...felt the pockets for a box of matches, something rustled in the leaves right outside the window, inches from his face. He heard his wife, Wanda, hold her breath; she was awake, too. Then, whatever, was outside in the darkness also breathed, and the huge silence of the night seemed to come inside the camper, stifling them. It was then he decided to pack up and move to a motel. Comments on narration: • Normally chronological (though sometimes uses flashbacks) • A sequential presentation of the events that add up to a story. • A narrative differs from a mere listing of events. Narration usually contains characters, a setting, a conflict, and a resolution. Time and place and person are normally established. In this paragraph, the "story" components are: a protagonist (Hanson), a setting (the park), a goal (to camp), an obstacle (nature), a climax (his panic), and a resolution (leaving). • Specific details always help a story, but so does interpretive language. You don't just lay the words on the page; you point them in the direction of a story. • This...
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... 5. Maria Alemu June 21/2014 Addis Ababa Content Introduction ? i. Title page * The title page did not have a page number (which is correct) * The purpose of the research was clearly specified as : A Research Proposal Submitted in Partial Fulfillment of the Requirements for the Master of Arts Degree in Development Studies * Name of the researcher is stated: * Advisor and co-advisors are mentioned * Place, Month and year (December 2011) is also mentioned ii. Acronyms Abbreviation should have come before/at the beginning of the proposal next to title page. (The abbreviations are in alphabetic order, which is correct) The following abbreviations are used in the proposal but not found in the list of abbreviations FAO – Food and Agriculture Organization FDRE – Federal Democratic Republic of Ethiopia HIV/AIDS – Human Immunodeficiency Virus/ Acquired Immuno- Deficiency Syndrome MFI – Micro Finance Institution MSE –Small and Medium Sized Enterprises NAP-GE – National Action Plan for Gender Equality NGO – Non Governmental Organization REWA – Revolutionary Ethiopian Women’s Association UN – United Nation UNDP – United Nations Development Program UA – Urban agriculture is put as “UA (Urban Agriculture)” which is not necessary as the abbreviation is explained in the list of abbreviations WAO – is used to describe both “Women Association Organization” and “Women’s Affairs Office” which is not appropriate The following abbreviations are also not written...
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...Associate Level Material Appendix N Topic Sentences and Supporting Paragraphs Topic Sentences When you write, you form paragraphs. A paragraph is a group of sentences that relate in topic and thought. A paragraph generally consists of three to five sentences and usually begins with a topic sentence. A topic sentence is a general statement that announces what the paragraph is about. By starting a paragraph with a topic sentence, your audience may immediately identify your topic. This construction also helps you, the writer, stay focused on your subject. Consider the following example of an essay introduction: The first sentence is the topic sentence: It tells the readers they will learn about past narratives. The sentences that follow the topic sentence relate to the topic sentence because they provide examples of past narratives. Finally, the last sentence is the thesis of the essay, which expresses the author’s position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical...
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...Revenue Recognition (Topic 605) An Amendment of the FASB Accounting Standards CodificationTM No. 2009-13 October 2009 Multiple-Deliverable Revenue Arrangements a consensus of the FASB Emerging Issues Task Force The FASB Accounting Standards CodificationTM is the single source of authoritative nongovernmental U.S. generally accepted accounting principles. An Accounting Standards Update is not authoritative; rather, it is a document that communicates the specific amendments that change the Accounting Standards Codification. It also provides other information to help a user of U.S. GAAP understand how and why U.S. GAAP is changing and when the changes will be effective. For additional copies of this Accounting Standards Update and information on applicable prices and discount rates contact: Order Department Financial Accounting Standards Board 401 Merritt 7 PO Box 5116 Norwalk, CT 06856-5116 Please ask for our Product Code No. ASU2009-13. FINANCIAL ACCOUNTING SERIES (ISSN 0885-9051) is published quarterly by the Financial Accounting Foundation. Periodicals postage paid at Norwalk, CT and at additional mailing offices. The full subscription rate is $230 per year. POSTMASTER: Send address changes to Financial Accounting Standards Board, 401 Merritt 7, PO Box 5116, Norwalk, CT 06856-5116. | No. 325 Copyright © 2009 by Financial Accounting Foundation. All rights reserved. Content copyrighted by Financial Accounting Foundation may not be reproduced, stored...
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...TASK 1:- ESSAY PLAN Introduction • Define play (official definition) • Discuss aims and objectives of essay- what I propose reader to learn and state what will be covered. Paragraph 1 – What is play? • Differentiate different types of play – identifying how play aids development and learning • Use evidence to support these theories (Kay & Macleod- Brudenell, 2008, p 197-199) Paragraph 2 – Play from birth to three. • Integrate play types from paragraph one relevant from birth to aged three, explaining how they play (Kay & Macleod- Brudenell, 2008, p200-201) • Argue importance of play from birth for development and progression and submit examples Paragraph 3- Play from three to six • Integrate play types from paragraph one relevant for three to six year olds • Discuss how government has recently encouraged nurseries to focus more on play (support this with Blackheath Nursery in London being threatened with termination of funds if they failed to reduce academic learning and increase play) Paragraph 4- The role of adults and companions • Examine the role that adults play to aid development & how children learn from adults • Explain that adults playing with children teaches them life skills • Discuss whether their influences enhances social skills in presepation for school • Explain NHS’s push for more play from parent to child from birth Conclusion- So, is play important? • Summarise main points from body of...
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...their documents and can work to solve any problems in content and organization that might prevent what they have written from reaching their audience and achieving their purpose. Peer-reviews, as you leaned in Unit 5, allow you to share what you've written and get specific revision suggestions from classmates. At this point, though, it is helpful to understand what to do with the feedback you received. Some types of feedback such as praise and personal opinion, for example, will give you insight about your readers and the parts of your essay that caught their attention. When revising, you can use that knowledge as confirmation that you are on the right track or take it as a suggestion to add more of that type of information or detail in the essay to keep these readers engaged. Other types of feedback that question what you mean or request evidence or an example for a point you have made will direct you to the parts of the essay that need a change in wording, a better example, or more explanation. Usually these types of comments identify a localized issue within one paragraph or sentence, so some attention to the word choices,...
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...determine what the composition of a particular paragraph will be, you must first decide on a working thesis for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper. The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this “germination process” is better known as brainstorming. There are many techniques for brainstorming; whichever one you choose, this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: there must be a well-planned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble. So, let’s suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? Every paragraph in a paper should be Unified—All of the sentences in a single paragraph should be related to a single controlling idea...
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...frames that say little or restate the obvious. 5. Use present tense when referencing details in a literary work except for passages written in the past tense. 6. Incorporate short, key quoted phrases into analytical sentences. 7. Avoid the use of such words and phrases as "you" and "the reader" that often lead to wordiness. 8. Avoid the phrase, "In conclusion," when opening the concluding paragraph. 9. Avoid gratuitous complements and superlatives. Paragraph Development 1. Use Pattern 1 paragraph frames for most paragraphs in the body of academic essays. 2. Begin body paragraphs with claims as topic sentences that repeat key concepts from the thesis sentence. 3. Always introduce the speaker, context, and/or significance of block quotations. 4. Always follow block quotations with a response that clarifies the significance of the quoted passage. 5. Avoid lengthy quotations. 6. Use a balanced reference to the readings of a text, including combinations of allusions, paraphrases, summaries, and quotations. 7. Enhance the discussion of the topic sentence with both primary development (explanation of the main idea in the topic sentence) and...
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...also available for free at http://thecaq.aicpa.org/Resources/Sarbanes+Oxley/Sarbanes-Oxley+–+The+Basics.htm. II. Recommended Technical Knowledge PCAOB Auditing Standard No. 5 Paragraph #9 Paragraph #11 Paragraphs #29-30 Paragraph #32 Paragraph #A8 (in Appendix A) III. Classroom Hints This case provides students with an opportunity to apply their technical knowledge about inherent risk and fraud risk to Sunbeam's business model during the 1990's. By providing details about Sunbeam business during this time, students are able to see the relationship between an audit client's business strategy and inherent risk assessment at the financial statement assertion level. In addition, this case provides students with an opportunity to think about fraud risk assessment during times of significant change at an audit client. To meet these objectives, this case illuminates a number of relevant issues about the development of Sunbeam. In particular, the case focuses on the changes that occurred at Sunbeam after hiring Albert J. Dunlap as its chairman and CEO in 1996. We believe it is essential for students to carefully read over the recommended technical knowledge, along with this case reading. The educational psychology literature suggests that the acquisition of technical/factual type knowledge increases dramatically when such knowledge can be applied in a realistic context. Thus, we urge instructors to use this case as a...
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...Characteristics of an Effective Paragraph • Direction: a strong topic sentence that states the main idea and sets the course of the paragraph. It answers the question, “What is your point?” • Unity: makes one main point and sticks to that point throughout the paragraph • Coherence: ideas in the paragraph are logically connected and easy to follow ------------------------------------------------- • Development: main idea is well supported with details, facts, examples, reasons, etc. Unity Unity refers to the extent to which all of the ideas contained within a given paragraph "hang together" in a way that is easy for the reader to understand. When the writer changes to a new idea -- one which is not consistent with the topic sentence of the paragraph -- the writer should begin a new paragraph. Unity is important because it aids the reader in following along with the writer's ideas. The reader can expect that a given paragraph will deal only with one main topic; when a new paragraph begins, this signals that the writer is moving on to a new topic. Consider the following example. Note that there are two main ideas presented in this paragraph. The topic sentence indicates that the paragraph will deal with the subject of "employees' attitudes," but the paragraph shifts unexpectedly to the topic of "management's attitudes." To achieve unity in this paragraph, the writer should begin a new paragraph when the switch is made from employees to managers. Example "Employees'...
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... |College of Humanities | | |COM/155 Version 4 | | |University Composition and Communication I | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. 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 McLean, S. (2011). Writing for success (1st ed.). Irvington, NY: Flat...
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...INSTRUCTIONS: Flesh out the outline below in sentence/paragraph form under each point. Your text needs to be typed in Times New Roman, size 12, and in blue font. INTRODUCTION – 1 extended paragraph 1. Mention text title (underline) and author’s name. The many texts of student X was written by student X, AP. 2. Provide some context for the text (look for textual clues). (when and where) This text took place on Facebook during a summer vacation where two friends were apart from each other; it was taken place from the year 2004 onwards as Facebook did not become as well known website until then. 3. Provide a 2 - sentence synopsis of the text. This text is a back and forth conversation between AP, and PM. In this text they talk about their current experiences in the countries that they are in and exchange their thoughts and concerns with each other. 4. Identify the type of text, the audience, and purpose of the text. Use textual evidence to support your points. This electronic text was written for AP in relation to PM and PM in relation to AP, the purpose of this text is to inform. 5. Identify the main message and the theme. The message of this text is the affect of social media on friendships, and the theme is the influence of distance on relationships. 6. Formulate a 3-prong thesis statement that revolves around the main message and purpose of the text. Your thesis statement MUST include tone, structural elements, and stylistic devices....
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...Considering : a. that, to realise prosperous an community impartial, based on Pancasila (National Ideology) and the 1945 Constitution of the Republic of Indonesia, it is necessary to develop sustainable national economy based on economic democracy in order to achieve the objective of having a state; b. that, pursuant to mandate written in the Decision of the People Consultative Assembly of the Republic of Indonesia Number: XVI/MPR/1998 concerning Political Economic in the framework of Economic Democracy, investment policy should properly be -2- based on people economy by involving the development of micro, small and medium-sized enterprises, and cooperatives; c. that, to accelerate national economic development, as Indonesian well as political sovereignty, it to and is economic necessary increase investment for economic potential into economic strength originating from realise by making the the real using both to capitals domestic and overseas; d. that, in confronting global economic changes and Indonesia’s participation in a variety of international cooperation, it...
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...November 11, 2014 Outline The Age of Emigration Paragraph 1 * Much immigrants come from to the New World when The Age of immigrants started. - When -------> 1830-1930 - Explosive emigration O.W -------> N.W - In 1890 : 15% of US population are immigrant. - The 1st 60 years almost all immigrants from -----> NorthWestern &Europe to US - A few from Asia - African as slaves Paragraph 2 *The immigrant's distribution in America. - Immigrants went -----> US and Canada. - South.A received immigrants –----> Argentina, Brazil - Argentina –---> Spain and Italy (6.5M) - Brazil (4.5) –-----> Portugal, Italy and Germany Paragraph 3 *factor influenced on Immigrant making decisions to leave. - Sociology and economists factors –--say--> (Push & Pull) - Push and Pull factors - Economic hardship Paragraph 4 *The Old World (OW) ------> push factor were involved. - In 19th century all type of workers affected - Industrial transition - Farm workers unemployed - The potato harvest caused starvation and deaths. - Decrease of wages, a few money to live. Paragraph 5 *The New World (NW) ------> pull factors. - Lands inexpensive. - Large and growing demand for non-farm labor. - Recruitment from Europe –--> America - Less time traveling - Political stability. - Immigration wave that peak between 1990 and World War I Paragraph 6 *There is the circumstances that led a develop a strong demand for...
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... |Axia College/School of Business | | |XBIS/219 | | |Business Information Systems | Copyright © 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of Business Information Systems. This includes a broad foundation for both technical and nontechnical business professionals. Special emphasis is placed on how information is used by different types of businesses across different industries. 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 Rainer, R. K., Jr., & Turban, E. (2009). Introduction...
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