...ENG 101E J.Mullen Living in Wonderland Kaloyan Kolev The life of a college student has given me the great opportunity to observe student behavior. Usually I meet quite ordinary students. Some of them are interested in studying, others in fashion, music or computer games. However, I have also met students who are intriguingly different - to say the least. Recently I received the divine inspiration that there are four main types of abnormal students that are either of extraterrestrial origin or are the product of some kind of evil sorcery: The Zealot, The Casper, The Bear and The Challenger. The Zealot takes classes more seriously than he should. He believes that if he doesn’t get an “A” on every single test, he will be crucified, God himself will come down to earth to unleash the Holy Armageddon upon him and the gates of Heaven will forever stay closed for his soul. The Zealot always comes to class looking as if wild wolves have been chasing him to school. Looking like he has seen the headless horseman, he quickly makes his way to his desk and immediately opens his books and starts reading. For him every second counts when it comes to studying. During a class, the Zealot is always listening...
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..., to see if anyone wanted a housemate. Here, I found two Norwegian girls looking for a third, we started talking and I got the room. Now, I am located in a very modern, pretty, three-room apartment in Kangaroo Point, close to both the city and QUT. The apartment also comes with a shared pool and BBQ-facilities. I pay $130 ($1 = 5 NKr. approx.) pr. week, which is a reasonable price for a place like this. Prices vary depending on what area you want to stay in and how many people you’d like to share with. Electricity comes as an addition every third month, and we also have an internet and telephone line we have to pay. Subjects and timetables You choose your subjects prior to departure, but you still have to confirm them and enrol in lectures and tutorials when you have arrived, the university will help...
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...AMB200 Consumer Behaviour Portfolio Purpose The purpose of this assessment is for you to understand consumer behaviour by applying theories to your own behaviour. In this assessment, you will submit three (3) out of six (6) tutorial worksheets as part of a portfolio. You must submit worksheet 1 and then choose any two (2) from worksheet 2 to 6. The tutorial program has been designed to assist your learning and is directly linked to this assessment. You should aim to attend most of the tutorials if you seek a good mark. Consumer Behaviour List In the first tutorial, you will be select ONE consumer behaviour from the list below that you have done in the last three months. You will then complete worksheets in the tutorials of weeks 2 – 7 on that consumer behaviour. Once you have selected a behaviour you cannot change as your assessment requires to submit worksheets on the same behaviour. List of Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets...
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...filled in for you convenience:- |C.W. |He / She has been doing C.W. regularly & neatly/nicely/charmingly. | |H.W. |A bit irregular in doing H.W. / Has been doing H.W. with due care. | |Hand-Writing |Can / Can’t write neatly & independently. / Hand Writing still needs improvement. | |Reading |Can / Can’t pronounce letters and words correctly. | |Attention In Class |Listens the lectures with due care. / Careless in attending class lectures. | |Participation in |Is shy but friendly. / Shows reluctance/active participation in group discussions. | |Group Activities |/ is being encouraged to participate in group discussions. | |Games & Sports |Active in sports & games. / Eagerly participate in games. | |Discipline |Well...
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...Why Should Diet For Life Improve Its Website Prepared for Dr. Naji Oueijan General Manager Sassine, Ashrafieh Prepared by Said Richa Ranim Naffouj August 12, 2015 Memorandum Memo To: Dr. Naji Oueijan, GM Memo From: Said Richa, Head of IT department Ranim Naffouj, Head of sales department Date: July 21, 2015 ------------------------------------------------- Subject: Updating our company’s website Enclosed is the report you requested in August on whether we should update our website or not. We believe we should. It could: * Increase our company’s profits. * Increase our company’s reputation * Create an online community for our company * Give our clients better satisfaction Diet for Life should invest into a better website to see a lot of possibilities to grab. We should conduct a research to see which strategies and methods we should apply in order to do so. The information in this report came from print and online sources, as well as a questionnaire distributed along Notre Dame University gym members. We thank them for their time and valuable information. Thank you for the opportunity to conduct this research. We appreciate the chance to give our company a better future. If you have any questions about this report, please ask! Table of Contents * Memo of Transmittal * Executive Summary……………………………………………………………… * Introduction: a) Background b) Purpose c) Scope ...
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...1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly. 2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time. 3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory. 4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten...
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...mentioned, teaches no class. Class of Professor of Divinity. The duty imposed upon the Professor of Divinity is very arduous. In addition to the Lectures which ne has to deliver, he was in the practice of hearing the numerous Discourses which the Church requires before young men can be admitted to probationary trials. Pre viously to the appointment of Dr. Chalmers as joint Professor with Dr. Ritchie, the whole of the Discourses were heard by the Professor of Theology ; and some conception of the arduousness of the task may be formed from the following account given in the Appendix to the Returns from the University of Edinburgh. The number of Students enrolled each Session, has for these five years past been above 200. The Law of the Church impera tively prescribes that each of them shall deliver five Discourses before being taken on trials for licence. It is obvious, therefore, from this, taken in conjunction with the period during which continuance at the Divinity Hall is necessary, that each Student must deliver at least one Discourse, and many of them two or more in one and the same Session. This necessa rily interfered very much with the lecturing department, the number of Lectures delivered each Session amounting to 40, and the Professor, from the causes stated, finding it impos sible to enlarge the number. Dr. Ritchie's Lectures explained and illustrated the topics, both direct and collateral, suggested by the successive articles contained in the Apostles' Creed ; and the...
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...school. Students should devote a considerable amount of time reviewing information discussed during classroom lectures. It is very difficult remembering specific details from classroom lectures without good notes. These note taking strategies will help you to take better notes: ▪ Make clear and accurate notes Make sure to take legible and accurate notes since it is not uncommon to forget key details discussed in class after it has ended. Frequently, students comprehend the teacher's lecture, so they'll neglect to jot down specific details only to forget them later. Students who keep accurate notes can review them later to fully grasp key concepts during personal study time. Additionally, since during classroom lectures teachers frequently cover many topics, effective notes enable students to concentrate on specific topics. ▪ Come to class prepared Students properly prepared for class usually take better notes. Proper preparation includes completing assigned reading prior to class and reviewing notes from previous lectures. Students who do this can ask questions about confusing concepts and be prepared for new topics. ▪ Compare your notes To ensure your notes are as accurate and detailed as possible, compare them with the notes of other students after class is over. This is useful because your colleagues will frequently write down lecture details that you forgot or missed. This strategy will make classroom notes more thorough and precise. ...
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...TEXTS AND IDEAS: ANTIQUITY AND THE 19TH CENTURY Tentative Syllabus – subject to change Morse Academic Plan: MAP-UA 404 Section 040 New York University, Fall 2013 Teaching Staff Professor Friedrich Ulfers Department of Germanic Languages and Literatures Office: 19 University Place, Rm 329 Drop-in Office Hours: Mon. 4:00-6:00 Teaching Assistants: Susanne Fuchs (sf1363@nyu.edu) Office: 19 University Place, room 336 Office Hours: TBA Jonathan Kassner (jk3218@nyu.edu) Office: 19 University Place, room 336 Office Hours: TBA Class Times & Locations Lectures: Mon & Wed. 2:00 pm – 3:15 pm 12 Waverly Place, G08 (Auditorium) Recitations: Thurs (sec. 041) 8:00 am – 9:15 am GODD B07 Kassner Thurs (sec. 044) 11:00 am – 12:15 pm KJCC BSMT Kassner Thurs (sec. 045) 3:30 pm – 4:45 pm KJCC BSMT Fuchs Thurs (sec. 046) 4:55 pm – 6:10 pm GCASL 375 Fuchs Assigned Texts Sophocles, Antigone in Sophocles I, University of Chicago The Oxford Study Bible, Oxford University Press Plato, Symposium, Hackett Marx, Communist Manifesto, Norton Critical Edition Darwin, Origin of Species (includes The Descent of Man), Norton Critical Edition Nietzsche, The Birth of Tragedy, Cambridge University Press (contains both Birth of Tragedy and “On Truth and Lying in a Non-Moral Sense”) Freud, The Interpretation of Dreams, Perseus Distribution Thomas Mann, Death in Venice, Norton Critical Edition Franz Kafka,...
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...they will be learning; your ELO’s. “The purpose of this period of instruction is to teach you the fundamentals of sword manual. I will do this by explaining the nomenclature of the NCO sword and also the NCO sword manual movements.” -(Conceptual Framework) State how it relates to other POIs. “This class directly relates to Drill.” Or “This class does not relate to any class that you have received up to this point.” 3. LEARNING OBJECTIVES -Read the TLO’s and ELO’s. “At this time, look down at your TLO’s and ELO’s and look back up at me when you’re finished.” 4. METHOD/MEDIA -Explain your method of teaching the class and the media that you will be using. “This class will be taught utilizing the informal lecture method and also by the demonstration method. I will be aided by my PowerPoint presentation and my assistant instructor.” -Explain the Instructional Rating Forms *Students with the IRF’s, at this time set them aside as you will be given ample time at the end of this period of instruction to fill them out. 5. EVALUATION -“You will be evaluated on a knowledge-based exam on TD-5 at 0800 in this classroom.” Or “You will not be evaluated on this POI.” 6. SAFETY/CEASE TRAINING -Point out potential hazards and explain safety measures that will be taken in the event of an emergency. “There are no safety/cease training considerations as we’re in a classroom setting” 7. TRANSITION -At this point...
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...areas of the business, namely operations management, human resource management and marketing within the broader context of the changing organisation and the global economy. MODULE LEARNING OBJECTIVES By the end of this module, through completion of the assessment, attendance at lectures and participation in seminars you will have gained knowledge and understanding of: the changing nature of the global economy and its impact on management, operations management and organisational aspects of the business, the future for managing human resources the changing nature of the market place, marketing and consumer behaviour Also, you will have developed skills in being able to: think critically, conceptually and contextually, select and apply theoretical academic models, search and select appropriate reading material, use case studies to apply theoretical models to real life present material in both written scholarly essays and oral presentations understand the dynamics of group work reflect upon the learning experience to further develop interpersonal skills 1 MODULE ORGANISATION The Module uses Needle’s Business in Context (5th Edition, 2010) as a linked text. Several of the lectures relate to specific chapters in this textbook. It is strongly recommended...
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...TOPICS COVERED | READING MATERIAL | T& L | 17/7- 11/7 | * 1st lecture- Introduction to Module Understanding the concepts of IB * 2nd lecture- Evolution of International Business Globalization and International Business * Tutorial – Debate on the merits and demerits of Globalization | IB by Wall and Rees ch- 1 | LecturesGroup DiscussionsQ&A | 214/7-18/7 | * 1st lecture- Internationalization Process ( Exports, Non-equity and equity based) * 2nd lecture- Factors contributing to International Business Assignment hand over and discussion * Tutorial – Discussion on the factors that contributed for the growth of IB | IB by Wall and Rees ch- 2 | LecturesGroup DiscussionsQ&A | 321/7-25/7 | * 1st lecture- Why Firms invest abroad Gains from Trade Shift from developed countries to developing and emerging countries * 2nd lecture- International Business Strategies * Tutorial – Case study | IB by Wall and Rees ch- 3IB by Alan and Simon Ch- 2 & 9 | LecturesGroup DiscussionsQ&A | 428/7-1/8 | * 1st lecture- International Business Strategies * 2nd lecture- International Institutions and Markets * Tutorial – Case study | IB by Wall and Rees ch- 4 | LecturesGroup DiscussionsQ&A | 54/8-8/8 | * 1st lecture- Regional Strategies * 2nd lecture- Regional Strategies cont * Tutorial – Debate on the shifting production...
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...History 349/LACS 349: Revolutionary Movements in Modern Latin America GSI: Jamie Andreson | Fall 2014 | E-mail: ajamie@umich.edu | Sec 002: Wed 1-2, 2520 CCL | Office hours: Mondays 1-3 pmOffice location: 1621 Haven Hall Mailbox: 1029 Tisch Hall | Sec 003: Wed 3-4, 3556 DANA | | | Section objectives: Section is designed to complement rather than summarize material covered in lecture. Discussion section provides the opportunity to think critically and analytically about the issues raised throughout the course material. In section we will gain further understanding of the readings and their connections to lectures, as well as the relationship between primary and secondary sources. We will also prepare for papers, projects and exams by discussing topics, arguments, and polishing writing skills. Classroom expectations: In order to foster a positive learning environment for everyone, students are required to arrive to class on time, prepared and ready to engage in respectful and collaborative learning. This means abiding by the following codes of conduct: * Do not use cell phones or laptop computers for purposes other than consulting course material. * Be respectful and attentive to your fellow students. Provide space for everybody to talk and listen to varied perspectives during debates and discussion. * Support your statements with evidence. Do not rely on personal opinions or anecdotes but rather connect talking points to course material. ...
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...Videos. News Videos serve well as lecture launchers while the documentary–style Concept Review Videos allow students to hear detailed interviews on each topic with senior executives of each firm. Complete with teaching notes and assessment questions to gauge student understanding, these videos provide excellent starting points for lectures and general class discussionAvailable exclusively to Parrino, Kidwell, and Bates adopters is this set of short video clips tied to major topics in corporate finance. The videos come in two forms: News Videos & Concept Review Videos. News Videos serve well as lecture launchers while the documentary–style Concept Review Videos allow students to hear detailed interviews on each topic with senior executives of each firm. Complete with teaching notes and assessment questions to gauge student understanding, these videos provide excellent starting points for lectures and general class discussionAvailable exclusively to Parrino, Kidwell, and Bates adopters is this set of short video clips tied to major topics in corporate finance. The videos come in two forms: News Videos & Concept Review Videos. News Videos serve well as lecture launchers while the documentary–style Concept Review Videos allow students to hear detailed interviews on each topic with senior executives of each firm. Complete with teaching notes and assessment questions to gauge student understanding, these videos provide excellent starting points for lectures and general class discussionAvailable...
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...What is the lecture method of teaching? In: Educational Methods and Theories, Learning Theories, General Educational Development (GED) [Edit categories] Answer: It is the practice of having the teacher, or lecturer, at the front of the classroom talking to students. This is seen as one-way communication, since the lecturer is the only one speaking. An effective use of this is a short talk to provide students with the background information they need to do the work. What are the steps in lecture method? In: Uncategorized [Edit categories] Answer: student analysis lesson planning formulation of the lesson guide prepration for presenting the lecture presentation of the lecture testing follow-up What is lecture method? In: Learning Theories [Edit categories] Answer: The lecture method is a teaching method, in fact the teaching method most often found in universities today. It bases itself upon the transmissive teaching model, in brief terms that knowledge is an object that can be transferred from the teacher to the learner. Practically it implies a lecturer holding a lecture for a group of people. A strength is that it is possible to educate large number of people at once, thereby lowering costs. A limitation is that it yields less deep knowledge compared to other teaching methods such as case-based learning. (Chaplin 2009, White et al. 2009, Grunwald & Hartman 2010). Advantages of lecture method in teaching? Answer: The lecture method of teaching...
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