...University of Phoenix Material Structure and Functions of the Brain Word Search Highlight your answers in the word search below. X B L A L M D D W F L S C T P S N I O A E U G O A F P U W I R U S V A J W G O M T Z V F K D R A I T E P U E O V V H C Y R T G P B M H H Y E H M R H C P V O C G O Y C J C O R P U S C A L L O S U M I D C V T E T S U G V E N C Y P T M F A P A Y F K G R U U L H O N O R E Z H S O I L R Y V Z G E Q M I N W P M D Y H V T T A O U W X D X B T A P N P C Y G E R P A P S F K V D C A R D L O I F D B I J D L K N H E X S I E U A R A H T O F Y V T L L E C G Y C M M R A L B H L F Y H G V O N S N U O S Q A L E A C L T I I S V M B C O K S H Y Q L T C B A O J O I C Z E E W T S W E B O L L A T E I R A P V N R H F A B A O B Q M Z N Z I L J T N Y E C J T M H G E P A X O G E U L L N E B H E W D O U M O T O R C O R T E X U R X L T L H S W A I T F N I T V P J S U M A L A H T J B Z G R M T B F C G S M C F X A S D B Clues: 1. The part of the brain located in the temporal lobe that is responsible for our emotional response. ________________ 2. The portion of the brain involved in intricate cognitive functioning. ___________________ 3. A part of the brain that belongs to the limbic system and is responsible for processing new memories. ________________ 4. A structure that is known to be a key relay station for sensory information. ________________ 5. An area of the cerebral cortex involved in organizing, controlling, directing...
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...Once all the subjects have finished the wordsearch, we will have them tell us their final time and record each of their times. After we receive their times, we will let the students take break for five minutes before we give them the next word search for the second trial. We will give them version #2 of the word search faced down that will consist of the same words, but placed differently and have them time how long it takes them to complete it. We will play the same type of audio that we had during trial 1. The audio will play for six minutes but if the students don’t finish by the time it stops, then we will restart it from the beginning. Once the subjects finish the second word search, we will have them tell us their finishing times and record each of their data. After the students...
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...Pamela Franklin BIBL 110 D19 Undergraduate Program Professor Spencer December 13, 2015 Interpretive Project 2 Paul's letter to the Galatians describes (in part) how to maintain Christian liberty and how to walk in the Spirit. Galatians 5: 16-18 (RSV) states: "But I say, walk by the Spirit and do not gratify the desires of the flesh. For the desires of the flesh are against the Spirit, and the desires of the Spirit are against the flesh; for these are opposed to each other, to prevent you from doing what you would. But if you are led by the Spirit you are not under the law." The following illustrates the four steps of the Interpretive Journey for New Testament Letters in Duvall and Hays Journey into God's Word: Your Guide to Understanding and Applying the Bible found on pages 100-102: Step 1: Grasp the text in their town The body of the churches in Galatia consisted mostly of converted Jews and Gentiles. A group of converted Jews called Judaizers infiltrated the church and began teaching that in order to be saved, a person must keep the Law of Moses. This is what was called heresy (a false message), and one of the primary reasons for Paul writing this letter. Circumcision was the way of the law at the time and the Judaizers promoted it as the only way to salvation. Galatians 5: 1-12 tells us how to maintain Christian liberty. In Galatians 5: 16-18, Paul discusses how to walk by the Spirit and declares that the only way to salvation is not by following...
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...Disciple Making Plan HEBRON BAPTIST CHURCH __ A Paper Presented to Dr. Douglas White Liberty Baptist Theological Seminary __________________ In Partial Fulfillment of the Requirements for DSMN 500: Discipleship Ministries __________________ by Timothy Taylor #177780 October 15, 2015 TABLE OF CONTENTS INTRODUCTION……………………….………………………………………………2 VISION…………………………………………………………………..………………3 VALUES…………………………………………………..…………………………….4 VIEWS………………………………………………….…………………….…….……6 VEHICLES………………………………………………………………………………6 VERIFIERS…………………………………………………………………………….14 CONCLUSION…………………………………………………………………………17 BIBLIOGRAHY…………………………………………………………………..……20 Introduction As I prepare the Disciple Making Plan for Hebron Baptist Church I have had time to reflect on the desires of the congregation and listen to the voice of God as He has spoke to my spirit. My current status has been encouraging, as we have shifted from being a reactive ministry to a proactive ministry. At this time I am presently in my 10th year as pastor of a church in an urban area of Brooklyn, N.Y, My first 8 years very little in the way of discipleship was accomplished as our building was old and the congregation was already small and began diminishing though relocation and death. Our efforts at discipleship were further hampered after in my 3rd year we experienced a major collapse in part of our building. Over the next 5 years the concentration of the church was on our building. Every bit...
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...We are all created in the image of God. Each individual has a specific purpose and God will help with achieving that purpose. God has specifically created me to become a psychologist. Psychology is a specific, cultivating career field in which each person in the field is designed to help others in Gods eyes. God wants us to love others, our neighbors, friends, family, and even our enemies. Psychologists are like a right hand to God in which they are created to help other humans with their personal struggles. With His image, I will be able to be loyal to my patients, atonement, and understanding. Since mankind is created in the image of God, as a psychologist, I will be loyal to others. “Christ’s death was a result of His loyalty to what He believed” (Towns, 2002, pg. 2). Psychologists are loyal to their patients, friends, family, and anyone who goes to them in times of need. As a psychologist I will be loyal by keeping the information of others safe. I was specifically created in the image of God to make a difference in someone’s life. To make a difference there needs to be trust, and for others to trust me, I must be loyal to them. Proverbs 17:17 states “A friend loves at all times, and a brother is born for a time of adversity.” To be a good Psychologist, loyalty is a must in the relationship with the patient. To be there for those when there is times of suffering and personal struggles. I will be there for others, even if it is my enemy, and help them with their problems...
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...cover next page > title author publisher isbn10 | asin print isbn13 ebook isbn13 language subject publication date lcc ddc subject : : : : : : : : : : : cover next page > < previous page page_i next page > Page i 1100 Words You Need to Know Fourth Edition Murray Bromberg Principal Emeritus Andrew Jackson High School, Queens, New York Melvin Gordon Reading Specialist New York City Schools . . . Invest fifteen minutes a day for forty-six weeks in order to master 920 new words and almost 200 useful idioms < previous page page_i next page > < previous page page_ii next page > Page ii © Copyright 2000 by Barron's Educational Series, Inc. Prior edition © Copyright 1993, 1987, 1971 by Barron's Educational Series, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without the written permission of the copyright owner. All inquiries should be addressed to: Barron's Educational Series, Inc. 250 Wireless Boulevard Hauppauge, NY 11788 http://www.barronseduc.com Library of Congress Catalog Card No. 00-030344 International Standard Book Number 0-7641-1365-8 Library of Congress Cataloging-in-Publication Data Bromberg, Murray. 1100 words you need to know / Murray Bromberg, Melvin Gordon. p. cm. Includes index. ISBN 0-7641-1365-8 1. Vocabulary. I. Title: Eleven hundred words you need...
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...and an exam exercise unit (1/5). Meanwhile, speaking skills are practiced through discussion activities within units. There are Speaking-test Cards prepared specially for students in the appendix one. This paper will give an analysis of reading skills based on Unit 2 of this textbook according to pedagogical methods and give suggestions to its weaknesses. Unit 2 (leisure and entertainment as the theme) focuses on reading skills and its instructions provides a clear outline for what is to be learned in the classroom. As for instructions in pre-reading, there are leaning objectives and the corresponding exam requirement standing on the top of the unit, which show a visible goal for users to understand the content and purpose. Firstly, a wordsearch game as a warm-up activity asks students to find names of television programs with classmates (speaking and vocabulary). In this section, students will discuss their ways of entertainment and how much time they will spend on it (speaking). Before reading, students are required to think about what strategies they will use in finding keywords quickly during reading. Secondly, it provides some questions connected to the reading for students to discuss in groups by combining speaking skills (top-down method). Then, it inserts several target words for students write down the definitions before the reading text, which is help students build the new vocabulary for reading (bottom-up method). During the reading, the first time, students are required...
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...Worldview Tammie Townsend Liberty University Part I: Worldview – is a person’s opinion of the world based on his or her experiences, values, and opinions about the world. It doesn’t matter if you are looking at it from a Christian or non-Christian’s perspective. Most Christians based their view of the world from a biblical view where non-Christians may not. It is not proper or wrong because it is established on each individual’s view of his or her creation. “The notion that everyone has an unique perspective, that we interpret facts through the lens of some theory about life seems like self-evident.” (Bertrand, 2007) 70 Part II: The Book of Genesis permits us to look at the beginning of a plurality of realities that frame our everyday being. The foundation of the world and the planet earth; the roots of plants and animal spirits; and the beginnings of human beings, marriage, families, states, industry, artistic expression, spiritual rituals, prophecy, sin, law, crime, conflict, punishment, and destruction are the institution of God our Father. It was God’s idea, hand, and breathes that created it all. It took him only six days to complete the universe and man. And our God rested on the seventh day of his creation. (The Book of Genesis). Humans are created in the image of God. God desired humans to reign over every living creature on earth, the birds, fish, cows, and worms. God wanted human beings to be fruitful and multiply to preserve...
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...[pic] |Course Design Guide College of Social Sciences PSY/201 Version 4 Foundations of Psychology | |Copyright © 2013, 2012, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course overviews the foundations of psychology as the field applies to everyday life. The physical and mental aspects of psychology are traced through lifespan development with emphasis on psychological health and wellness. Further study focuses on personality; thinking, learning and memory; motivation and emotions; and gender and sexuality. Based in various historical traditions, the course is set in the context of contemporary psychological principles. Policies Faculty and students 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 Carter, K. & Seifert, C. (2013). Learn Psychology. Burlington, MA: Jones & Bartlett Learning. All electronic materials are available on the student website. |Week One: A Brief...
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...WORDSEARCH-COUNTRIES AND THEIR CAPITALS M-Z L K V E A Y X I Q U J U W Q P I T P P Y O N G Y A N G Y U M O A X H Z M Q U K R V H E U P Q D E W A Z X C H N Q F D N A L I A H T I I U P F V S S C C E S Y H U Q H C H R T J O Q T T K I C S Y U S D Z Y D O T V I F Z R T O E I F O H D A T E G K J F V Z F G G D T F B E I G N D I T U D R W S T C B N U T I L X H I I Z E J D T H W K C E Z Y U J Y X V Z B V L R S A S O G N I H E L A M A P B O N R K I C H W I F B K I O Z X G Y S H U U I M H A L C V U V A K K R Y N T A L A J F D M O W O B S G E C B X K F S E V I D L A M N S A S K M H T I M O R L E S T E P Y E H M J A S M W Y Z A M Q I S I I Q N B W O Q O M U S M M S J E P L N S T I Z M K P N A L T S P J B C F X M D E O B M A M R U V J A M E Y T I A R A K N A W N V W X W E Q I O E S K D C M J R T E A O N M T J I T L B H U A Q K T X G O K Y V N K K F H S D A A N A S H K O G N L K N G H H A L L A M A R N N S A E C N Z E B H L A B V E U Z R H I U F L R X A L J G K N K T Q R L I C D B I M B P F B I D C X S L O S F L L L C S P Y T G Y M P V O O F O C A Q U Y P I N K Z A N A P X S I Z N V S U O K E Z M S H P T S Z O J R L K F R D T K M A F E T A C G R U U S R H E K K B Z V Q V I A U S V I Y E M E N I T S E L A P P Y M L I G H H H O U Z E D P H H S H I F E R N R N A U L A A N B A A T A R R I U K E K R A P S M Y E S T N K F Z T F R K M H I Z Z J Y A I B A R A I D U A S J R Y I R J N H A D D X B F D R O J W F I L X L L Y K B L P J H Y U N W V R E K U T Y A E A A Z F...
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...Dora dora dora~ Tauhan: Ara – Dora Hilton – Boots (?) Esh – Map Danica – Bag Queenie – Swiper (?) Niña – Wizard Hannah – yung estudyanteng namomroblema Ako, Pau, Historian Stars (Nasa gitna si Hannah; Nakaupo, kunyari nag-aaral.) Hannah: Ano ba ang mode of production ng Pilipinas noong post-colonial to martial law? Tsk3. >< TT,TT Lahat: Ilapit mo na yan kay Dora. Ilapit mo na yan kay Dora. Hannah: Oo nga. Si Doraaaaaaaaa!! *nagkaroon ng pag-asa* Lahat: Doraaaaaaaaa!! ~ Dora Song ~ (Pakilala ni Ara, at Boots) Ara: Naririnig mo na ba ang tawag? Hilton: Ano? Tawag ng kalikasan? Ara: Hindi! Tawag ng pangangailangan! =)) (Nagmamadaling hanapin yung mga nangangailangan ng tulong) Hilton: Pakinggan natin kung saan nanggagaling ang sigaw. Dito ba? (sa kanang side; eto yung “Kokak, kokak”) O dito? (kaliwa; eto yung “Doraaaa!”) Ara: Dito! =)))) (Nahanap na si Hannah.) Hannah: Hindi ko po alam kung ano yung mode of production ng Pilipinas noong post-colonial to martial law. TT.TT” Ara: Ahh! *ting* May alam akong makakasagot sa mga katanungan mo! Tara! Vamonos! ~ Kanta ni Dora ~ (Pinuntahan na si Niña the Wizard, Haha, Inunahan sila ni Swiper sa pagpunta kela Niña kasi narinig ni Swiper na pupunta sila dun. Etc.) Hilton: Niña the Wizard, May nangangailangan ng tulong mo! Niña: Sino? Ara: Si Hannah, nahihirapan siyang sagutin ang kanyang takdang aralin. Niña: Tungkol saan ang nais mong malaman iha? Hannah: Gusto ko pong malaman ang Mode of Production...
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...Promoting positive behaviour for learning in the classroom In this assignment, I am going to examine the approaches to promote a positive classroom environment for learning in a secondary school. In researching this topic, I found the main mediating factors in creating a positive environment for learning are the school’s leaders, parents, pupil-teacher relationships, classroom environment and lesson planning. My reason for choosing this topic is that I feel my classes are sometimes routine and a matter of learning material and I find it hard to motivate pupils. Initially with my class groups, I think I was too authoritarian, demanding perfect behaviour, silences during lessons, reprimanding pupils for small issues, signing journals, giving out punishments and collecting punishments whereby wasting class time. It leads to confrontations, arguments, poor relationships with pupils and negative environments in the classroom. I don’t have to deal with major discipline issues, however the classroom climate is not what I would like. In doing this assignment, I hope to learn strategies and techniques to help me improve my classroom environment to be more positive, and hence create a better environment for learning in all my classes. I am currently teaching in a private school. It is a mixed school with approximately 240 pupils. The fact that there are relatively small numbers attending the school, discipline can be managed effectively. The pupils are generally well behaved and...
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...Marketing Mix “The four P approach has led to a manipulative attitude to people” (Gummesson, 2002:285). “What marketing deserves is new approaches, new paradigms, which are more market oriented” (Gronroos, 2002:140). “We propose that the mix has now reached its vanishing point, and we argue that marketing requires a new paradigm” (O’Malley & Patterson, 2002:50). What is common among the above three quotations is the fact that they are all against the Marketing mix. They also share the common belief that it’s time for a radical change, one where the 4Ps are rejected for a new paradigm. But the importance of the 4Ps is being undermined. Despite its limitations, they still form the base which is being used by modern organizations. This paper attempts to show the importance of the marketing mix for modern marketers and that it cannot be relegated from modern marketing strategy. The paper is divided into six parts. Beginning with the introduction it then moves on to the development of the marketing mix theory. The third part contains the literature review of the mix. The fourth asserts that marketing mix in conjunction with RM and CRM can result in a successful marketing strategy and the fifth uses Lexus as an example to prove this assertion. It ends with the conclusion. What Is Marketing Mix? The Oxford Dictionary of Business and Management’s definition of the Marketing Mix is of “the factors controlled by a company that can influence consumers’ buying of its products” (Anon...
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...Are Video Games Educational? (based on 27 ratings) By Jayel Gibson Video games. While they may seem like the bane of every parent's existence, they don't have to be—many of them offer unique learning features. And with increased requirements in schools placing unprecedented demands on children and parents, it may be time to start thinking about video games as teaching tools. The learning component of gaming can be optimized with parent involvement. That means understanding what makes a game both fun and educational. What makes a game fun? * Challenge and strategy – this is the core of the game. It includes the objective, the play and the scoring. The game should provide a challenge for its players and allow them to use different strategies to gain a level or win. This is what determines the age group or skill level. * Element of surprise – this is the variation of the game. The element of surprise must be built into the game to provide laughter, excitement, regret or risk. * Replay ability – this is the ability to play the game over and over with different outcomes each time. This is measured by the ‘boring’ factor. If the child gets bored fast, the game lacks replay ability. What makes a game educational? * New information – this is the educational information provided. It may be text or graphics, and is normally unknown by the age group or skill level for which the game is made. * Memorization – this is the part of the game that rewards good memory...
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