...College of Criminology Laboratory Exercise Police Photography Name: _____________________________________ Date:______________________ Year level:________________ Rating: __________ Teacher’s Initial:_______________ Exercise #1 Photography and its Importance Objective: To test student memory retention of the previous lesson Instruction: Read the question carefully, give and explain briefly your answer by writing legibly and responsively. 1. Why does Photography useful in the interrogation of suspects? 2. Photography is used to preserve perishable evidence. Why is it necessary to preserve this perishable evidence? 3. What are the elements embodied in the definition of Photography? Do this Element work together to form a Photograph? Explain 4. Why is it necessary to consider lend and filter in taking photograph? 5. What is the effect if the shutter speed, aperture, and film sensitivity setting is happen to be in higher number? College of Criminology Laboratory Exercise Police Photography Name: _____________________________________ Date:______________________ Year level:________________ Rating: __________ Teacher’s Initial:_______________ Exercise # 2 The forerunners in the history of Photography Objectives: To test student memory retention of the previous lesson. Instruction: Read the question carefully: give and explain briefly your answer by writing legibly and responsively. 1. a. Sir James Herschel – b....
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...discretion. Any and all changes will be communicated to students in writing. Course Description RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and Stephen, Jill. Writing Analytically with Readings. Second edition. Thomson/Wadsworth, 2011...
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... WEEK 1 Discussion Question 1 Discussion Question 2 Quiz 1 WEEK 2 Assignment, Writing Exercise 1- Motivation Discussion Question 1 Discussion Question 2 Quiz 2 WEEK 3 Discussion Question 1 Discussion Question 2 Quiz 3 WEEK 4 Assignment, Writing Exercise 2: Gardner’s Theory Discussion Question 1 Discussion Question 2 Quiz 4 WEEK 5 Final Writing Assignment, Transformational Learning Discussion Question 1 Discussion Question 2 Quiz 5 EXP 105 Personal Dimensions of Education Ashford Purchase here http://homeworkonestop.com/exp-105-personal-dimensions-of-education-ashford WEEK 1 Discussion Question 1 Discussion Question 2 Quiz 1 WEEK 2 Assignment, Writing Exercise 1- Motivation Discussion Question 1 Discussion Question 2 Quiz 2 WEEK 3 Discussion Question 1 Discussion Question 2 Quiz 3 WEEK 4 Assignment, Writing Exercise 2: Gardner’s Theory Discussion Question 1 Discussion Question 2 Quiz 4 WEEK 5 Final Writing Assignment, Transformational Learning Discussion Question 1 Discussion Question 2 Quiz 5 EXP 105 Personal Dimensions of Education Ashford Purchase here http://homeworkonestop.com/exp-105-personal-dimensions-of-education-ashford WEEK 1 Discussion Question 1 Discussion Question 2 Quiz 1 WEEK 2 Assignment, Writing Exercise 1- Motivation Discussion Question 1 Discussion Question 2 Quiz 2 WEEK 3 Discussion Question 1 Discussion Question 2 Quiz 3 WEEK 4 Assignment, Writing Exercise 2: Gardner’s...
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...Business Report Writing Class of 2017 Semester-2 Credits: 2 Sessions: 32 Course Objective The module bestows on the students opportunities to learn and practice business writing skills. The module is exercise –driven & hands-on and covers the following areas * Principles of business writing * Letters, Memos, Claims & responses * Note making, Abstracts, Summaries, Recommendations * Business Reports * Business Proposals * Brochures * Blogs * Netiquette * Effective Presentation Skills Learning Outcome At the end of the module and on completion of all exercises, the student will be able to 1. Demonstrate effective business writing skills-Letters, memos, reports and business proposals 2. Excel in preparing Blogs and Brochures 3. Understand the approach to Precise writing, Abstracts, Summaries and Recommendations 4. Make Effective Presentations Text Book * Communicating in Business 8th edition – Williams, Krizan. Logan and Merrier Reference Books 1. Business Communication-Meenakshi Raman & Prakash Singh-Oxford University Press 2. BCOM-Business Communication- lehman, Dufrenhe, Sinha Publisher- Cengage Learning Instructor’s details Prof. Anitha Acharya email-anitha.acharya@ibsindia.org Phone: 8712290557 F...
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...3/25/13 Example Argumentative Essay on Dieting and Exercise US Toll-free: 1-800-235-4105 International customers: 1-845-228-8552 click here to view all our phone and fax numbers Send email: support@privatewriting.com Select Assignment Type: HOME ESSAY WRITING DISSERTATION TERM PAPERS GHOST WRITING PLACE ORDER Essay Number of Pages: 1 1 page(s) (250 w ords) EXAMPLE ARGUMENTATIVE ESSAY ON DIETING AND EXERCISE Avg. score 0.00 based on 0 opinions / 44108 view s total (65 today) Random F.A.Q. I have written my assignment, but before I hand it in, would you be able to proof read and tell me if I have done it correctly. We would be glad to proofread your assignment, please feel free to visit our order page or contact us via email with assignment criteria if unsure. When placing an order, make sure you choose "proofreading" in the "Academic Level" section. View all questions Deadline is in: Two Weeks Complexity Level: High-School Level April 7, 2013 Good exercise and diet are key aspects not only in appearance b ut in living long, healthy lives. Subtotal: 11.49 $ USD Diet and Exercise to Stay Healthy Discounts available. See our discount table Good exercise and diet habits are key aspects not only in appearance but in living long, healthy lives. One may look fabulous, both fit and healthy, while being just as unhealthy as an obese person. The exact opposite is true, also. A person may be a little overweight but have a healthy heart and...
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...WRITING ASSESSMENT EN110 Achieving Academic Excellence Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. For this assignment, you are asked to review and exercise your writing skills. Write a five-paragraph essay on this topic using the outline below. Your essay should include an introduction, three body paragraphs, and a conclusion. Visit this site and study how to write a five-paragraph essay. http://grammar.ccc.commnet.edu/grammar/five_par.htm “Why college education is important to me” 1. Support your essay with your motivations, dreams, goals and aspirations, inspiration, plans, reasons, rationalizations, quotes, anecdotes, research. 2. Employ correct rules of sentence composition, grammar, and mechanics of style. 3. Use at least two references. Each reference must use a quoted passage and be appropriately cited to avoid plagiarism. 4. Include a bibliography at the end of the essay. 5. Turn in at least two full pages or up to three pages of writing, 12-pt. Times Roman, double-spaced. 6. Pay attention to spelling, grammar, and punctuation. 7. Use this basic outline: a. Introduction b. Body Paragraph 1 c. Body Paragraph 2 d. Body Paragraph 3 e. Conclusion f. Bibliography This is the end of the Writing Assessment. WRITING ASSESSMENT EN110 Achieving Academic Excellence Directions: Be sure...
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...THE USE OF CHOICE: 1. Pick each of the statement below and put it in the correct column. The first 2 statement have been done as an example: A. Teacher development | B. Learner autonomy | If there is sufficient time in the course, teachers have relevance supplementary material available and can choose which is appropriate for their students. | If there is sufficient time in the course, students have relevance supplementary material available and can choose which is appropriate for themselves. | | | | | | | | | 1. If there is some time left (unexpectedly) at the end of the lesson, teachers can decide which of the “Choices” it would be appropriate for their students to follow. 2. If one or more pairs or groups in a class finish the task before the others, they can look for relevant follow-up material according to their needs 3. The “choices” are available for work outside class. 4. The “choices” sections can be left towards the end of the course and studied as coherent mini-syllabuses for review work in the various areas. 5. If one or more pairs or groups in a class finish the task before the others, the teachers can assign relevant follow-up material according to their needs 6. The “choices” sections can be left towards the end of the course and taught as coherent mini-syllabuses for review work in the various areas. 7. Teacher can assign “choices” for homework 8. If there is some time left (unexpectedly) at the end...
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...About the Instructor: Lalitha Maheswaran (Please provide email ID): lalitha111@gmail.com No. of contact hours : 80 (Eighty Hours) Session Duration : 90 Minutes. 1. Course Objective and Scope : • Appreciate the importance of Communication at work • Know how to overcome the barriers and communicate effectively • Get sensitized in using non verbal techniques more skillfully • Develop tolerance and empathy in listening • Practice to write concisely and with clarity • Learn to strategize writing according the contextual demand • Understand the importance of asserting and listening in group contexts Pedagogy: • Highly interactive lecture sessions, framework driven • Group discussions • Role plays and presentations • Exercises • Films 2. Required text Book: Basic Business Communication – by Lesikar, Pettit, and Flatley Additional Readings : • How to write and speak better – Readers Digest Edition • The random house guide to business writing – Janis Forman with Kathleen Kelly • Talking you way to the top – John W. Osborne • The Hidden messages managers send – HBR • Nobody trusts the boss completely – now what:? – HBR • Making judgement call – Tichy and Bennis – (2007) HBR 3. EVALUATION COMPONENTS : |Components of Evaluation for the Course |Percentage Distribution for the Component |Description ...
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...BEGINNING KOREAN: A GRAMMAR GUIDE DAVID J. SILVA THE UNIVERSITY OF TEXAS AT ARLINGTON DEPARTMENT OF LINGUISTICS AND TESOL DRAFT: AUGUST 2004 DO NOT CITE. Beginning Korean: A Grammar Guide Getting Started in Korean Note: This material is optional; ask your instructor / tutor if s/he would like to review these basic phrases during the first week of class. Listen carefully as your instructor teaches you the following greetings and classroom instructions. Don’t worry about grammar. Rather, listen to how each of these phrases sounds, and associate the sounds with what they mean and then learn how you should respond in each case. Basic Greetings 안녕 하세요? annyeong haseyo? Hello. / Greetings. (lit: Are you at peace?) - Yes. Hello / Greetings. Goodbye! Go well. (said to one leaving) Goodbye! Stay well. (said to one staying) - 네. 안녕하세요? ne. annyeonghaseyo? 안녕히 가세요. annyeonghi gaseyo. 안녕히 계세요. annyeonghi gyeseyo. Classroom Instructions 들으세요. deureuseyo. Listen(, please). Listen carefully(, please). Repeat (after me). Answer(, please). Speak up(, please). Speak louder(, please). 잘 들으세요. jal deureuseyo. 따라 하세요. ttara haseyo. 대답하세요. taedaphaseyo. 크게 말하세요. keuge malhaseyo. 더 크게 말하세요. deo keuge malhaseyo. ii Autumn 2004 D.J. Silva 일어나세요. ireonaseyo. Stand up(, please). Sit down(, please). Read(, please). Write (it down, please). Write it on the chalkboard(, please). Look at me(, please). Look at the chalkboard(,...
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...------------------------------------------------- ENGLISH SKILLS FOR INTERNATIONAL BUSINESS COURSE SYLLABUS SEMESTER 3, 2013 INSTRUCTORS 1/ Ngo Thi Tuyet Mai (Assoc. Prof, Ph.D) Email: maingotuyet@yahoo.com Phone: 0904324282 2/ Tran Thi Thu Trang (M.A) Email: trang.tranthithu@gmail.com Phone: 0989886107 3/ Nguyen Bich Ngoc (PhD. Fellow) Email: bichngoc159@gmail.com Phone: 0919956929 CLASS HOURS: | 1-3, Monday, D2-203 | OFFICE: | Building 7, Room 307 & 310 | OFFICE HOURS: | Appointments are usually available | ------------------------------------------------- | | Course Description: This course is designed for International Business Management major who will ultimately be engaged in doing business internationally. In this course, students will learn the basis of writing business letters and the purpose of writing a business letter; draft a plan for the letter; write the letter; and edit the letter to ensure it fulfills your purpose. Particularly, an introduction to international business letter with some typical correspondence such as Enquiries, Replies and Quotations, Orders, Complaints and Adjustments will be delivered to the students. The course aims to document international standard banking practice for examination of commercial documents under the UCP 600, including a general overview of import – export, commercial documents, the principles of the UCP 600, the international standard banking practice to examine these documents...
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... | | |College of Humanities | | |ENG/101 Version 5 | | |Effective Essay Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description In this course, students develop academic writing skills. Students use the writing process to construct an expository essay with an emphasis on coherence and correctness in written communication. Students also conduct basic research for the expository essay. Selected readings provide the basis for discussion regarding the difference between fact and opinion. Grammar exercises focus on verb tense and form, subject-verb and pronoun-antecedent agreement, and pronoun case. Students also complete exercises covering topic sentences, paragraph development, citations, and formatting guidelines. 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...
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...In what ways does this organizational choice make the essay effective? What effect could the author have achieved with another type of organization or another type of expository essay? o In what ways are these expository essays alike? In what ways are they different? o Explain your answers. -------------------------------------------------------------- COM 150 Capstone (UOP) For more course tutorials visit www.tutorialrank.com Capstone Discussion Question • Due Date: Day 3 [Main] forum • Post your response to the following: Which part of the writing process was easiest for you? Which part was the most difficult? What did you learn from your writing experience during this class? In what ways have you learned to write more critically? How will this knowledge assist you with your education or in your workplace? -------------------------------------------------------------- COM 150 CheckPoint: The Writing...
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...Shaping Content Writing Paragraphs 1. PURPOSE, AUDIENCE, TONE, AND CONTENT L E A R N I N G 1. 2. 3. 4. 6 O B J E C T I V E S Identify the differences between summary, analysis, synthesis, and evaluation paragraphs Identify the content in writing paragraphs Demonstrate how audience and tone influence content Apply purpose, audience, tone, and content to a specific assignment Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph. < 174 WRITING FOR SUCCESS ...
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...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 Ellis, D. (2011). Becoming a master student (13th ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. 1 Course Design Guide GEN/200 Version 2 Week One TOPICS AND OBJECTIVES Academic Success Identify university resources required for student success. Develop educational goals. Recognize the importance of personal responsibility. Demonstrate the key elements of the writing process . Weekly Overview Students explore various university resources and aspects of pers onal responsibility, such as financial...
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...Past Simple. Aim: the students will use the English language to communicate orally and in writing using correctly the two tenses. Objectives: - To allow students to practise speaking spontaneouslyand fluently about something that may provoke the use of words or phrases they have been learning recently. - To give students practise in writing both for Present Perfect and for Past Simple. - To have students think of the differences between Present Perfect and Past Simple. Skills: writing, reading. Audio-visual: blackboard, chalk, students’ notebooks. Assumptions: -The students know how to tell the time in English. - The students know how to use Present Perfect in affirmative, negative and interrogative sentences. A. DESCRIPTION OF THE CLASS Level: Beginners Students between the ages 12-13. 15 girls, 14 boys. The class takes place from 5.00-5.50 on Tuesday and from 4.00-4.50 on Thursday. The students are generally enthusiastic, but often tired: concentration sometimes suffers as a result. Students have completed approximately 100 hours of English. B. RECENT WORK • Students have been studying the Present Perfect and the Present Perfect Continuous – discovery activities followed by language practice. • Writing sentences using Present Perfect to describe recent actions. • Reading work (reading about...
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