...Traditional On Campus Class Welcome to the Traditional On Campus version of Speech 103 Oral Communication! I look forward to getting to know each of you. Over the years, I have learned that many of you dread taking this class (don’t worry I felt the same way when I had to take this class) but I hope that you will find your worries to be unfounded. I work very hard to try to create a comfortable learning environment, primarily because I need you to participate in order for this class to work. This is a participatory-based class where we will all work together to help each other improve our communication skills. Consequently, you will play an active role in your own learning as well as active role in the learning of the other students in this class. Research has shown that when you are an active participant in a class you increase how much you remember as well as how much you can recall after the semester has ended. However, I have found that when you are an active participant in my class you will look forward to coming to each class session and your fears of public speaking will soon decrease. Since this class is participatory, you will find that you will put a lot of thought and effort into this class. Much learning will occur both in class and out side of class. However, while this class is demanding, I hope that you will both enjoy this experience and learn a great deal about communication, how you communicate, and how to be a better...
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...Devry SPCH 277 Entire Course-Latest 2015 (All Discussions All Assignment And Complete Course Project) IF You Want To Purchase A+ Work then Click The Link Below For Instant Down Load http://www.hwspeed.com/Devry-SPCH-277-Entire-Course-Latest-2015-90876145.htm?categoryId=-1 IF You Face Any Problem Then E Mail Us At JOHNMATE1122@GMAIL.COM Question Discussion 1 The words we choose when we communicate with others can have a profound impact on whether or not our communication is successful. We often fail to consider the importance of word choice until it is too late, and our communication has failed. Think of a time when the words you selected contributed to your miscommunication with another person. How did your word choice impact the miscommunication? What could you have done differently? Discussion 2 Getting off to a strong start with the course project, the Communication Change Challenge (CCC), is important. Please take some time early this week to review the following and to post any specific questions you may have about how to proceed with the project to this week's Q & A thread. • Under Week 1: the Course Project Tab – CCC Part 1. • Under Course Home: the introduction in the Course Project tab and the screen cast tutorial: Communication Change Challenge. Begin by defining interpersonal communication. Then, think of an instance you want to share where your interpersonal communication habits or behaviors got in the way of successful communication...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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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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...| Course Syllabus College of Humanities HUM/186 Version 3 Media Influences on American Culture WCFYS0712 | Copyright © 2012, 2011, 2009 by University of Phoenix. All rights reserved. Course Start Date: Tuesday, 8/28/2012 Week 2: Tuesday, 9/4/2012 Week 3: Tuesday, 9/11/2012 Week 4: Tuesday, 9/18/2012 Week 5: Tuesday, 9/25/2012 Course End Date: Tuesday, 9/25/2012 Facilitator Information Ststeve Headley sheadley@email.phoenix.edu (University of Phoenix faculty) Steve.Headley@phoenix.edu (work) 727-642-4993 (cell) 513-551-5144 (Work) Course Description The course provides an introduction to the most prominent forms of media that influence and impact social, business, political, and popular culture in contemporary America. It explores the unique aspects of each medium as well as interactions across various media that combine to create rich environments for information sharing, entertainment, business, and social interaction in the United States and around the world. 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...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Certificate of Secondary Level Competence® SOCIAL STUDIES SYLLABUS Effective for examinations from May–June 2014 CXC CCSLC/SS/05/12 Published in Jamaica, 2012 by Ian Randle Publishers 11 Cunningham Avenue P O Box 686 Kingston 6 www.ianrandlepublishers.com © 2012, Caribbean Examinations Council ISBN ---------------------------------------- (pbk) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Cover and book design by Ian Randle Publishers Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: +1 (876) 630-5200 Facsimile Number: +1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2012 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC CCSLC/SS/05/12 This document CXC CCSLC/SS/05/12 replaces CXC CCSLC/SS/05/2006 issued in 2006. Please note that the syllabus has been revised and amendments are indicated by italics. First issued 2006 Revised 2012 Please check the website www.cxc.org for updates on CXC’s syllabuses. CXC CCSLC/SS/05/12 Contents INTRODUCTION .......................................................
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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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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...# 2004 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria SDLANG-T/1/2005±2008 LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses the following content: ► Demonstrate knowledge of characteristics of typical and atypical human growth and development in various domains (e.g., cognitive, speech/language, social/emotional, physical): Important to this competency is recognizing when a child’s growth or development differs enough from typical patterns to warrant further evaluation by specialists. You will be expected...
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...TRANSLATION QUALITY ASSESSMENT Translation quality assessment has become one of the key issues in translation studies. This comprehensive and up-to-date treatment of translation evaluation makes explicit the grounds of judging the worth of a translation and emphasizes that translation is, at its core, a linguistic operation. Written by the author of the world’s best known model of translation quality assessment, Juliane House, this book provides an overview of relevant contemporary interdisciplinary research on translation, intercultural communication and globalization, and corpus and psycho- and neuro-linguistic studies. House acknowledges the importance of the socio-cultural and situational contexts in which texts are embedded, and which need to be analysed when they are transferred through space and time in acts of translation, at the same time highlighting the linguistic nature of translation. The text includes a newly revised and presented model of translation quality assessment which, like its predecessors, relies on detailed textual and culturally informed contextual analysis and comparison. The test cases also show that there are two steps in translation evaluation: firstly, analysis, description and explanation; secondly, judgements of value, socio-cultural relevance and appropriateness. The second is futile without the first: to judge is easy, to understand less so. Translation Quality Assessment is an invaluable resource for students and researchers...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...Ethnicity, Identity and Public Policy Critical Perspectives on Multiculturalism David Bromell Institute of Policy Studies Ethnicity, Identity and Public Policy Critical Perspectives on Multiculturalism David Bromell Institute of Policy Studies First printed in 2008 Institute of Policy Studies School of Government Victoria University of Wellington PO Box 600 Wellington © Institute of Policy Studies ISBN 158 IPS/Pub/978-1-877347-26-9 This book is copyright. Apart from any fair dealing for the purpose of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced without the permission of the Institute of Policy Studies. Copy editor: Belinda Hill Cover design: Milne Printers Ltd Printed by Milne Printers Ltd Contents List of Tables iv List of Figures iv List of Boxes iv Foreword v Acknowledgments and Disclaimer ix Part One: Introduction and Context of Inquiry 1 Introduction 2 New Zealand Context 3 21 Part Two: Communitarian Responses to Liberalism Introduction to Part Two 61 3 Civic Republicanism: Michael Sandel 63 4 The Politics of Recognition: Charles Taylor 83 Part Three: Multiculturalism Introduction to Part Three 105 5 Multicultural Citizenship: Will Kymlicka 107 6 Common Citizenship in a Multicultural Society: Bhikhu Parekh 151 Part Four: Critical Responses to Multiculturalism ...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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