...Appendix H Topic Sentence and Informal Outline Worksheet Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. • Topic sentence: Even though some may believe good personal ethics are not necessary in aworkplace, people do, in fact, need good ethics to conduct a healthy and successful workplace or educational setting. When good ethics are conducted in a workplace,these personal ethics will also flourish in a personal setting with friends and family. • Informal outline: Introductory Paragraph Even though some may believe good personal ethics are not necessary in a workplace, people do, in fact, need good ethics to conduct a healthy and successful workplace or educational setting. When good ethics are conducted in a workplace, these personal ethics will also flourish in a personal setting with friends and family. Body Paragraph #1 Forms of good personal ethics people can follow. Body Paragraph #2 When good personal ethics are conducted in a workplace, these personal ethics will also flourish in a personal setting with friends and family. Body Paragraph #3 People need good personal ethics in order to advance their career and gain probability that they can perform properly and effectively. Conclusion In conclusion, some people should not conclude that having good personal ethics are not necessary in a workplace, and only in your personal life...
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...Associate Level Material Appendix H Topic Sentence and Informal Outline Worksheet Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. • Topic sentence: Many people believe that having good personal ethics is not as important as it used to be. However, ethics are what make a person who they are and how they live their daily lives. A person’s personal ethics are the ideas that they believe are the most important to them, such as honesty, integrity, and morals. • Informal outline: Personal ethics are a person’s beliefs about their morals and knowing right from wrong. Having good personal ethics is important when it comes to family, every day society, work and school. Most people who have good personal ethics are likely to be honest in their personal lives and chances are they will also be honest in their professional life as well. Teaching personal ethics within your family is a very important part of many cultures and different family units. In many cases this is where adults have learned their ethics from such things as honesty, integrity, and morals. Ethics in a way can also become traditions and a way of life. Ethics in the workplace and school are important because it creates a safe and secure environment for everyone around. While at school and work there are certain rules that are in place to make sure that everyone...
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...Associate Level Material Appendix H Topic Sentence and Informal Outline Worksheet Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. • Topic sentence: People need good personal ethics because; good personal ethics are needed for a healthy and successful workplace for example like running a business or educational setting like college or high school . The good ethics that are in a work place will help with the personal ethics with your personal life and with friends and family. • Informal outline: • Introduction Paragraph • People need good personal ethics because; good personal ethics are needed for a healthy and successful workplace for example like running a business or educational setting like college or high school .The good ethics that are conducted in a work place will help with the personal ethics with your friends and personal life with friends and family. • Body Paragraph 1 good personal ethics people can follow. • Body Paragraph 2 good ethics that are in a work place will help with the personal ethics with your personal life with friends, family and people in general. • Body Paragraph 3 People need good personal ethics in order to advance their career and to help them gain respect • In conclusion, People need good personal ethics because; good personal ethics are needed for a healthy and successful workplace...
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...Associate Level Material Appendix H Topic Sentence and Informal Outline Worksheet Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. • Topic sentence: Obesity has a deep impact in the life of a child. • Informal outline: 1. Explain how obesity affects the child's physical health. 2. Explain how obesity affects the child's mental health. 3. Give ideas of how parents can be involved in the change of habits in the obese child. 5. Summarize why obesity has a deep impact in the life of a child. Obesity has a deep impact in the life of a child, physically, and mentally as well. An obese child is at risk of having health problems, such as diabetes, heart disease, and strokes as an adult, if he or she is not treated in an early age. An overweight child can be a target for bullying at school, making his or her social life poor, creating anxiety, depression, and lowering their self esteem. The parents play an important role in the life of an obese child. does not matter if the child is obese because a genetic factor, or just because his or her does not have a proper eating habit, the condition it is treatable. Encourage the child to follow a healthy diet, being an example for him or her, and being supportive, are examples of how a parent can be involve in the life of an obese child. Taking obesity in a child seriously, and trying to find ways to improve...
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...Associate Program Material Appendix H Topic Sentence and Informal Outline Worksheet Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. • Topic sentence: There are some people out there that believe good personal ethics are not important at work or when one is in an educational setting. But that is not true at all but at the end of the day it’s very important that every, male and female have good personal ethics. When it come down to it again its everyone need good ethics in order for. He or she to be and a healthy and successful educational setting. • Informal outline: • It’s very important that he or she have very good personal ethics and a place of work and also a educational setting. There are many people who say to their kids and others that. Personal ethics is not necessary in a work place or educational settings. • Body paragraph 1 I will talk about the different forms of good personal ethics people can do. • Body paragraph 2 When a person learns about good personal ethics they will do very well and, the work place also and a educational setting. • Body paragraph 3 He or she will always need good work place personal ethics to do well in a educational setting. People will always need to show that he or she have good personal ethics to. Have a better career and perform very well and a work place or educational setting...
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...Associate Level Material Appendix H Topic Sentence and Informal Outline Worksheet Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. Topic sentence: * Ethics play a role in everyone’s life. * Informal outline: Introductory Paragraph: Ethics play a role in everyone’s life. I like to think that my ethical perspective is not only displayed in an educational environment, but at home and in public as well. One should have a positive ethical perspective in all environments within which they find themselves. Ethics boils down to not only knowing the difference between right and wrong, but also displaying to your environment that you know the difference between right and wrong. Body Paragraph 1: I will discuss what it means to possess a positive ethical perspective and the positive impact it has on my peers and me in the classroom environment. Body Paragraph 2: I will discuss my ethical perspective as it pertains to an educational environment, as well as work and home environment. Body Paragraph 3: I will define good ethical character. I will also discuss how it relates to all areas of life, and how a large part of possessing good ethical character deals with honesty. Conclusion: Having a positive ethical perspective will determine how successful you will be in life ranging from the classroom environment to the home environment...
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...University of Phoenix Material Thesis Statement and Informal Outline Worksheet In this course, you will write a 1,050- to 1,400-word comprehensive Continuing Academic Success essay, due in Week 5. The Week 5 essay will help you apply what you learned in this course and take responsibility for your success in your education and your career. Please review the requirements for the Week 5 assignment to become familiar with the instructions. Starting this week, and in the weeks to come, we will be building upon an outline with a thesis statement, subtopics, and research to assist in your final paper. For this week, using the Center for Writing Excellence resources, provide your thesis statement and begin creating the informal outline for your Continuing Academic Success essay assignment. Include the following in your outline this week: The benefit of creating educational goals, including at least one educational goal you set for yourself Your personal learning style, as well as how knowing your learning style can help you be successful as you move through your program and career How the writing process can help you advance your education and career Which resources, inside and outside of the university, you can use to help you reach your goals and make you more successful An explanation of the importance of academic integrity Thesis Statement This is a one-sentence summary of your Week 5 paper that will be based on the bulleted items above. College is a time...
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...First & Last Name First & Last Name English 101/Section # Date Essay #2 The Committer vs. the Non-Committer There are many types of men in the world, and each type displays a variety of distinguishable characteristics. Women should become aware of these characteristics before considering a prospective mate. The smallest of personal details, from where and how they met (including the first date), the way he walks and talks, the clothes he wears, the career choice he's made, the vacation spots he frequents, or the automobile he drives can offer valuable, meaningful, insightful clues to whether or not a man will ever settle down with anyone. There are two main types of men in the world: the committer and the non-committer. The committer is serious about finding the right woman. He asks friends and relatives for introductions. He is usually open to blind dates and avoids the bar scene when looking for a quality woman. On the first date, he is polite and will not bring up the subject of money at the restaurant. He takes her to places where they can talk one-on-one. The non-committer is just looking for a woman. There is no room in his life for the woman. He, on the other hand, loves the bar scene. He usually finds a million excuses why he can't find the right woman and uses such excuses to explain why he is still unattached. On a date, he orders trendy food such as sushi to impress his date, and he monopolizes the conversation. He may even take her to places where...
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...which is ‘Improving’ will be addressed. Additionally, an example of activity will be illustrated in each section. 2.0: Composing Composing is a stage that ‘takes a writer from pre-writing to polishing a final draft for a specific purpose and a particular audience’ (pp. 81). Hedge believes that good writing is often recursive, and not linear where various operations take place simultaneously throughout writing process. There are three main activities in this stage; pre-writing, drafting and redrafting, and editing. In pre-writing, the focus will be mainly on planning the outlines and exploring possible content. The learners will be aided to identify the purpose and the audience of the writing. With this, they will be aware of the language and the organisation of the text they should use, and this will make it easier for them to plan and choose the appropriate style, for example formal or informal form. Next, ‘Drafting’ consists of making a first draft. Since writing is not a smooth process, writers generally going back and forth while writing; they tend to stop and...
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........................................................................page 21 ------------------------------------------------- Graded Assignments Unit 1 Exercise 1: Statistics and Graphing Course Objectives and Learning Outcomes In this assignment, you will interpret and graph descriptive statistics. Assignment Requirements Work in small groups to complete Problems 1-4 given in the worksheet provided by your instructor (Problems Worksheets). This is also available at the link below. Fill out one activity sheet (found at the end of the document) for each of the 4 questions. Required Resources * Statistics and Graphing (SC2730.U1.HO1) Worksheets also available at: http://esa21.kennesaw.edu/activities/stats/stats.pdf * Problems Worksheets (SC2730.U1.HO2) also available at: http://esa21.kennesaw.edu/activities/stats/problems.pdf Submission Requirements 4 completed activity sheets (1 each for Problems 1-4) Unit 1 Problem Set 1: Scientific Method Applied Problem Sets Course Objectives and Learning Outcomes In this assignment, you will outline the steps of the scientific method. Assignment Requirements Refer to the Applied Problem Sets located on pp. 153-162 of the Wagner lab manual. Use the scientific method to complete the problem sets. Answer Questions 1-6 for Problem Set 1 and questions 1-8 for Problem Set 2. Submission Requirements Use Microsoft Word for Problem Sets 1 and 2, 12-pt Times New Roman font, double-spaced. ...
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...Welcome to a new kind of English course! Talk a Lot is a great new way to learn spoken English, and quite a departure from the standard ELT course book. Instead of spending hours reading and writing, students have the opportunity to engage in challenging and fun speaking and listening activities with their friends. On this course students learn how to think in English as well as Talk a Lot! The Talk a Lot course objectives are very simple: • • • • Every student talking in English Every student listening to and understanding English Every student thinking in English, and Every student taking part in class Talk a Lot is structured so that every student can practise and improve English grammar, vocabulary, pronunciation, intonation, word and sentence stress, and interpersonal skills, by working in pairs, groups and one to one with the...
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...ENGLISH 221: Technical Writing Fundamentals PRINT OUT—PRINT OUT-- PRINT OUT—PRINT OUT-- PRINT OUT If you have any questions about the syllabus, please post them in the Main Classroom. Susan Colebank scolebank@email.phoenix.edu (University of Phoenix) susancolebank@gmail.com (back-up; do not CC this address when you e-mail me at my UOP address) COURSE NUMBER: ENG221 COURSE TITLE: Technical Writing Fundamentals COURSE START DATE: 1/17/12 COURSE END DATE: 2/20/2012 FACILITATOR AVAILABILITY I am in the Classroom five days of the week: Sunday, Monday, Wednesday, Thursday, and Friday. I am on in the morning and then again at night, with the afternoon set aside for telecommuting and taking care of my daughter. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside this timeframe, you should not hesitate to do so via my University of Phoenix e-mail. I HIGHLY RECOMMEND e-mailing me with your questions or concerns, since it is best to document our conversations with a paper trail. I have yet, in nine years of being a UOP instructor, found a student who has a question or concern that couldn’t best be discussed via e-mail. If you need to call me, then please e-mail me first to schedule a time and to leave your phone number. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to...
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...Shake and Erupt: A critical reflection on teaching earthquakes and volcanoes to KS3 Rationale: Perhaps the most dynamic features of the Earth’s awesome power and nature are when Volcanoes and Earthquakes occur. Their workings are at the very core of our planet’s history and their unpredictable activity continues to shake mankind’s understanding of the planet. This topic or scheme of work for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core...
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...ASKING USEFUL QUESTIONS: GOALS, ENGAGEMENT, AND DIFFERENTIATION IN TECHNOLOGY-ENHANCED LANGUAGE LEARNING by Joy Egbert Washington State University jegbert @ wsu.edu In his popular 1997 article, Steve Ehrmann encouraged us to ask useful questions about technology for education (Ehrmann, 1997). In the years since Ehrmann asked his questions, increased pressures from legislative bodies, educational stakeholders, and business have driven an ever-increasing influx of technology into schools; however, this is not necessarily the evil that it has been portrayed as in various media. Within classrooms the availability of technology is offering us as language teachers the opportunity to usefully question what we do and why. Although technology itself is incapable of action or thought, its presence in our classrooms and schools is helping to facilitate questions about the goals of language classrooms, conceptions of teaching and learning, and our ability to address student needs. If we ask good questions and apply the answers to use technology in effective ways, resultant changes in our thinking and our pedagogy can lead to greater student achievement This paper first asks questions about and discusses language classroom goals. It then reflects on two related, essential strategies for language teaching and learning that can help us meet these goals: engagement and differentiation. Finally, the paper provides examples of how technology can be used to engage and differentiate for our learners...
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...Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Shelina.N.Bhamani 5-6 English (Creative Writing) Tuesday, March 29, 2005 45 mins Shape Poem The Student will be able to: 1=Share and write more creactive ideas. 2=Describe different objects Papers Pens Charts Markers Colours OHP(OHT)for the presentation of sample poem(WB can be used too) PRESENTATION: The Teacher will ask the student following questions.(How many of you like butterfly/balloon? Why ou like balloons/butterfly? Do you love poems(yes/no) well,then lets try to write one. Teacher will show an example or two like of balloon(MY RED BALLOON IS LIKE AN AEROPLANE WITHOUT WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG WIND MAKES MY BALLOON RUN FAST AND TO THE GROUND.POP!OHNO..PIECE OF RUBBER DRIFTING TO THE GROUND)Than SS will asked to choose shapes draw it and write a peom inside that shape) for production you can display all the shapes poems on the school board /bulletin board/soft board.. production stage could be considerd as evaluation Evaluation Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Sonia Sham Dupte grades 3-4 language arts Tuesday, March 01, 2005 30 mins telling a story Students will learn how to use descriptive and imaginative language to tell a story. * Telling a Story pictures (allow each student to choose their own picture) * paper * pencils Discuss with students the structure of a good story. Stress that...
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