...http://www.pakinsight.com/journals/IJEP.htm POSTER PRESENTATIONS COMMUNICATION SKILLS IMPROVE ENGINEERING STUDENTS’ Tharwat M. EL-Sakran English Department American university of SharjahSharjah, United Arab Emirates David Prescott English Department American university of SharjahSharjah, United Arab Emirates ABSTRACT This research reports the procedures the writers have employed in teaching several academic and workplace communication skills through engineering multidisciplinary projects (EMDPs). In these projects students are divided into teams, with each team comprising a minimum of three and a maximum of four students from different engineering majors. The students choose and appoint a team leader, choose a research topic/problem in the surrounding environment that requires input from all team members and collaboration from all students, each in his/her respective discipline, in finding a solution to the situation/problem. Team members choose the topics, obtain approval of the topics from cooperating engineering faculty and the course instructor, and then prepare detailed research proposals. They receive specialist feedback on their proposals, and based on how detailed their proposals are, are given the go ahead to proceed with their research. The execution of the research project requires the use of several technical communication skills such as, internet searches; sending email messages; writing formal letters; meeting with officials, engineering academics...
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...• Education: Completion of high school, completion of college/CEGEP/vocational or technical training • Experience: 3 years to less than 5 years • Languages: Speak English, read English, write English • Specific skills: Confer with clients to identify and document requirements, conduct business and technical studies, design, develop and implement information systems business solutions, provide advice on information systems strategy, policy, management and service delivery, develop and implement policies and procedures throughout the software development life cycle, conduct reviews to assess quality assurance practices • Computer and technology knowledge: Windows, Intranet, Internet, Multimedia software, Word processing software, Spreadsheet software, Presentation software, Office suites, Electronic mailing software • Work conditions and physical capabilities: Fast-paced environment, work under pressure, tight deadlines, repetitive tasks, attention to detail, combination of sitting, standing, walking • Essential skills: Reading text, document use, numeracy, writing, oral communication, working with others, problem solving, decision making, critical thinking, job task planning and organizing, computer use, continuous learning • Job title: Business systems analyst Skills and knowledge requirements: • Education: Completion of high school, completion of college/CEGEP/vocational or technical...
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...A Methodology for Written and Oral Presentation of Research Results Sanida Omerovic, Faculty of Electrical Engineering, University of Ljubljana, Slovenia mail: sanida.omerovic@lkn1.fe.uni-lj.si Saso Tomazic, Faculty of Electrical Engineering, University of Ljubljana, Slovenia mail: saso.tomazic@fe.uni-lj.si Milan Milutinovic, Massachusetts Institute of Technology, Department of Civil and Environmental Engineering, USA mail: milan.milutinovic@mit.edu Veljko Milutinovic, Faculty of Electrical Engineering, University of Belgrade, Serbia mail: vm@etf.rs Abstract — The purpose of the methodology described in this paper is to highlight an effective method for the organization of research results into written and oral forms. Authorities within supervising universities have realized that strong research by a candidate is often obscured by poor presentation, leading to the paper being ignored by the research community and journal reviewers. On the basis of their academic background, the authors of this paper decided to form a set of clear guidelines for writing research papers and giving oral presentations aimed at helping PhD students. To support the effectiveness of the methodology proposed, a statistical analysis has been conducted. The methodology described in this paper was initially intended for use in the fields of computer engineering; however, it is applicable more widely. In conclusion, if the methodology reported in this paper is followed strictly,...
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...Course Syllabus SCBSIT0810 Technical Writing Fundamentals: ENG 221 Course Start Date: 03/08/2011 Course End Date: 04/05/2011 Campus/Learning Center: Schaumburg Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Susan Smillie smillies@email.phoenix.edu (University of Phoenix) srsmillie@yahoo.com (Personal) 630-833-5758 (CST) Facilitator Availability I will be available in...
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...BA 2196: Business Communications Syllabus Instructor: Dr. Larry Bailis Email: lbailis@temple.edu Office: Speakman 208K Office Hours: Monday, Wednesday 4:30 – 5:30, or by appointment Course Objectives You will learn useful and relevant business communication skills, including: * how to write clearly and how to effectively edit your own writing * how to target a results-oriented business audience using business documents, websites, and correspondence * how to formulate reasoned oral arguments and enhance your presentations * strategies to enhance critical thinking and analytical skills The Fox School understands that our graduates must meet the highest standards in these skills, and this course will be demanding. Fox BBA Learning Goals Business Communications supports the following Fox Bachelor of Business Administration Learning Goals: 1. Apply critical thinking to business problems a. Use cross-disciplinary knowledge to identify problems and their causes, generate alternative solutions, and arrive at reasoned conclusions. 2. Demonstrate effective oral and written communication a. Formulate reasoned arguments orally. b. Formulate reasoned arguments in written communication. c. Apply team-work and communication skills to present and support conclusions. 3. Understand the ethical, legal, and social responsibilities of individuals and organizations. a. Understand ethical issues. b. Assess the impact of...
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...All questions must be answered in ENGLISH. Students answer the questions by writing directly on the exam question paper. You must use ONLY the space provided. If you have 2 lines in which to write your answer, you can only write 2 lines. Any other information after the 2 lines will not be considered and will not be graded. 5. The number of points available is indicated for each question. A. 1. 2. 3. 4. B. What should you revise? You should revise all the following topics and items studied in class: • • The iceberg metaphor for culture The article ‘Views of French culture and life in France from expatriates living in France’. You should have a very clear idea of the views of the different expatriates expressed in this article. The concept of time from a cross-cultural perspective. This includes the ‘Poly-boss/monomanager ‘ article studied in class. The Culture Shock phenomenon. The content of your group’s oral presentation made in class (either about a country or about an international student). WARNING: Students who were absent on the day of the presentations and who did not make an oral presentation must read the instructions for Question 11 below very carefully. • • • C. Types of questions (Questions 1-10) 1. All questions require short answers in ENGLISH. 2. The types of answers for the questions numbered 1-10 include: a. A short explanation (maximum 3 lines) b. The use of specific technical terms studied in class c. Choice between two possible answers (for example:...
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... Technical Writing Fundamentals Copyright Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This course covers the fundamentals and best practices of using written communication in business and in the information technologies. Topics include strategies, techniques for producing emails, memos, reports, proposals, project specifications, and user manuals, as well as other technical documents. Course Topics & Objectives Week One: The Technical Writing Process • Identify how writing methods are used in the corporate environment. • Discuss collaboration in the modern enterprise. • Identify collaborative technologies. Week Two: Technical Writing in the Corporate Environment • Identify intellectual property issues in the corporate environment. • Discuss the role that audience plays in technical writing...
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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 11 EN 981 = Semester One / EN 991 = Semester Two COURSE DESCRIPTION The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening, discussing, speaking, using language, understanding media, using technology, and employing research skills will be applied to help students enhance their abilities to become creative and critical thinkers. Language Arts B.11/12.1 B.11/12.2 B.11/12.3 C.11/12.1 C.11/12.2 C.11/12.3 D.11/12.1 D.11/12.2 E.11/12.1 E.11/12.2 E.11/12.3 E.11/12.4 E.11/12.5 F.11/12.1 Key Learning Targets Create substantial pieces of proficient writing to effectively communicate with different audiences for a variety of purposes, including literary analyses. Apply the writing process to create and critique writing composed in a variety of situations. Edit and critique writing for clarity and effectiveness. Use advanced presentation skills on self-selected and assigned topics. Evaluate oral messages for accuracy, logic and usefulness. Summarize and evaluate the validity and relevance of ideas, arguments, hypotheses and evidence presented in a discussion. Identify and analyze the history, origin and usage of English words and phrases. Compare and analyze the use of symbol systems and expressions in other cultures’ languages. Use advanced computer skills to assist in the acquisition, organization, analysis and communication of information. Develop and apply criteria to evaluate various...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Course Design Guide College of Information Systems & Technology ENG/221 Version 5 Technical Writing Fundamentals Copyright © 2012, 2011, 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course covers the fundamentals and best practices of using written communication in business and in the information technologies. Topics include strategies, techniques, and nuances for producing e-mails, memos, reports, proposals, project specifications, and user manuals, as well as other technical documents. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Dobrin, S. I., Keller, C. J., & Weisser, C. R. (2010). Technical communication in the twenty-first century (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Gerson, S. J., & Gerson, S. M. (2012). Technical communication: Process and product (7th ed.). Upper Saddle River, NJ: Prentice Hall. All electronic...
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...|[pic] |Instructor Policies | | | | | |HUM 105 | | |World Mythology | | | | |Campus/Learning Center: South | |Facilitator Information | | | | | |Dr. Raphael A. Mizzell | |Mizzela@email.phoenix.edu (University of...
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...COM/285 Business Communication Final Exam |1) Which of the following is NOT a gatekeeper? | | | |C. A receptionist for a small business who opens the mail and then date-time stamps each piece before passing it on to its owner. | | | | | | | | | | | |2) Tara Houser e-mails a colleague Dan Brothers to suggest that he be the lead writer in preparing a comprehensive business plan for the | |company. The task will be rather time-consuming. Tara tells Dan that “the president will certainly be impressed with whoever heads up this | |project”, which...
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...|[pic] Instructor Policies | | | | | |Facilitator Information Revised 1-20-16 | |Ruben Z. Diaz, Instructor | |mpardiaz@email.phoenix.edu (University of Phoenix) | |fivediaz@gmail.com (Personal) | |(559)360-4974 (Pacific Standard Time) | |Policies and Procedures | |Nothing in this document in any way modifies the University’s Academic Policies. | |Students must be familiar with and comply with the standards set forth in the Code of Student Responsibility and the Standards of Student Behavior...
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...Uses of the Request For Proposal Appropriateness Preparation & Response Time Statement of Intent - Scope of Work Evaluation Factors 2.4.1 Mandatory Requirements 2.4.2 Determining Evaluation Factors 2.4.3 Technical Capability & Solution Approach Weighting Factors 2.5.1 Technical Capability & Solution Approach 2.5.2 Cost Proposal 2.5.3 Managerial & Staff Capability Evaluation Rating Form - Scoring Sheet Choosing Your Evaluation Team Oral Presentations References Pre-Proposal Conference 2.10.1 Scheduling a Conference 2.10.2 Answering Questions Other Considerations 2.11.1 Public Notice 2.11.2 Amendment, Modification, or Withdrawal 2.11.3 Late Proposals, Modifications, or Withdrawals 2.11.4 Receipt & Record of Proposal 2.11.5 Mistakes in Proposals 2.11.5.1 Before Due Date & Time 2.11.5.2 After Receipt But Before Award 2.11.5.3 Discovered After Award Appeals CREATION - A MODEL RFP FORMAT 3.1 3.2 3.3 Cover Letter Signature Page Title Page 7 7 7 7 PAGE 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 4. Table of Contents Schedule of Events Standard and Special Terms and Conditions General Information 3.7.1 Purpose or Intent 3.7.2 Background 3.7.3 Definitions 3.7.4 Method of Payment 3.7.5 Contract Term 3.7.6 Presentations or Demonstrations 3.7.7 Pre-Proposal Conference Technical Specifications...
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