...Informative exploration essay on yoga can help provide better health Introduction Although yoga has only become popular in recent years it has a rich and long history that is not less than five thousand years old. Even then it still remains unknown when exactly the practice began. A review of various literature insinuates that in ancient times people’s desire for health, need for self understanding and long life gave birth to yoga, a mental and physical exercise which has ever since spread to many parts of the world. What Yoga is The word ‘yoga’ essentially means to yoke or join together’ and thus the exercise is meant to harmonize the functions of the mind and body and result to an individual’s general well being and wellness (Monro, 1997, 215-21). The yoga system is built and supported by meditation, simple postural exercises, relaxation and breathing practices. Yoga exercises are designed and developed to appropriately put pressure or strain on the body’s glandular systems consequently increasing their efficiency and an individual’s total health. The body on the other hand is perceived as the primary instrument that allows people to evolve and work and therefore the yoga student is required to treat it with immense respect and care. The breathing techniques are supported by the assertion that breath is unarguably the source and basis of life for the human body. Therefore breathing practices...
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...The Effects of Western Cartoons on Children’s Behavior TABLE OF CONTENTS Page No * Title Page……………………………………………………………………I * Table of Contents…………………………………………………………..II * Acknowledgement………………………………………………………….III * Abstract ……………………………………………………………………. IV * CHAPTER I -Introduction…………………………………………………1 I.I Statement of Problem ……………………………………………………3 I.II Purpose of the study…………………………………………………… 4 I.III Need for the research……………………………………………………5 I.IV Design……………………………………………………………………..5 * CHAPTERII-II .Literature Review….................................................6 * CHAPTER III-Methodology……………………………………………… 9 III.I.Population and sampling……………………………………………… 9 III.II.Analysis plan……………………………………………………………9 III.III. Statistical Analysis……………………………………………………10 * CHAPTER IV-Results……………………………………………………….11 IV .I. Analysis of Results and discussion………………………………… 11 * CHAPTER V-Conclusions and recommendations…………………… 15 * References………………………………………………………………………16 * Appendix-I Questionnaire …………………………………………………… 17 Acknowledgment This research paper would not have been possible without the support and help of many people. First, I would like to thank Dr. Tharwat M. EL-Sakran who gave me permission and helped me in the research. I would like to express my appreciation to Writing Center members who looked closely at the research and offering suggestion for improvement. I express my...
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...ROOTS OF CIVILIZATION–GENERAL SYLLABUS Anthropology 349: Spring 2013 Schedule Number: 20094 Instructors: Office: Phone: e-mail: Office hours: Tuesday & Thursday: 11:00-12:15 North Education: Room 060 TA: Office: e-mail: Office hours: Dr. Joe Ball Dr. Jennie Taschek Arts & Letters: Room 486 Arts & Letters: Room 482 594-5658 594-6294 jwball@mail.sdsu.edu jtaschek@mail.sdsu.edu Tu & Th: 8:45 - 10:00 am Tu & Th: 8:45 - 09:45 am by appointment by appointment Informally before and after class outside NE-060. Mr. David Hyde tba dave.hyde@sbcglobal.net tba Anthropology Department Office: Arts & Letters Building, Rm. 448: Take elevator to 4th floor. Exit elevator. Turn right. There it is. GE Explorations Courses that fulfill the 9-unit requirement for Explorations in General Education take the goals and skills of GE Foundations courses to a more advanced level. Your three upper division courses in Explorations will provide greater interdisciplinary exposure and understanding, more complex and in-depth theory, deeper investigation of local problems, and wider awareness of global challenges. More extensive reading, written analysis involving complex comparisons, welldeveloped arguments, considerable bibliography, and use of technology are appropriate in many Explorations courses. This is an Explorations course in the Humanities and Fine Arts. Completing this course will help you to do the following in greater depth: 1) analyze written, visual, or performed texts in the humanities...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...the end of the course you should be able to have an informed discussion about: the historical origins of the present system; what is distinctive about international politics as opposed to politics inside the state; and the main challenges which confront humanity in the twenty-first century. You will also acquire a basic familiarity with the main theories needed to think analytically - and critically - about the idea of international society and the behaviour of the actors which constitute it. Brief Description of the Paper The subject of International Relations (usually given capital letters, as opposed to international relations as events) has a huge range. Some see it as covering everything that has happened on the globe during recorded history,...
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...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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...learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 Getting to Know the Writing Section of the New SAT Old versus New Strategies for Test Taking Scoring SAT Study Timetable 1 1 2 4 5 11 12 32 45 55 56 58 59 59 65 68 69 CHAPTER 2 The Multiple-Choice Section Identifying Sentence Errors Improving Sentences Improving Paragraphs CHAPTER 3 The Essay Strategies for Timed Essays Understanding the Prompts The Art of Persuasion Anatomy of an Essay Planning Your Essay Drafting Your Essay Essay Writing Workshop vii – CONTENTS – CHAPTER 4 CHAPTER 5 CHAPTER 6 Practice Test 1 Practice Test 2 Practice Test 3 75 103 133 viii SAT WRITING ESSENTIALS C H A P T E R 1 Old versus New Getting to Know the Writing Section of the New SAT For over 80 years, high school...
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...Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 1 Old versus New 1 Strategies for Test Taking 2 Scoring 4 SAT Study Timetable CHAPTER 2 Getting to Know the Writing Section of the New SAT 5 11 Identifying Sentence Errors 12 Improving Sentences 32 Improving Paragraphs CHAPTER 3 The Multiple-Choice Section 45 The Essay 55 Strategies for Timed Essays 56 Understanding the Prompts 58 The Art of Persuasion 59 Anatomy of an Essay 59 Planning Your Essay 65 Drafting Your Essay 68 Essay Writing Workshop 69 vii – CONTENTS – CHAPTER 4 Practice Test 1 75 CHAPTER 5 Practice Test 2 103 CHAPTER 6 Practice Test 3 133 viii SAT WRITING...
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...Assessment & Evaluation in Higher Education, Vol. 28, No. 5, October 2003 In Other (People’s) Words: plagiarism by university students—literature and lessons CHRIS PARK, The Graduate School, Lancaster University, Lancaster, UK ABSTRACT This paper reviews the literature on plagiarism by students, much of it based on North American experience, to discover what lessons it holds for institutional policy and practice within institutions of higher education in the UK. It explores seven themes: the meaning and context of plagiarism, the nature of plagiarism by students, how do students perceive plagiarism, how big a problem is student plagiarism, why do students cheat, what challenges are posed by digital plagiarism and is there a need to promote academic integrity? It is concluded that plagiarism is doubtless common and getting more so (particularly with increased access to digital sources, including the Internet), that there are multiple reasons why students plagiarise and that students often rationalise their cheating behaviour and downplay the importance of plagiarism by themselves and their peers. It is also concluded that there is a growing need for UK institutions to develop cohesive frameworks for dealing with student plagiarism that are based on prevention supported by robust detection and penalty systems that are transparent and applied consistently. Introduction Much has been written on the theme of plagiarism by students, particularly in the context of North...
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...International Relations: Contemporary Issues and Actors Elective, 2nd year BA ES, Period 3 (4.5 ECTs) 1. General overview 2. Organisational Issues 3. Participation 4. Attendance rules 5. Grading 6. Essay questions 7. Main rationale and acquired skills 8. Changes introduced to last year’s course 9. Lectures 10. Tutorials 11. Essay writing - Quality criteria 3 4 6 9 10 10 14 15 16 17 36 2 1. General Overview This course is about how we understand International Relations (IR) and what major international actors operate in a number of contemporary policy areas. As it serves as an introduction to the discipline of IR, it starts with some of the basic concepts in it: e.g. war and peace; the role of the state, etc. This is complemented by introducing the role of International (governmental) Organizations (IOs) such as the UN, WTO, NATO, the EU, OSCE, CoE; and International Non-Governmental Organizations (INGOs), such as Amnesty International; Greenpeace; Medicins Sans Frontieres; etc. The course also introduces the role of the individual and self-organized groups of individuals that claim actorness in IR (advocacy groups; epistemic communities, policy networks; guerrillas; pirates; terrorist groups, etc.). In covering these issues, students are acquainted with some of the main theoretical debates in IR (e.g. Neo-Realism; Neo-Liberal Institutionalism; Social Constructivism; etc.). The lectures provide the general framework for discussing the role of the abovementioned...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...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 THEMATIC CONTENTS vi COLLABORATIVE AND/OR PROBLEM-SOLVING ACTIVITIES TEACHING COMPOSITION WITH THE LONGMAN WRITER A SUGGESTED SYLLABUS ANSWER KEY 19 PART 1: THE READING PROCESS Ellen Goodman, “Family Counterculture” PART 2: THE WRITING PROCESS Chapter 2: Getting Started Through Prewriting 20 Chapter 3: Identifying a Thesis 22 Chapter 4: Supporting the Thesis With Evidence 24 Chapter 5:...
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...her exam . a. so b. although c. because d. though 2. she was very tired , she helped her brother with his homework . a. Because b. whether c. Although c. so 3. It’s raining hard , we can’t go to the beach . a. or b. but c. so d. though 4. Nam was absent from class yesterday he felt sick . a. so b. because c. although d. but 5. Tom has a computer , he doesn’t use it . a. or b. as because d. but 6. The boy can’t reach the shelf he’s not tall enough. a. because b. although c. even though d. and 7. The film was boring we went home . a. so b. when c. but c. if 8. The girl bought the shoes they are very expensive . a. but b. if c. so d. although 9. He used to smoke a lot now he doesn’t smoke any more . a. still b. therefore c. but d. as 10. She couldn’t unlock it she had the wrong key . a. while b. but c. though d. because 11. it rained , the boys played football . a. Even b. Even though c. However d. In spite of 12. It was still painful , I went to see a doctor . a. so ...
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...Business Strategy ST3S03A Module Workbook: 2015 CONTENTS 1. Module Introduction 2. Module Aims and Learning Outcomes 3. Teaching methods 4. Lecture/Tutorial Programme 5. Unit Descriptors 6. Reading 7. Assessment Please note that information contained in this document may be subject to amendment. This workbook is the copyright of Dan Taylor, Simon Brooks & Paul Davies. The material contained in it may only be used for teaching purposes in association with the Business School of the University of South Wales, and with the explicit permission of the authors. 1. Module Introduction – What is this module about? Welcome to the workbook for Business Strategy. This book contains all the background information you need for the whole course, together with the lecture and tutorial programme. Use this book as your key reference for information on the course. Most of the frequently asked questions you are likely to raise are answered here. Please note that while this information is correct at the time of going to press, we reserve the right to alter the programme and other course details from time to time. This will be done through announcements in lectures and on Blackboard, the web-based learning environment. It is imperative that students access Blackboard regularly to ensure they are aware of any changes. This course is intended to be an informative and interesting introduction to strategic...
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...Communication Skills for Social Care Practice Contextualised materials for Essential Skills Communication November 2012 Published by: Northern Ireland Social Care Council 7th Floor, Millennium House 19-25 Great Victoria Street Belfast BT2 7AQ Tel: 028 9041 7600 Website: www.niscc.info Email: info@niscc.hscni.net This resource is free to download as a PDF file from the NISCC website www.niscc.info Material within this resource may be reproduced for training and learning purposes only. Copies can be made available in a range of different formats by contacting the Communications Team at the above address. November 2012 1 Guidance for use of this Resource These vocationally contextualised materials are designed to support Essential Skills tutors and trainers who are delivering Essential Skills Communication to Health / Social Care workers and students. They are not intended to be used as a set programme, rather as a resource for tutors, to support the planning and delivery of programmes suited to the needs of their own particular groups of learners. This resource should not be the sole source of task materials, since part of the ethos of essential skills is that the learner should have some choice in their materials for reading, writing and speaking/listening. Tutors can adapt the materials to suit the specific needs of their groups. The resource is suitable for use up to Level 2 Essential Skills Communication. Appendix 1 contains some information...
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