...Honors First-Year Reflection Essay The most important three learning objectives for me are written and oral communication skills, context-driven research skills, and active participation in the UMW community. Written and oral communication skills make up the basis for presentations of your work. I am far better at written communication than am oral. My teachers in high school stressed the proper ways to write essays to be clear and show our knowledge on the topic, so I was able to learn that before college. That being said, writing papers is always something that can be improved upon. Sometimes I get off topic in my papers, straying from my thesis and arguing completely different points than I mean to. With practice in my classes hopefully I can solve my paper writing issues. Oral communication I struggle far more in. While I have done lot of presentations before, I have serious stage fright, which causes me to forget what I am supposed to say or jumble my words. In high school I was able to get through by just doing the baseline for presentations and making up for it in my other work. This won’t work for important college presentations While I know that stage fright is unsolvable, I hope the honors program capstone project presentation will teach me how to present better and speaking center can help me manage my stress....
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...My journey toward pursuing an honors education major in elementary education has been deeply shaped by two pivotal experiences: working in a karate studio with children and engaging in honors education during high school. These seemingly disparate endeavors have intertwined to ignite within me a profound passion for education and a commitment to academic excellence. In this essay, I will reflect on how these experiences have influenced my aspirations and shaped my path forward. My immersion in the world of education began when I took on a role at a local karate studio, where I worked closely with children as they embarked on their martial arts journey. What initially started as a job soon evolved into a transformative experience that fueled my passion for working with young minds. Interacting with children of various ages and backgrounds, I witnessed firsthand the impact that positive mentorship and guidance can have on their growth and development. Beyond teaching them self-defense techniques, I found myself imparting invaluable life lessons such as discipline, perseverance, and respect. Working in the karate studio provided me with a profound understanding of child psychology and pedagogy. Each child brings forth unique challenges and opportunities, necessitating adaptability and creativity...
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...a position as a team-player in a people-oriented organization where I can maximize my customer-service experience in a challenging environment to achieve the corporate goals. * To achieve a position that will enable me to use my strong organizational skills, educational background and ability to work well with people. ____________________________________ EDUCATIONAL BACKGROUND 2010-present College Far Eastern University Bachelor of Science in Tourism Management Nicanor Reyes Street, Manila, Philippines 2006-2010 Secondary The Cardinal Academy Sullera Street, Pandayan, Meycauayan, Bulacan 2000-2006 Primary The Cardinal Academy Sullera Street, Pandayan, Meycauayan, Bulacan ____________________________________ HONORS/AWARDS/ACHIEVEMENTS Academic Scholar (College) Class Treasurer (2nd year College...
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... njagum@hotmail.com Education • Saint John's University (Queens NY ) August 2012- May 2014 • Saint John’s Catholic Prep, Frederick, Maryland A Catholic, co-educational, college preparatory high school, Jan.2010 - June 2012 • Carthage High School, Watertown, NY, Sept.2009-Dec.2009 • Ramstein American High School, Germany- Sept.2008-June 2009 Academic Record – Advanced Courses • Grade 12 – Honors English - Honors World History • Grade 11 – Honors Spanish 3 - Honors American Themes English 11 - A.P. U.S History • Grade 10 – Honors Modern History Extra-curricular Activities • St. Johns University Freshman/Sophomore years - Art Club: Learned about all aspects of art including music, drawings, paintings, sculptures, poetry. Each week we discussed new topics and optionally brought in our own pieces of art to show to the club. - African Students Association (ASA): Represented some of the best students on campus by focusing on the current issues facing Africa today as well as the influence on African culture in our American world. Meetings were held at least...
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...1010-22 Seminar in Academic Writing: Satire Spring 2009, Tu/Th 11:00am-12:45pm BCH 443 Instructor: Brandon Hawk Office: CLAS 151 Office Phone: 860-486-3706 Mailbox: CLAS 210 E-mail: brandon.hawk@uconn.edu Office Hours: Tu 10:00-11:00am (I am also available by appointment--I will be on campus most weekdays, so feel free to contact me to schedule another time.) "Write to be understood, speak to be heard, read to grow." -- Lawrence Clark Powell Required Texts (Prices are approximations based on Amazon.com listings) Henderson, Bobby, The Gospel of the Flying Spaghetti Monster (New York: Villard, 2006). ISBN: 0812976568. $11.16. Strunk, William, and E. B. White, The Elements of Style, 4th ed. (Needham Heights: Pearson). ISBN: 020530902X. $9.95. Swift, Jonathan, A Modest Proposal and Other Satirical Works (Mineola: Dover, 1996). ISBN: 0486287599. $2.00. Course Packet (provided on first day of class--but which will expand throughout the course). Various supplemental handouts I will give you throughout the semester (all of which you must keep through the whole of the semester). An email address that you check daily. This will be my primary out-of-class form of communication, so be sure to stay vigilant for any and all emails I will send to you. You are responsible for reading all email correspondences and acting accordingly. Course Overview This course is a four-credit, semester-long writing seminar designed...
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...Syllabus. Course Description and Overview This course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments, Deliverables 59 General Academic Policies 61 Supplemental Readings on Learning Theory bibliography learning resources ------------------------------------------------- Bibliography of Required and Suggested Readings Required: Appiah, Kwame (2010). The Honor Code: How Moral Revolutions Happen. New York & London: Norton. Chapters 1 & 5. Ariely, Dan (2012). “Why We...
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...Resume Guide for Teachers This packet is intended to serve as a starting point for creating or improving your teaching resume. Included in this packet are best practices that the Career Center have researched and found to be true. Information and sample resumes within this packet are not intended to be taken verbatim. Constructing a teaching resume is an art, not a science. Make your personal resume unique and stand out by making it represent you. The resources this packet highlights are available to all students; take advantage of the Career Center and the services it provides you. What to Expect Teaching Resume Aesthetics, Content & Editing…………..………………………..Page 3 Three necessary components of a great teaching resume are detailed Key Elements of a Successful Teacher Resume……………………………………...Page 4 Mandatory vs. optional elements in a successful teaching resume Poor Teaching Resume Example……………………………………………………..Page 5 Details common mistakes of a teaching resume Transferable Skills & Action Verbs…………………………………………………....Page 6 A comprehensive list of transferable skills and action verbs that have potential in a teaching resume Constructing a Proper Achievement Statement (bullet point)………………………Page 7 Creating a bullet point stress you out? Here is a fool proof way to construct a proper achievement statement. Buzz Words……………………………………………………………………………..Page 7 Answer the question, “What are buzz words and how should they be used in a resume” Teaching...
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...ADMISSION PROSPECTUS 2012 UNIVERSITY OFFICIALS Prof. Dr. Pirzada Qasim Raza Siddiqui Vice Chancellor Prof. Dr. Shahana Urooj Kazmi Pro-Vice Chancellor Prof. Dr. Nasiruddin Khan Pro-Vice Chancellor 99261336 99261300 Ext: 2210 vc@uok.edu.pk 99261396 99261300 Ext: 2531 shahanaurooj@uok.edu.pk 99261340 99261300 Ext: 2532 drnasirkhan@uok.edu.pk DEANS OF FACULTIES Prof. Dr. AbuzarWajidi Faculty of Management & Administrative Sciences Prof. Dr. ZafarIqbal Faculty of Arts Prof. Dr. Darakhshan J. Haleem Dean Faculty of Science Prof. Dr. Ghazala H. Rizwani Faculty of Pharmacy Prof. Dr. HisamuddinMansoori Faculty of Islamic Studies Prof. Dr. S. M. Abbas Faculty of Medicine Prof. Khursheed A. Hashmi Faculty of Law Prof. Dr. Darakhshan J. Haleem – Dean Faculty of Science (Caretaker) Faculty of Engineering Prof. Dr. ZafarIqbal – Dean Faculty of Arts (Caretaker)Faculty of Education University of Karachi Page 3 ADMISSION PROSPECTUS STUDENTS’ STUDENTS’ AFFAIRS o look after students affairs, in general, and to supervise their extra-curricular activities in particular, an office of Advisor Students’ Affairs is situated at the first floor of the Administration block. Teachers and the staff are available for the students’ guidance. 2012 M.Phil./Ph.D theses to students of various departments of the University. LEJ Digital Library is also available at the campus that can be used by all the students to access a large number of books or journals on-line. T Transport: Over...
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...English 1301: Rhetoric and Composition I Fall 2014 Instructor: Cathy Corder, Ph.D. Course Information: Section 043, TH 119, TTh 8 – 9:20am Office/Hours: Carlisle Hall 523, M 1 – 2pm, Tues 10am – 12noon, and by appointment Email: ccorder@uta.edu ENGL 1301 RHETORIC AND COMPOSITION I: This course satisfies the University of Texas at Arlington core curriculum requirement in communication. This course will require students to read rhetorically and analyze scholarly texts on a variety of subjects. The course emphasizes writing to specific audiences and understanding how information is context dependent and audience specific. Students must engage with a variety of ideas and learn how to synthesize those in college level essays. Core Objectives • Critical Thinking Skills: To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information • Communication Skills: To include effective development and expression of ideas through written, oral, and visual communication • Teamwork: To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal • Personal Responsibility: To include the ability to connect choices, actions and consequences to ethical decision-making ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, you should be able to demonstrate the following: Rhetorical Knowledge • Use knowledge of the rhetorical situation—author...
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...From the Writer “Dorian Gray the Escape Artist” is the culmination of my work in my WR100 seminar, Fantasy at the Fin-de-Siècle. The final assignment was to create a research paper based on an interesting problem or paradox I had found in Oscar Wilde’s book, The Picture of Dorian Gray. For me, one of the book’s most fascinating elements was Dorian’s immature behavior; though he grows older, he never seems to “grow up.” At first, I investigated how my idea related to aestheticism and what Dorian’s immaturity showed about aestheticism; however, I could not find a solid way to prove my thesis. My greatest problem was being unsure of how writing a paper based on a research problem in The Picture of Dorian Gray constituted a researchable argument and not just a literary analysis. Hoping to gain a different perspective on the assignment, I met with fellow classmates to talk out my problem. It turned out that they were having the same issue with their essays, and through discussing my paper with them, I realized that my topic was too narrow to be easily supported by sources; the idea of Dorian growing older without growing up was interesting but could not easily be supported with sources outside the novel itself. With this in mind, I modified my thesis, claiming that though Dorian Gray demonstrates aesthetic behavior in The Picture of Dorian Gray, his fascination with artistic things serves less to pursue aestheticism and more to evade his dark past. In this manner, I argued,...
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...PRINCE GEORGE'S COMMUNITY COLLEGE Welcome to Psychology 1010 Fall 2015 (Tu/Th, ________ – ______ p.m. / Marlboro Hall – Rm. #1104) (August 25 – December 3) INSTRUCTOR: Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend...
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...ENT 3320: Entrepreneurial Process – Fall 2015 Meeting Time: Tuesday & Thursday 11:00 – 12:15 (section 01) Class Location: Foster - 429 12:30 – 1:45 (section 02) Professor: Dr. Matthew Wood Email: ms_wood@baylor.edu Office Phone: 254-710-6640 Office Location: Foster, 210.36 Office Hours: Tuesday, Wednesday, & Thursday 9:00am – 11:00am. Additional times by appointment. Course Description and Objectives: Introductory course in entrepreneurship designed to explore the development of innovative thinking and venture exploration which would ultimately lead to a new venture. In that way, the primary focus of ENT 3320 is on understanding the processes that underpin the emergence of new business ventures. Topics covered include methods and processes of identifying and evaluating new business opportunities, conducting feasibility studies, evaluating methods of new venture financing and identifying the appropriate legal form of organization. In covering these topics students will be presented with current theoretical thinking in the field of entrepreneurship along with the practical tools needed for starting a new business. The course will be interactive in nature with discussion driven lectures, individual and group activities, problem solving scenarios, videos, and case analyses. Guest speakers will visit the class to provide expert knowledge and perspectives on the entrepreneurial process. Learning Initiatives: – Gain insight into the field of entrepreneurship...
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...Final Reflection Paper My internship site was at a high school located in the LAUSD nearby UCLA. The teacher I was assigned to work with was Ms. Lilly (names changed for privacy.) During the course of the internship, I got to know Ms. Lilly a lot better as she became more comfortable with me working with her in the classroom. Ms. Lilly teaches a variety of grade levels. She teaches 9th grade Honors English, 10th Grade AVID, a mixed grades writing seminar elective, and 12th grade AP English. Ms. Lilly had been teaching for 19 years at this high school. She received her credential at Loyola Marymount University. She began teaching because she loves English and loves working with kids. She thought it would be fun to combine the both together. I noticed that the biggest challenges for Ms. Lilly in the classroom are class size and having access to technology. Ms. Lilly said that classes in the past for 9th and 10th grade used to be limited to 20 students to 1 teacher ratio. The goal of this is to establish a strong foundation for the students before entering the larger class sizes of the upper grades. She has 29 students in her first period and 33 students in her fifth period. I noticed that it was hard for her to focus her attention on everything that was going on in the classroom because there were so many students doing various activities. Many would come up to her to ask questions and she seemed flustered at times. I feel like her job was made even harder...
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...OUTLINE OF MBA 520 Fall Semester 2008 Business Finance Instructor: Grant McQueen Teaching Assistants: Mark Cherrington & Office: 636 TNRB Christian Hsieh Phone: 422-3017 Office: 324 TNRB Office Hours: MW 2:00 - 3:00 p.m. Phone: 422-6835 e-mail: Office hours: forthcoming Home page: Course Description and Objectives This course introduces basic financial concepts all business managers should understand regardless of functional specialization. Topics include financial analysis and planning, time value of money, valuation, capital budgeting, risk/return trade-offs, cost of capital, and capital structure. The pedagogical approach used is a mixture of lectures and case examples. Cases are often used as a vehicle for discussing the complexities of real-world financial problems. To benefit most from this method of teaching, you will want to come prepared to discuss the cases in detail. By the end of the semester, students should be able to: (1) describe essential characteristics of the finance profession and institutions, (2) be conversant in basic financial jargon, (3) value paper assets (stocks and bonds) and tangible assets (capital budgeting) using the tools of time value of money, including NPV and IRR, (4) explain the various sources of financing, their associated costs, and their advantages and disadvantages, (5) calculate and use financial statements and ratios to analyze a business and create and use pro forma statements for planning...
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...Dwight Waldo, 1913-2000 James D. Carroll; H. George Frederickson Public Administration Review, Vol. 61, No. 1. (Jan. - Feb., 2001), pp. 2-8. Stable URL: http://links.jstor.org/sici?sici=0033-3352%28200101%2F02%2961%3A1%3C2%3ADW1%3E2.0.CO%3B2-V Public Administration Review is currently published by American Society for Public Administration. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/aspa.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more...
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