Comparatives and Superlatives
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This document discusses comparatives and superlatives in English grammar. It explains that comparatives and superlatives are forms of adjectives used to compare two or more things. Comparatives are generally formed using -er and superlatives using -est. Students are instructed to work in pairs finding examples of comparatives and superlatives, the structures used to form them, and the difference between the two. They are provided links to online resources explaining comparatives and superlatives in both English and Spanish. The goal is for students to be able to express their own ideas using these forms at the end of the lesson.
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Overview
Review the feedback you received from your instructor for the Policy Development Draft. Make the necessary changes to your work and resubmit the Policy Development Research Paper: Final Assignment.
Law enforcement organizations are facing a tremendous problem with social media. On one hand, social media such as Facebook, My Space, and Twitter can be extremely useful for effective and efficient communication. On the other hand, law enforcement executives are constantly facing situations in which employee misconduct is occurring through social media. Police officers are accessing social media from their workstations and patrol cars during their shifts. Police officers are posting information that is unbecoming for an officer as well as degrading and disrespectful to the profession. Police unions and police officer organizations such as the Fraternal Order of Police and the PBA are opposed to departmental policies that infringe on police officers’ constitutional rights. How do law enforcement organizations regulate the use of social media? Just about every major law enforcement organization has a Facebook account associated with the organization’s website. Therefore, should law enforcement organizations regulate individual officer’s social media activity?
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3) Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
Provide completed Peer Review Feedback Form and classmate’s paper to your professor. Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the Assignment Tab in the course shell.
Criteria
Comments
+ Strengths < Areas for Improvement
1
Provide an appropriate title and an interesting opening paragraph to appeal to your stated audience (appeal with logic, ethics, or emotion).
The title caught my attention, and the opening paragraph did well to involve the target audience.
2
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The thesis statement is easily recognizeable.
3
Describe the history and status of the issue and provide an overview of the problem(s) that need to be addressed. This should be one or two (1-2) paragraphs.
The history and status is not discussed
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Explain the first problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2)paragraphs.
The first problem has not been stated.
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Explain the second problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.). and provide support for your claims. This should be one or two (1-2) paragraphs.
The second problem is not stated.
6
Explain the third problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2) paragraphs.
The third problem is not stated.
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Webquest wendy garcia m
This document provides guidance for an activity to help students practice and understand the difference between the present continuous and simple present tenses. The activity will have students create a chart comparing the two tenses, write a short paragraph using their daily routine in the simple present, and answer questions about a short text using the present continuous. Completing the activity should take around an hour and a half and will help students review and improve their knowledge on this topic in preparation for an exam. Various online resources are provided for students to refer to for explanations of the tenses and exercises to complete.
1 - Oil Spill Bioremeditation LaboratoryPrior to beginning.docx
1 - Oil Spill Bioremeditation Laboratory
Prior to beginning work on this assignment, read the
Oil Spill Bioremediation
investigation manual
. This lab will enable you to simulate the bioremediation of a marine oil spill.
The Process
Take the required photos and complete all parts of the lab assignment (calculations, data tables, etc.). Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
. Transfer any answers and visual elements from the Lab Worksheet into the Lab Report Template. You will submit the Lab Report Template through Waypoint in the classroom.
The Assignment
Make sure to complete all of the following items before submission:
Before you begin the assignment, read the
Oil Spill Bioremediation
investigation manual
; you may also wish to review the video,
SCI207 - The Scientific Method (Links to an external site.)
.
Complete all activities using materials in your kit, augmented by additional materials that you will supply. Photograph the setup following these instructions:
When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
.
Must use at least two credible sources outside of the textbook and lab manual.
Submit your completed “Lab Report” via Waypoint.
2 - The Journey to Sustainability
Prior to beginning work on this final paper, review all chapters of Bensel and Carbone’s
Sustaining Our Planet
text (2020).
In this paper, you will explore what a future sustainable world might look like, and in the process of doing so, extend your previous descriptions of selected terms and explain how they may play a role in aiding us in achieving environmental sustainability on a global scale.
The Journey to Sustainability
Imagine a future (probably a long time from now) in which human beings have achieved environmental sustainability on a global scale. That means that we as a species have figured out how to maintain a lifestyle that can go on indefinitely. Humans will exist in harmony with their environment, not needing more resources than can naturally be replenished. What would such a world be like? How might we get there from here?
In this final assignment, you will play the part of science-fiction writer, imagining and describing what a sustainable Earth, inhabited by humans, might look like in the distant future. You will need to provide examples throughout to support your descriptions. You should include all the terms that you have researched during Weeks 1 through 4 of this class, underlining each term as you include it. Be sure to expand on your terms and include other concepts that you learned in the course. Provide as detailed a picture as possible of how that future world might function on a day-to-day basis. In your paper, use grammar and spell-checking programs to insure clarity. Proofread carefully prior to submitting your work. F.
Using analogies to teach english language learners
This document discusses using analogies to teach English language learners thinking, language, and content. It provides examples of different types of analogies like synonyms, antonyms, descriptive, and object-location. It recommends teaching the concept behind each analogy type before using the specific analogy format. The document also describes the Teaching with Analogies strategy which involves introducing a target concept, reviewing an analogous concept, mapping their similarities, noting limitations, and drawing a conclusion. An example shows how to teach reading using the analogy of learning to ride a bike. Resources for teaching teachers how to effectively use analogies are also provided.
Write A Compare And Contrast Essay
Compare/Contrast
Compare and Contrast
Compare and Contrast
Essay on Compare and Contrast
Compare and Contrast
Comparison and Contrast
Comparing colleges
This document provides guidance on writing a comparison essay by outlining two common organizational patterns - trait by trait and subject by subject. It also recommends including a thesis statement in the last sentence of the introductory paragraph stating the purpose of the comparison. The body paragraphs should identify similarities and differences between subjects using appropriate transitional phrases. Resources for comparing colleges, careers, and transferring credits between schools are also listed.
Comparing colleges careers programs
This document provides guidance on writing comparison essays by outlining two common organizational patterns - trait by trait and subject by subject. It also emphasizes including a clear thesis statement in the introduction paragraph and using transitional words and phrases to identify similarities and differences between subjects in the body paragraphs. Some online tools are suggested for comparing colleges, careers, and transferring credits between different schools.
Living in a Sustainable WorldImagine a future in which human bei.docx
Living in a Sustainable World
Imagine a future in which human beings have achieved environmental sustainability on a global scale. In this second part of your final assignment, you will be describing what a sustainable Earth will look like in the future, providing examples throughout to support your descriptions.
You will be including all the terms that you have researched during Week 1 through 4 of this class, underlining each term as you include it. In your paper, use grammar and spell-checking programs to insure clarity.
1. Food web
2.Composting
3. (did not complete)
4. Nuclear Energy
Your paper will consist of seven paragraphs: an introduction, a conclusion, and one paragraph relating to each week’s topic. In your paper, use this format to address the following elements with the assumption that environmental sustainability has been achieved:
Introduction:
Describe how our relationship to nature will be different from what it is at present.
Examine how we will cope differently with the ways that natural phenomena affect our lives.
Week 1:
Describe what Earth’s biodiversity and ecosystems will look like.
Week 2:
Examine how agricultural production will be different in the future.
Week 3:
Differentiate between how we will manage our water resources in the future compared to how we do so right now.
Week 4:
Examine how we will meet our energy needs in the future in a way that will enable us to maintain a habitable atmosphere and climate.
Week 5:
Describe how waste management will be different in the future.
Conclusion:
Summarize some of the major social, economic, political, and ecological choices and tradeoffs that will need to be overcome for this sustainable future to arrive.
The Part 2 of the Journey to Sustainability paper
Must be 7 paragraphs in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style resource (Links to an external site.)
.
Must incorporate all four of your previously selected terms.
Must utilize academic voice. See the
Academic Voice (Links to an external site.)
resource for additional guidance.
Can include, as an option, credible and/or scholarly sources in addition to the course text for each term covered.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper guide (Links to an external site.)
.
(Links to an external site.)
Can include, as an option, a separate references list that i.
Week 6 - Learning and Cognition HandbookLearning and Cog.docx
Week 6 - Learning and Cognition Handbook
Learning and Cognition Handbook
Video Transcript
The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.
To complete this assignment, students may utilize the
Learning and Cognition Handbook template (Links to an external site.)Links to an external site.
or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the
Ashford Writing Center (Links to an external site.)Links to an external site.
. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the
Where to Get Free Images guide (Links to an external site.)Links to an external site.
for assistance with accessing freely available public domain and/or Creative Commons licensed images.
The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:
The Neurosciences: A Look at Our Brains
Socio-Cognition: Social Interactions in Learning
Learning and Literacy: Reading, Writing, and Language Development
Diversity and Culture: The Effects to Learning
Connectionism and Learning: A Web of Development
The sections listed below must be used within the paper to delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.
Introduction to Chosen Cons ...
Measuring capacitanceLab 8 - Measuring capacitanceCapacitor
This article discusses how advertisements can implant false memories in people. It explains that memories are not immutable, and can be influenced and reconstructed based on new information a person is exposed to, such as advertisements. The article notes that simply viewing an ad can cause people to have false memories of experiences, like remembering seeing the ad or product before it actually existed. It warns that this finding challenges common assumptions about how reliable and unchanged memories are.
RWS ppt.pptx
This document provides information on comparing and contrasting patterns of written texts across disciplines. It discusses the comparison and contrast mode of paragraph development and its transition signals. Key points include:
- The comparison and contrast mode organizes ideas based on how two or more things are similar or different.
- A comparison-contrast paragraph has three parts: an introductory topic sentence, body sentences detailing similarities and differences, and a concluding sentence summarizing similarities and differences.
- Ideas can be arranged separately by discussing each item one by one, or side-by-side by discussing points of comparison for both items.
- Transitional signals like "and," "although," and "but" help link ideas
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CJUS 520Policy Development Research Paper Final Assignment Inst
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Comparatives and Superlatives
- 1.
- 2.
- 4. Comparatives and Superlatives are special forms of adjectives. They are used to compare two or more things. Generally, comparatives are formed using -er and superlatives are formed using -est. This page will explain the rules for forming regular comparatives and superlatives, and also show some basic ways of using them.
- 7. In pairs, look for the next information, using some webpages that are in resources section: Give 2 examples of two comparatives. Give 2 examples of two superlatives Which are the main structures of comparatives and superlatives? What is the difference between comparatives and superlatives?
- 9. You can use physical resources and web resources. Physical: Books Encyclopedias Explantion: http://www.eflnet.com/tutorials/adjcompsup.php Explanation in Spanish and English http://www.clafoti.com/imagenes10/compa_1.htm List of Comparatives and superlatives http://www.curso-ingles.com/gramatica-inglesa/compar-lista.php
- 10. At the end of the topic, the student will be able to express his own/her own ideas using the comparatives and superlatives.