “escapist” 3.1.2 Migration seen as sacrifice 3.2 Preconditions for migration 3.2.1 Preconditions for migration on a structural level 3.2.2 Preconditions for migration at a family level 19 20 21 23 31 32 34 Part IV How they actually go – the broker 4.1 The patron and the compadre 4.2 The returned migrant 4.3 The private recruiter 4.4 The broker – some general and concluding remarks 38 40 43 45 52 Part V Life at sea 5.1 What characterizes a ship in the merchant marines? 5.2 The seafaring experience 5.2.1 The ship seen as a prison 5.2.2 The total institution 55 57 66 67 72 5.2.2.1 A total institution is a secluded place 75 5.2.2.2 A total institution follow a certain pace 77 5.2.2.3 Some running themes in the inmate culture 86 ii Part VI Cultural repercussions caused by the life at sea 6.1 The seafarer sees as a local, technical expert 6.2 The seafarer sees as a local cosmopolitan 100 101...
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...ECONOMIC GEOGRAPHY Y U K O A O YA M A J A M E S T. M U R P H Y SUSAN HANSON KEY CONCEPTS IN key concepts in economic geography The Key Concepts in Human Geography series is intended to provide a set of companion texts for the core fields of the discipline. To date, students and academics have been relatively poorly served with regards to detailed discussions of the key concepts that geographers use to think about and understand the world. Dictionary entries are usually terse and restricted in their depth of explanation. Student textbooks tend to provide broad overviews of particular topics or the philosophy of Human Geography, but rarely provide a detailed overview of particular concepts, their premises, development over time and empirical use. Research monographs most often focus on particular issues and a limited number of concepts at a very advanced level, so do not offer an expansive and accessible overview of the variety of concepts in use within a subdiscipline. The Key Concepts in Human Geography series seeks to fill this gap, providing detailed description and discussion of the concepts that are at the heart of theoretical and empirical research in contemporary Human Geography. Each book consists of an introductory chapter that outlines the major conceptual developments over time along with approximately twenty-five entries on the core concepts that constitute the theoretical toolkit of geographers working within a specific subdiscipline. Each entry provides...
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...Fifteen Thousand Useful Phrases 1 Fifteen Thousand Useful Phrases Fifteen Thousand Useful Phrases Project Gutenberg's Fifteen Thousand Useful Phrases, by Greenville Kleiser This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Fifteen Thousand Useful Phrases A Practical Handbook Of Pertinent Expressions, Striking Similes, Literary, Commercial, Conversational, And Oratorical Terms, For The Embellishment Of Speech And Literature, And The Improvement Of The Vocabulary Of Those Persons Who Read, Write, And Speak English Author: Greenville Kleiser Release Date: May 10, 2006 [EBook #18362] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK FIFTEEN THOUSAND USEFUL PHRASES *** Produced by Don Kostuch [Transcriber's Notes] Original "misspellings" such as "fulness" are unchanged. Fifteen Thousand Useful Phrases Unfamiliar (to me) words are defined on the right side of the page in square brackets. For example: abstemious diet [abstemious = Eating and drinking in moderation.] The blandness of contemporary (2006) speech would be relieved by the injection of some of these gems: "phraseological quagmire" "Windy speech which hits all around the mark like a drunken carpenter." [End Transcriber's Notes] BY GRENVILLE KLEISER HOW TO BUILD MENTAL POWER...
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