...Now.” However he recognises that without some kind of goal or destination, humanity has no purpose. McCarthy utilises aspects of the symbolic code to illustrate how keeping the boy alive has become the man’s sole purpose for carrying on; he represents his father’s drive and his hope for the future. This is displayed in a synchronic analeptic episode through the contrast between the father’s devotion and the reaction of the mother; “The one thing I can tell you is that you won’t survive for yourself. I know because I would have never come this far.” She cannot place her hope and her motivation to continue in the boy like the father can, and as such succumbs to the world she is a part of. The semantic code is also utilised through the continued reference to fire to further develop how the pair’s hope allows them to survive. The audience associates fire with resilience and spirit, such that when the pair continually discuss how they are “carrying the fire” the reader connects them with possessing the hope and life of all humanity. McCarthy synthesises this association with aspects of the symbolic code in order to show how varying levels of the man’s belief influences the character’s fortunes. Just before finding the crucial food reserves the man says “Hold your hand in front of the flame, don’t let it go out”, implying how fire not only represents the hope of...
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...THOMAS A . UPTON AND MARY ANN COHEN Abstract This article presents a seven-step corpus-based approach to discourse analysis that starts with a detailed analysis of each individual text in a corpus that can then be generalized across all texts of a corpus, providing a description of typical patterns of discourse organization that hold for the entire corpus. This approach is applied specifically to a methodology that is used to analyze texts in terms of the functional/communicative structures that typically make up texts in a genre: move analysis. The resulting corpus-based approach for conducting a move analysis significantly enhances the value of this often used (and misused) methodology, while at the same time providing badly needed guidelines for a methodology that lacks them. A corpus of ‘birthmother letters’ is used to illustrate the approach. Biber et al. (2007) explore how discourse structure and organization can be investigated using corpus analysis; they offer a structured, seven-step corpusbased approach to discourse analysis that results in generalizable descriptions of discourse structure. This article draws on the themes in this book, but focuses in particular on analyses that use theories on communicative or functional purposes of text as the starting point for understanding why texts in a corpus are structured the way they are, before moving to a closer examination and description of the linguistic characteristics and overall organizational tendencies reflective...
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...HSC English Standard and Advanced Area of Study: Discovery Portfolio Assessment Weighting: 20% (Reading 10%, Writing 10%) Due: 12th December, 2014 Outcomes assessed: 11. A student draws upon the imagination to transform experience and ideas into texts demonstrating control of language. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning. ------------------------------------------------- Task ------------------------------------------------- You must have the following tasks to include in your Discovery Portfolio of Work. It should be a reflection of your developing understanding of this concept and your skills in responding to and composing texts. ------------------------------------------------- You will have class time to complete many of these tasks, but will be required to spend time at home working on your portfolio. ------------------------------------------------- Tick off each task as you complete it. Timeline for completion of the task Aspects of this timeline may change to accommodate things which arise during the term. Please be prepared on the correct days so that you can actively participate in the stated tasks. Week&Task Number | 5Task One | 6Task Two | 7Tasks Three | 8Tasks Four & Five | 9Task Six | 10Task Seven | Suggested Due Dates | 4th November You will be given half the period to complete.Marked by Kang | 10th NovemberYou will be given half the...
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...Users of Health and Social Care Services Learning Outcome Learning Outcome Assessment Criteria In this assessment you will have the opportunity to present evidence that shows you are able to: Task no. LO1 Understand how the design and review of services promotes and maximises the rights of users of health and social care services 1.1 Explain how the current legislation and sector skills standards influence organisational policies and practices for promoting and maximizing the rights of users of health and social care services 1 1.2 Analyse factors that may affect the achievement of promoting and maximising the rights of users of health and social care services 1 1.3 Analyse how communication between care workers and individuals contribute to promoting and maximizing the rights of users of health and social care services 1 LO2 Understand how to promote the participation and independence of users of health and social care services 2.1 Explain factors that may contribute to loss of independence, non-participation and social exclusion for vulnerable people 2 2.2 Analyse how organisational systems and processes are managed to promote participation and independence of users health and social care services 2 2.3 Analyse the tensions that arise when balancing the rights of the individual...
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...analysis provides the background for an essay, and account or a text in another genre you are asked to write about a text. You should only use results from the analysis, which are relevant for the focus you have chosen. Novels | Short stories | A novel is a literary imaginative work whose content has been invented in an author’s imagination. It does not represent actuality and it is seldom based on facts.Novels and short stories are fiction. | A short story belongs to the genre fiction.It is epic and it tells a story in just one main plot. Often: * Exposition (eksponering, udstilling, redegørelse) * Complication * Crisis * Sad/happy/open/surprising ending.A short story is often restricted (begrænset) to one setting only; fixed place and time and narrow (snæver, smal) social surroundings. There is a limited set of characters in a short story. A decisive (afgørende) situation beyond a character’s control occurs (forekommer, opstår) and the story starts. A short story only discusses a selected part of life. It mostly shows a decisive moment in life, which can entail (medfører) a fatal blow (skæbnesvangert) | To analyse fiction is to open the text by examining its various components (forskellige bestanddele). A good analysis will cover all the following points. * However, all the points will not be equally important in all analyses. Always base your analysis on what is actually said in the text. Analysing of fiction Description: | * Who is the author...
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...Own? Introduction Visual texts are widely accepted as being very informative owing to the saying that “pictures speak for themselves”. However, a lot of caution must be taken especially in the analysis of visual images as these images are prone to manipulations so that the objective they are meant to achieve can be met. Reading visual text requires one to understand, do proper interpretation and finally analyse. In the visual text we are seeking to analyse, we shall seek to ask ourselves certain questions in order to find out whether its objective is met. Source of text Our visual text of analysis is an advertisement of a young kid on one of the media; probably the television. In the visual text, there is some writing that accompanies the image that delivers the message of the disturbed kid to the mother. The writings seek to establish whether the mother of this kid has the capacity to bring up the kid in a situation where parents are not together. So how far for the teens is too far? The complementing message touches on a very crucial issue that requires all the affected parties to contribute. The question is “will you make it on your own?” Let us examine this in our analysis: The Body It is interesting to read the comments the kid is making to the mother. The kid appears to have a very clear and firm resolve that the mother will not manage to fully support her when the dad withdraws. As the controversy is unveiled in NYC, the visual text used in this case shows the...
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...The American Dream In my assignment I am going to analyse and comment on three different texts that is about the American dream. I will briefly summarize how the American dream is interpreted in text 2 and 3. Then i am going to analyse how texts 1 and 2 engages the reader. My main focus will be on the language and the style of the two texts. I will also focus on how ethos, logos, pathos and , formal and informal language is used in the tree texts. In the end I will with starting point in one of the texts argue for my own attitude to the American Dream. Article two is from Arnold Schwarzenegger. He thinks that if you work hard and that have determination you will success. He believes that if you have a dream America is the right place to be (p. 2, l. 20-21) “With hard work and determination, and because the American people were so generous and welcoming, I have succeeded beyond my wildest imagination.” He thinks that he also owns some of his success to the American people because they have been so generous and welcoming. Schwarzenegger thinks that imigrants have a huge responsibility too learn the language taking accent-removal lessons and other things it you want to success and blend in as an American. “First, learn the English language and blend into the American culture, even as you honor and remain proud of your own heritage.” (p. 2, l. 28-29) Article tree is called “is the American Dream still possible?” and it is written by David Wallenchinsky. He is saying...
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...that a short text may only make reference to some of the factors in the remote environment. • What forces within the industry determine its current profitability? Are these forces changing? What will be their impact on the future profitability of the industry? Again, remember that a short text may only make reference to some of the forces in the external industry environment. • Does the text make any reference to different customer market segments in the industry, and can you make an assessment of what drives customer demand in them? • Given your remote and industry environment analyses, and your customer and market analysis, can you assess the basis of competition in the industry? What key factors are critical for the organisation to do well, in order to be successful? Do organisations in the industry compete in any strategic groups? Analyse competitors, if they are mentioned in the text, to gain a clear and specific profile of each major competitor in the industry. On the other hand, the facts in the text may make limited reference to the external environment and focus instead on the internal capabilities of the company. These are the factors within the organisation that may affect its strategic choice and implementation (refer to Module 3). • Who are the key stakeholders of the organisation, and what are their expectations from the organisation? • What is the current business strategy of the organisation? Based on the facts given, can you assess how the organisation...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...ENGLISH RESPONDING TO VISUAL TEXTS Unit Description | This unit of learning involves responding to visual forms of literature; understanding meaning and analyzing intended purposes and messages of directors. | NCEA Level | Curriculum Level | Allocated time period | 3 | 8 | 5-6 weeks | Opportunities for assessment | Standard | Standard title | Internal / External | Credit Value | 91473914759147691478 | Respond critically to specified aspects of visual texts studied.Produce a selection of fluent and coherent writing which develops, sustains and structures ideas.Create and deliver a fluent and coherent oral textRespond critically to significant connections across texts | ExternalInternalInternalInternal | 46 (part of portfolio)3 4 (part of portfolio) | Key Content Areas | Learning intentions and outcomes | In studying visual texts, students will cover: * Director’s intentions and purposes * Stylistic conventions and their impact on meaning * Contextualization of literature * Key literary aspects such as characterization, setting, structure, film techniques and cinematography * Analytical and creative writing | By the end of this unit, students will be able to: * Develop ideas in a coherent and sophisticated manner * Critically analyse a visual text * Appreciate the different understandings that viewers can bring to a text * Understand and appreciate the director’s craft and its impact upon readers. * Collect and use evidence to support...
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...MSIS604/OMIS378 Information Systems Policy & Strategy Spring Quarter, 2013—2 April/13 June Instructor: Dr. Darrel A. (Del) Mank dmank@scu.edu Cell Phone: 408-605-3983 Office Hours: By appointment Office: Room 321W Lucas Hall Class Days: TTh Class Period: 5:45pm—7:00pm Class Room: 310 Lucas Hall Text: Schilling, Melissa A.; STRATEGIC MANAGEMENT of TECHNOLOGICAL INNOVATION, McGraw-Hill/Irwin, 4th Edition, 2013 ISBN 978-0-07-802923-3 Cases* Hewlett-Packard Merced Division SAP America VMware Inc., 2008 IBM and Eclipse (A) Oracle vs. salesforce.com Enterprise IT at Cisco (2004) Google Inc. *All Cases are from the Harvard Business Review and are available at the SCU Bookstore Course Objectives: • To develop an awareness of the range, scope, and complexity of the issues and problems related to the strategic management of ISTs. • To develop an understanding of the “state of the art” of the strategic management of IST and IST innovation. • To develop a conceptual framework for assessing IST capabilities. • To develop insight concerning the skills necessary to be effective as an IST manager. • To offer some practice in defining and working out strategic management problems related IST innovation and implementation. Course Description/Perspective: The course focuses on the strategic management and deployment of information systems and technologies (ISTs) to improve business competitiveness. The...
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...Own? Introduction Visual texts are widely accepted as being very informative owing to the saying that “pictures speak for themselves”. However, a lot of caution must be taken especially in the analysis of visual images as these images are prone to manipulations so that the objective they are meant to achieve can be met. Reading visual text requires one to understand, do proper interpretation and finally analyse. In the visual text we are seeking to analyse, we shall seek to ask ourselves certain questions in order to find out whether its objective is met. Source of text Our visual text of analysis is an advertisement of a young kid on one of the media; probably the television. In the visual text, there is some writing that accompanies the image that delivers the message of the disturbed kid to the mother. The writings seek to establish whether the mother of this kid has the capacity to bring up the kid in a situation where parents are not together. So how far for the teens is too far? The complementing message touches on a very crucial issue that requires all the affected parties to contribute. The question is “will you make it on your own?” Let us examine this in our analysis: Surname 2 The Body It is interesting to read the comments the kid is making to the mother. The kid appears to have a very clear and firm resolve that the mother will not manage to fully support her when the dad withdraws. As the controversy is unveiled in NYC, the visual text used in this case shows...
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...How can we answer questions about creation and origins? Learning from religion and science: Christianity, Hinduism, Islam and Humanism – Year 9 About the unit This unit suggests activities that can be used in teaching and learning about creation and origins. It can be adapted to local circumstances and for different age groups. It illustrates the provision of the non-statutory national framework for religious education (RE) and can be used or adapted to deliver an agreed syllabus or other guidelines. This unit focuses on creation and origins of the universe and human life and the relationship between religion and science. It aims to deepen pupils’ awareness of ultimate questions through argument, discussion, debate and reflection and enable them to learn from a variety of ideas of religious traditions and other world views. It explores Christianity, Hinduism and Islam and also considers the perspective of those who do not believe there is a god (atheists). It considers beliefs and concepts related to authority, religion and science as well as expressions of spirituality. Pupils have opportunities to discuss, question and evaluate important issues in religion and science. They also have opportunities to reflect on and evaluate their own beliefs and values, and the beliefs and values of others, in relation to questions of truth and purpose. This unit can be adapted for other religions – using responses from other religious traditions to the key questions, including accounts...
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... 1. Communicate organisational mission and goals 2. Influence groups and individuals 3. Build and support teams 4. Demonstrate personal and professional competence Your analysis needs to consider the range of theories and practices of leadership explored during the subject (ideally using a minimum of two theories and four chapters). Your work must strongly reflect the material covered in this subject - but our focus is on your view of its practical application. You may analyse leadership in your current or previous workplace, an experience of leadership you may have had in an organisation or, if this is not possible, your thoughts on effective organisational leadership. You need to ensure your analysis is critical: that is that it looks both at the strengths and weaknesses of leadership strategies and that evaluates the effectiveness of your own or other’s leadership approaches. Analysing organisational leadership Introduction In this task, we look at how we interpret and analyse organisational leadership. The task is specifically designed to help you in the development of your final assessment for Providing Leadership Across the Organisation. Before looking at some of the forms of analysis we might use, let us dissect the question and ensure we fully understand its implications. The final question In this final assessment, you are required to undertake a critical analysis. This means your approach needs to be centred on: a) critical: this means...
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...The talk is about how to make an effective presentation and the presenter is Professor Pete Lane, the Chair of Marketing Department of WSBE. If you have a good idea but cannot present well, and your idea is lose out. Fortunate, the presentation skill can be learn and develop. Built an effective presentation need focus to the four dimension, there are developing a presentation strategy, create the story line, create slides that work and present looking someone like pro. Developed a presentation strategy has three idea. Firstly, you have to known what is the purpose of your presentation. For example, are you going to persuade, or to make recommendation, or just giving information to your audience. Secondly, who is your primary audience and thinking about them when you design your presentation. Lastly, did the organization requirement the presentation? Normally, organization have stated norm requirement for how you put information together, and make sure you understand what that is. A very good organization also will include feedback on how you present. Story line is a compelling narrative that drawn your audience into your view of the word. The presentation need to starting strong and has a strong introduction. You can open with brief problem statement, list types of analyses done, and brief summary of insight and recommendation. This is very important to let people have a sense where you will go. Then, build solid logic into your presentation. Mean you have to...
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