...Unit 6 Project Veterans Having Trouble Finding Jobs After the Military Mark Everhart Kaplan University Professor Sandra Fontana Veterans who have served this country by going to war are quickly realizing that America is not appreciating the sacrifices made for our service members. Veterans are being passed over for employment for many different reasons. Some of these reasons include Post Traumatic Stress Disorder (PTSD), lack of job skills for performing civilian jobs, and the inability to cope with the transition from military to civilian life. The unemployment rate for veterans is 6.9 percent (Norman, 2012). The government and the employers need to work together to make the transition out of the military a smoother process. The Department of Veteran Affairs cannot process the applications for the G.I. Bill fast enough to accommodate the veterans. Veterans lack the job skills necessary to perform jobs in the civilian sector after the military. All military veterans should have special training, skill and mind set for the transition from military to civilian life, provided by the government and employers to ensure employability after serving their country regardless of how many years of service one has served. Veterans lack the special training and skills that are necessary to compete with the civilian population. Veterans often have jobs that cannot transfer to the civilian world (Hefling, 2011). For instance if they are an infantryman, they cannot get a job as a mechanic....
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...The desired outcome for a writer in any argument is to change the way one thinks or acts, to persuade the audience to his/her point of view. There is more to convincing an audience than presenting a claim and providing evidence. Imperative to any argument is the three elements of classic principles of argument: ethos, pathos, and logos. Authors will use ethos; a way to gain respect from character and his/her knowledge. Pathos is the emotional connection, establishing common ground by demonstrating sympathy for your audience’s values, beliefs, and worldview. Then lastly is logos (logic), means to persuade by the use of reasoning including deductive and inductive reasoning. Evidence and persuasive reason (explanation) to back up your claims. Jim Wallis, author of “What the Waters Revealed”, uses these three classic principles of argument to expose the poverty in America and the government’s detachment....
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...section Vi essay forms Many people use the term “essay” to mean any paper written for a class. In actuality, there are many different types of essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition”...
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...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...
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...Mr. Macomber English 3 AP Syllabus 1.5 English 3 AP Course Overview Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety...
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...capital punishment • c. abortion • d. use of alcohol or other drugs • e. marriage • f. single parenting • g. gun laws • h. building new prisons • i. the prospects for your generation[1] UNIT 2- Exercise 2 When you have completed the reading, answer the questions in Exercise 2.3, on pages 36–38 of Critical Reasoning. UNIT 3 -Exercise 1 Please answer the questions in Exercise 4.3, pages 98 to 99 of Critical Reasoning. Also do mini quiz on moodle. UNIT 4 - Miniquiz 1 Translate the following statements into standard-form categorical propositions. 1. Violets are blue. 2. There are glasses in the dining room. 3. Only faculty members may use the lounge. 4. Insults make her angry. 5. Every dog has his day. 6. A rare warbler was sighted in this area last week. 7. Any one will do. 8. Shakespeare lived in the sixteenth century. 9. He always avoided awkward situations. 10. That answer is not satisfactory. UNIT 5 - Exercise 1 Please answer the questions in Exercise 6.1 on pages 148–151 of Critical Reasoning. • Please revise the instructions for Question A. You should give your reasons for thinking a given fallacy has been committed as well as identifying it and explaining...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...Part I Colonial SocietY,1492-1783 what evidence colony in 1622and wrote a report of the conditions he saw there. failings were as much or perhaps even more to blame did h; provide that human document' than natural causes for the sufferings of the colonists? The second report, is a letter written by indentured servant Richard dated a year after Butler's exploitation of Frethorne to his parents in England, in which he reveals that the was well under way by 1623' human labor in Virginia winthrop of the As you read the third document, written by Governor John note the differences in what Breen termed operative Massachusetts Bay Colony, in Virginia' Comvalues between the stated goals for that colony and conditions journey to America in 1630, winthrop's statement clearly exposed during his forth the pressed the religious motives of the Puritan adventurers and set communal effort take precedence over individual amideologlcal objective that what did winthrop mean by his declaration that "we shall be as a city bition. upon a Hill"? quite different, characcircumstances had done much to modify the original, and and within a generation of the founding of Virginia and Massachusetts, time that their ters of the two colonies. The Virginia colonists ultimately realized quickly would not find fulfillment; eventually, the expandreams of getting rich nonethesion of agrlculture furthered the development of a more stable-but Massachusetts also represented a success story, less prosperous-society...
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...The Social Life of Information by John Seely Brown and Paul Duguid Harvard Business School Press, February 2000. ISBN: 0875847625 Contents Acknowledgments ix Introduction: Tunneling Ahead 1 1 Limits to Information 11 2 Agents and Angels 35 3 Home Alone 63 4 Practice Makes Process 91 5 Learning -- in Theory and in Practice 117 6 Innovating Organization, Husbanding Knowledge 147 7 Reading the Background 173 8 Re-education 207 Afterword: Beyond Information 243 Notes 253 Bibliography 289 Index 307 About the Authors 319 Chapter 5: Learning -- in Theory and in Practice Knowledge management is the use of technology to make information relevant and accessible wherever that information may reside. To do this effectively requires the appropriate application of the appropriate technology for the appropriate situation. Knowledge management incorporates systematic processes of finding, selecting, organizing, and presenting information in a way that improves an employee's comprehension and use of business assets. We began the last chapter contemplating the trend from business process reengineering to knowledge management. There, we focused primarily on the limits of process, which we suggested was an info-friendly concept, but one that might be blind to other issues. In this chapter, we take up the other half of the matter and consider knowledge and learning, again in relation to practice and again as distinct from information...
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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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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...BUSINESS SCHOOL APPLICATION ESSAYS, SECOND EDITION. Copyright © 2009 byThe Harbus News Corporation. All rights reserved. Printed in the United States of America. For-information, address St. Martin's Press, 175 Fifth Avenue, New York, N.Y. 10010. www.stmartins.com Library of Congress Cataloging...in..Publication Data 65 successful Harvard Business -School application essays : with analysis by the staff of The Harbus, the Harvard Business School newspaper / Lauren Sullivan and the staff of The Harbus.-2nd ed. p.em. ISBN 978...0..312...55007...3 1. Business schools-United States-Admission. 2. Exposition (Rhetoric) 3. Essay-Authorship. 4. Business writing. 5. Harvard Business School. 1. Sullivan, Lauren. II. Harbus. III. Title: Sixty...five successful Harvard Business School application essays. HF1131.A1352009 808'.06665-dc22 2009012531 First Edition: August 2009 10 9 8 7 6 5 4 3 2 1 CONTENTS Acknowledgments Introduction ix xi I. Defining Moment Stacie Hogya Anonymous Anonymous David La Fiura Anonymous Avin Bansal Anonymous Brad Finkbeiner Anonymous 4 7 10 13 17 20 23 26 29 ii. UndergradUate experience John Coleman Maxwell Anderson Lavanya Anantharman Rosita Najmi Faye Iosotaluno Anonymous Rohan Nirody v 37 40 43 46 49 52 55 Contents III. Career aspirations Jason Kreuziger Anonymous James Reinhart Jemine Rewane Anonymous Apar Kothari Anonymous Anonymous Stephen Cravens Anne Morriss 63 66 69 72 75 78 81 84 87 90 iV. typical day Anonymous Jay Glaubach Lexie...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...2012 Catalog Volume 20 Issue 1 March 5, 2012 – December 31, 2012 This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer...
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...ALLIED AMERICAN UNIVERSITY Personalized. Flexible. Dedicated. Online Programs – Individual Support – Open Enrollment – Ease of Transfer Credits UNIVERSITY CATALOG 2013 Seventh Edition 22952 Alcalde Drive, Laguna Hills, CA 92653 Phone: (888) 384-0849 ∼ Fax: (949) 707-2978 7:00 A.M. – 5:00 P.M. (Monday – Friday) Email: info@allied.edu Website: www.allied.edu KEY STAFF AND FACULTY Charlotte Hislop, Ph.D. Candidate, President/CEO Bonny Nickle, Ed.D., Provost Eric Sharkey, M.Ed., Director of Education Bill Luton, Ph.D., Director of Assessment and Dean of Business Carlo Tannoury, Ph.D. Candidate, Dean of Computer Information Systems Patricia Drown, Ph.D., Dean of Criminal Justice and General Studies C.J. Bishop, M.B.A., Institutional Research Frank Vazquez, Operations Director Parrish Nicholls, J.D., Director of Compliance Lindsay Oglesby, Admissions Director Abby Dolan, B.A., Registrar Sasha Heard, M.B.A., Student Services Manager Barbara Jobin, B.S.B.A., Career Center Manager Hugo Aguilar, B.A., Chief Financial Officer Richard Madrigal, B.A., Financial Aid Officer As a prospective student at Allied American University, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the student performance fact sheet which must be provided to you prior to signing an enrollment agreement. This catalog is not a contract between the student, AAU, or any party or parties. Reasonable effort was made at the time this document...
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