...already existing relationships, I felt a bit nervous when I could not find the people I know in this class. However a sense of relief quickly swept over me when some friends whom I am on third year Psychology class walked in the lecturer room. Even though I believe that communication is undoubtedly one of the most important skills to hone, I walked in not expecting much from the course as I believed it would be nothing different from assertive training, verbal communication and presentation skills that I had already been taught in my prior degree. In this essay I will discuss my personal growth as an individual, the learning I take away with me from the Communication Course. Lastly, I will reflect on the skills and knowledge that I have acquired from this course....
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...certain that technology was the right choice. In order to achieve my goal, I knew that I would have to acquire certain skills and attributes that would make my way to become an IT specialist easier. Setting that goal in mind, I have been trying to better myself in a personal and academic field. I consider myself a confident university student, acknowledged as reliable. I have learned to accept personal responsibility of various projects assigned and think of myself to demonstrate a fast and logical approach to problem-solving. I possess good interpersonal skills and excellent teamwork. Since I love the subject I am studying, I am very energetic. I also consider myself to have quite good understanding of the subject and a rapid learner, even in areas beyond my knowledge. Finally, I enjoy new challenges, I am open to new ideas and adapt easily to new tasks. Struggling with your essay? We can help! We can help get your coursework back on track, take a look at our services to learn more about how we can help. Essay Writing Service Essay Marking Service Place an Order Custom Written Work Guaranteed on Time Get The Grade You ordered 2 - Skills Evaluation I. Skills required for successful High Education learning In order to be successful in both academia and professional life, a student has to possess a number of transferable skills. There is not one skill that is considered to be essential but rather a combination of them. These...
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...application. edit Personal details Personal Title Gender First/given name(s) Surname/family name Preferred first name Previous surname at 16th birthday Postal address Is your permanent home in the UK? Home address Home telephone number Mobile number Email address Date of birth Country of birth Date of first entry to UK Nationality Dual nationality Area of permanent residence Residential category Mr Male MUHAMMAD AMIR HARITH AFFENDI NO. 19, TAMAN FARHANAS JALAN PETRA JAYA 93050 KUCHING SARAWAK Malaysia No 6082 449882 60128495321 amirharith950527@gmail.com 27 May 1995 Malaysia 1 September 2016 Malaysian Malaysia Other Reference numbers Unique Learner Number (ULN) Test of English as a Foreign Language (TOEFL) Number International English Language Testing System (IELTS) TRF Number https://2016.undergrad.apply.ucas.com/ucasapply/ViewAllServlet?id=479c2ca02bda2b4ef988da3dd786&ran=1w7es3cvwfeli 1/7 1/6/2016 View all Passport details Do you require a student visa? Have you previously studied in the UK on a student visa? Passport number Issue date Expiry date Place of issue Yes No Student support Fee code Student support arrangements Have you ever lived or worked in the EU (excluding the UK), European Economic Area (EEA) or Switzerland? Do you have a parent, step parent, spouse or civil partner who is an EU (excluding the UK), EEA or Swiss...
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...demise at the hands of Beowulf; and the eventual dragon, distanced from the previous two in a span of fifty years, brings the heroic career of aging Beowulf to an end. The unity of Beowulf’s three fights from ease to death, perceived by some researchers like Klaeber (1950), holds the epic together. Others see the epic poem more than a collection of three different fights in a hero’s life, but it is united and intertwined by two parts—the fights with Grendel and his dam and the final dragon fight—signaling “the opposition of hero and king, youth and age, the beginning and ending of a life achievement” (Tolkien 1936). On the basis of this premise, Fisher (1958) conceives the theme of the epic as the “doom of Beowulf”, the integration of “redemption and judgment treated in a way which skillfully blends the Germanic hero with the Christian saint” (p.171). Wrenn (1958) states the similar notion, arguing Beowulf, a Germanic hero, shows his greatest splendor “ not alone in winning glory by victory, but rather by finding his supremely noble qualities especially in the moment of death in battle”. The essay aims to analyze the three fights in detail in Beowulf’s lifetime and, shed light on the heroic fate of him from success to death. Analytical emphasis will be put on distinctions of three monsters, weapons that Beowulf wields in the battle and the consequences ensuing the three battles. The first fight The narrator starts the poem with a brief introduction of Shield Sheafson, a...
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...The Organisation 1.1. Formal Group 1.2. Informal Group | 2 | 2. | TASK 2 Factors That Llead To An Effective Teamwork | 7 | 3. | TASK 3 Problems and Solution | 10 | 4. | TASK 4Latest Technologies That Can Implement By A Team | 13 | 5. | REFFERENCES | 16 | TASK 1 1.0. Roles of Formal and Informal Group in The Organisation According to the BusinessDictionary.com. group is defines as a collection of individuals who have regular contact and frequent interaction, mutual influence, common feeling of camaraderie, and who work together to achieve a common set of goal. Based on my understanding, group is a group of people that consist two or more people. This group is made have as they have goal that they want to achieve. 2.1. Formal Group Formal group is refer to group that created to achieve a specific organisation objective or goal and really concern about the coordination of the work activities (Pathak). Usually, formal group is created by the formal authority for some purpose. There are two type of formal group which are command group and task group. 2.2.1. Type Of Formal Group 2.2.2.1. Command Group Also known as the functional group which relatively permanent that have decide by the manager. The manager and the subordinates usually meet to discuss general problems and ask for opinion in improve their productivity. As example, the LNG Head Finance & administrative Division required to meet meet his/her...
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...BA English Literature and Community Engagement About your application For entry in October 2013, there will be two deadlines for applications. The initial deadline will be Monday 26 November 2012. Interviews for those who apply by this date will be held in December 2012. Assuming there are still places available after this date, we expect to have a second deadline for applications of Monday 1 July 2013, with interviews to be held later that month. These dates are designed to acknowledge that some applicants are also pursuing other options for further study, and may need to make decisions early in the academic cycle, while other mature students may prefer to complete a prior course of study in 2012/13, such as the English Department’s Reading English Literature course, before applying to the degree. You are advised to read the information in this pack carefully before completing your application. Please address any questions about the application process or the degree to Gareth Griffith on gareth.griffith@bristol.ac.uk Aims of the course: The undergraduate degree in English Literature and Community Engagement is offered part-time over six years and is taught one evening per week plus occasional Saturdays. It aims to develop a student’s interest in, and knowledge and understanding of, a full range of literature in English. The programme reflects the English Department’s wider commitment to maintaining a balance between established traditions of literary study and...
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...(Citizenship and Immigration Canada, 2008). In the same way as other colleges in Canada, the University of Windsor has likewise been drawing in an expanding number of worldwide students of late, and the number of inhabitants in universal students from China includes one of the greatest groups of global students at the University. At the time of information gathering, around 400 universal students from China were enrolled in the undergraduate and graduate programmes, which is pretty nearly 27 percent of the worldwide students’ populace of the University. It is vital for the college to obviously see how dedicated these students are with their learning and backgrounds, as this data might straightforwardly influence the enrollment and maintaining of foreign students. We learnt from reliable sources that numerous Chinese foreign students at the University of Windsor are encountering different difficulties. Our conference with staff at the International Students Center at the University affirmed this announcement taking into account their perceptions, saying that one of the significant difficulties for the universal students is their powerless English dialect capability, which influences their acclimatization to the new learning environment. As it is, we were likewise educated regarding the perception that numerous Chinese students at present enlisted, particularly the individuals who are doing their college degrees, are familiar with oral English, yet still have a mixture of issues...
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... About. Retrieved from http://www.ecu.edu.au/faculties/business-and-law/study-areas/ecu-business-edge/about. You can have the overview about which skills I was taught in this course and they are really helpful in workplace. As an over-sea student and English is not my mother tongue so that language is one of the most important things I have to improve a lot. Luckily, this program supported me increased in communication skills especially in written. Through essays and assignments which we have to finished from two or three weeks per time after that teachers will support us when correcting the grammar and structure, coherence with comments. Mather. J pointed that the development of communication skill is one of key factor which help employees become more impression with employers in her research about Real–world skills worth funding. Daily written communication between bosses and employees are necessary to save time avoid asking for further instructions. That is the reason why the messages written have to self-explaining and comprehensive. The reports of employees should be concise and well-informed because people in business are busy. In this huge life, a person cannot do anything without other’s support so that how to work effectively in a team the key factor lead an organisation reach the goals. A company is a group of people in different departments, each of them are important to run the business. That is the reason why teachers in the Business Edge program teach us carefully...
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...Voevodin Student No.: 0517355 Lecturer: Terry Clark Convenor: Dr. Leesa Wheelahan INTRODUCTION This essay will analyse the impact of educational change and the implication for my teaching practice. It will analyse an educational institute and a key issue that impacts on my teaching practice. It will take a critical look at the context of this change by discussing the changing nature of work, lifelong learning and the learning society. This contextual analysis will consider the particular key changes being analysed. It will explain, analyse and theorise about the way in which the policy change impacts on education and on my teaching practice as a practicing ESL (English as a Second Language) teacher. It will discuss the extent to which adult and vocational education teachers can shape their own practice within the broad policy context that I have described and illustrated through the discussion of this particular policy change. It will discuss the Metropolitan South Institute of TAFE (MSIT) and changes involved with moving from a governmental department to a statutory authority and how that affects my teaching practice. Statutory Authorities are alternative management systems that answer to a board of directors and a Chief Executive Officer (CEO) like most large profit driven, private organisations. This essay will discuss how MSIT balances learner’s needs and organisational needs in a push to maximise efficiency and profits while maintaining educational...
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...introduction In this essay, I will be exploring the needs of managing for diversity. As there are many different aspects of diversity, it would be challenging for organization to cope and foresee problematic issues that can arise from, based on their assumption of predictability and understandability of the problems, and finding the right solution to respond to the situations. The content will be based on 3 key discussion points supported with references – why understanding surface and deep level diversity is a good practice for manager, why is it important to manage for diversity in Singapore, and lastly the distinct characteristics of Singaporean employees that need to factor, compared to other expatriates. Workforce Diversity Workforce diversity refers to practices or policies that seek to include people who are identified as heterogeneous or different. Workforce diversity has already been here and continues to be an essential concern for business success. The 2 levels of diversities; surface-level and deep-level diversity would be explored further in the essay. Surface level diversity To understand why diversity is a good practice for manager, we need to distinguish the 2 different types of diversity. Surface level diversity refers to characteristics that are observable or readily detectable attributes such as race, gender, or physical disability (Mor Barak, 2011). It’s a human nature to judge someone on his or her first impression, and harbour prejudices, stereotypes...
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...VIII. English Language Arts, Grade 10 A. Composition B. Reading Comprehension Grade 10 English Language Arts Test Test Structure The grade 10 English Language Arts test was presented in the following two parts: ■ the ELA Composition test, which used a writing prompt to assess learning standards from the Massachusetts English Language Arts Curriculum Framework’s Composition strand ■ the ELA Reading Comprehension test, which used multiple-choice and open-response questions (items) to assess learning standards from the English Language Arts Curriculum Framework’s Language and Reading and Literature strands A. Composition The spring 2012 grade 10 English Language Arts (ELA) Composition test and Composition Make-Up test were based on learning standards in the Composition strand of the Massachusetts English Language Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on pages 72–83 of the Framework, which is available on the Department website at www.doe.mass.edu/frameworks/current.html. ELA Composition test results are reported under the reporting categories Composition: Topic Development and Composition: Standard English Conventions. Test Sessions and Content Overview The ELA Composition test included two separate test sessions, administered on the same day with a short break between sessions. During the first session, each student wrote an initial draft of a composition in response to the appropriate writing prompt on the next...
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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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...partly consists of lobbying for a share of the budget. “On every campus,” she wrote, “there is one department whose name need only be mentioned to make people laugh; you don’t want that department to be yours.”1 The provost, Carol Christ (who retains her faculty position as a literature professor), does not name the offender—but everyone knows that if you want to locate the laughingstock on your local campus these days, your best bet is to stop by the English department. The laughter, moreover, is not confined to campuses. It has become a holiday ritual for The New York Times to run a derisory article in deadpan Times style about the annual convention of the Modern Language Association, where thousands of English professors assemble just before the new year. Lately it has become impossible to say with confidence whether such topics as “Eat Me; Captain Cook and the Ingestion of the Other” or “The Semiotics of Sinatra” are parodies of what goes on there or serious presentations by credentialed scholars.2 At one recent English lecture, the speaker discussed a pornographic “performance artist” who, for a small surcharge to the price of admission to her stage show, distributes flashlights to anyone in the audience wishing to give her a speculum exam. By looking down at the mirror at just the right angle, she is able, she says, to see her own cervix reflected in the pupil of the beholder, and thereby (according to the lecturer) to fulfill the old Romantic dream of eradicating the...
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...emphasis on various competitive exams and your soft skills for grabbing all upcoming opportunity, English as a language is becoming all the more important. Everywhere we go, we face difficulties in getting a job, which is our aim, to survive in the society and lead a successful life. Speaking and writing correct and required English is one of them. Here we bring a book that will give a basic structure to all the aspirants to attempt descriptive English properly. We give a complete framework covering each and every topic of descriptive English paper. The book comprises techniques to attempt précis and essays, contains types of letters, sample letters & even model tests for your practice. This will provide the aspirants with basic knowledge of general rules of attempting English language descriptive paper, guiding them in learning English to an extent to which they attempt confident use of English. The book is aimed to provide you the content, sufficient enough, to attempt the descriptive English paper efficiently and may lead you to success in your examination. For this purpose all the current topics are being covered here. This book also intends to provide the competitors a conceptual base through the explanations of the questions asked. Any modification or error shall be entertained and we will try to incorporate it in our next issue. DESCRIPTIVE ENGLISH DESCRIPTIVE ENGLISH 4 Mahendra Publication Pvt. Ltd. www.mahendrapublication.org TOPICS CONTENTS Pg...
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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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