Creating a Memo should include all standard headings in block format, provide all important information in a direct and brief manner on the designated topic, and have no spelling or grammar errors.
Semantics
a coursebook
2nd edition
JAMES R. HURFORD
Professor of General Linguistics, University of Edinburgh
BRENDAN HEASLEY
Consultant (Postgraduate Training), Sharjah Women’s College, United Arab Emirates
MICHAEL B. SMITH
Associate Professor of Linguistics, Oakland University
Cambridge University
This document discusses F# and how it compares to C#. It provides examples of how common programming tasks like defining classes, dependency injection, unit testing, mocking, and debugging are simpler in F#. F# is statically typed, functional-first, object-oriented, open source, and runs on .NET. Examples show how F# code for these tasks is shorter, easier to read, easier to refactor, and contains fewer bugs than equivalent C# code. The document promotes resources for learning more about F# and provides contact information.
The document summarizes interviews conducted at Pinnacle Technology Group Inc. It describes interviewing Nick Wasserman, the Head of Sales, and Rick Wasserman, the President and founder of the company. Key details provided include Nick's background and job responsibilities in sales and business development. Rick is described as a hardworking founder focused on profitability, employee treatment, and maintaining his private company vision. The document concludes with lessons learned about business leadership from the interviews.
This document provides instructions on how to write an effective memo, including defining what a memo is, choosing an audience, establishing a purpose, and outlining the key parts and format of a memo. It recommends including a heading with to/from fields, date and subject; an opening that states the context, problem and purpose; a task segment describing proposed actions; a summary of key points; a discussion providing details and recommendations; and a closing that requests action and notes any attachments. Formatting tips suggest using short, clear headings and lists to improve readability.
The memo recommends three ways for the Computown Public School System to bridge the digital divide:
1. Build an adequate technology infrastructure with hardware, networking, and internet connectivity using free or low-cost resources.
2. Take advantage of free online educational resources like email accounts, web hosting, and course management tools to boost communications and classroom efficiency.
3. Enable administrators, teachers, students, and parents to utilize the new technology and ensure continual learning through hierarchical leadership and support from agencies that provide technology education.
The document discusses different types of memos used in business communication. It defines memos and explains they are typically used to inform readers within a company. The main types of memos covered include directive memos to communicate policies/procedures, trip reports to summarize business ventures, response memos to provide requested information, and field reports to outline inspection findings. Examples of each memo type are provided to illustrate their common structure and purpose.
Letter writing, Business, Personal letter Writing formatHafiz Nauman
This document provides information about writing letters, including business letters. It discusses the key parts and mechanics of letter writing such as the letterhead, date, inside address, salutation, body, complimentary close, signature, and enclosure. It explains the purpose and content that should be included in each part. Additionally, it describes the two main categories of letters - business letters and personal letters. Finally, it outlines the general formats for letters, including the full block, semi-block, and modified block styles.
The document provides guidance on writing effective business letters, including the purpose, audience, form, and typical parts of a business letter. It discusses the key components of a business letter such as the heading, inside address, salutation, body, complimentary close, signature, and enclosures. Specific tips are provided, such as using an easy to read font, one to one and a half inch margins, avoiding abbreviations, and keeping the letter to one page or less. Common business letter styles like block and modified block format are also outlined.
Semantics
a coursebook
2nd edition
JAMES R. HURFORD
Professor of General Linguistics, University of Edinburgh
BRENDAN HEASLEY
Consultant (Postgraduate Training), Sharjah Women’s College, United Arab Emirates
MICHAEL B. SMITH
Associate Professor of Linguistics, Oakland University
Cambridge University
This document discusses F# and how it compares to C#. It provides examples of how common programming tasks like defining classes, dependency injection, unit testing, mocking, and debugging are simpler in F#. F# is statically typed, functional-first, object-oriented, open source, and runs on .NET. Examples show how F# code for these tasks is shorter, easier to read, easier to refactor, and contains fewer bugs than equivalent C# code. The document promotes resources for learning more about F# and provides contact information.
The document summarizes interviews conducted at Pinnacle Technology Group Inc. It describes interviewing Nick Wasserman, the Head of Sales, and Rick Wasserman, the President and founder of the company. Key details provided include Nick's background and job responsibilities in sales and business development. Rick is described as a hardworking founder focused on profitability, employee treatment, and maintaining his private company vision. The document concludes with lessons learned about business leadership from the interviews.
This document provides instructions on how to write an effective memo, including defining what a memo is, choosing an audience, establishing a purpose, and outlining the key parts and format of a memo. It recommends including a heading with to/from fields, date and subject; an opening that states the context, problem and purpose; a task segment describing proposed actions; a summary of key points; a discussion providing details and recommendations; and a closing that requests action and notes any attachments. Formatting tips suggest using short, clear headings and lists to improve readability.
The memo recommends three ways for the Computown Public School System to bridge the digital divide:
1. Build an adequate technology infrastructure with hardware, networking, and internet connectivity using free or low-cost resources.
2. Take advantage of free online educational resources like email accounts, web hosting, and course management tools to boost communications and classroom efficiency.
3. Enable administrators, teachers, students, and parents to utilize the new technology and ensure continual learning through hierarchical leadership and support from agencies that provide technology education.
The document discusses different types of memos used in business communication. It defines memos and explains they are typically used to inform readers within a company. The main types of memos covered include directive memos to communicate policies/procedures, trip reports to summarize business ventures, response memos to provide requested information, and field reports to outline inspection findings. Examples of each memo type are provided to illustrate their common structure and purpose.
Letter writing, Business, Personal letter Writing formatHafiz Nauman
This document provides information about writing letters, including business letters. It discusses the key parts and mechanics of letter writing such as the letterhead, date, inside address, salutation, body, complimentary close, signature, and enclosure. It explains the purpose and content that should be included in each part. Additionally, it describes the two main categories of letters - business letters and personal letters. Finally, it outlines the general formats for letters, including the full block, semi-block, and modified block styles.
The document provides guidance on writing effective business letters, including the purpose, audience, form, and typical parts of a business letter. It discusses the key components of a business letter such as the heading, inside address, salutation, body, complimentary close, signature, and enclosures. Specific tips are provided, such as using an easy to read font, one to one and a half inch margins, avoiding abbreviations, and keeping the letter to one page or less. Common business letter styles like block and modified block format are also outlined.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document discusses world religions and religious sites in Europe. It defines religion as a set of common beliefs, practices, rituals, traditions, and spiritual experiences that can include prayer, mythology, sacred texts, and places of worship. Some of the major world religions mentioned are Christianity, Islam, Hinduism, Buddhism, Judaism, Chinese traditional religions, Sikhism, and Jainism. Examples are given of some iconic religious sites around the world, including churches, mosques, temples, and other structures that are culturally or historically significant places of worship.
This document provides an overview of common grammar errors and strategies for improving proofreading skills. It discusses topics like spelling, punctuation, capitalization, subject-verb agreement, pronoun usage, parallel structure, dangling modifiers, and run-on sentences. Readers are encouraged to learn the rules to avoid errors and make proofreading a regular habit to strengthen their writing.
This document discusses report writing and provides guidance on writing short reports. It explains that reports are used to keep records, share information with others, and help with evaluation and further actions. It then provides a template for writing short reports, including sections for the title page, abstract/summary, introduction, background, discussion, conclusion, and recommendations. It provides details on what to include in each section, such as using the introduction to identify the subject and purpose and the discussion section to focus on methods, findings, and evaluation.
The document provides instructions for a student assignment to write a short report of 5 pages or less in memo or letter format. Students were asked to research and write about an aspect of student or campus life based on their own experiences or research from different sources. The report requires students to collect, analyze, organize and synthesize information into standard categories. A sample report is provided that analyzes an aspect of student life, contains recommendations, shows analysis, and makes transitions, but could be improved with subcategories and a subject line heading.
This document discusses both the benefits and risks of internet use for kids and teens. It describes how excessive internet use can lead to social isolation, depression, physical health issues like obesity, and in some cases, cyberbullying and eating disorders. However, it also notes that the internet allows kids to connect with friends and family, find helpful information, and develop valuable computer skills. Overall, the conclusion is that with appropriate guidance from parents on setting limits and quality of interactions, most kids can benefit from safe internet use.
The document provides an overview of classroom activities for the week related to analyzing articles and developing writing skills. Key points include:
1. Students will analyze articles, develop supported opinion paragraphs, and create cell phone policy statements in groups.
2. On Wednesday and Thursday, students will develop and present short talks on social issues in small groups.
3. An activity on loneliness and isolation includes having students complete a "Thinking Quadrant" worksheet before and after reading an article.
4. The week culminates in students writing a second supported opinion paragraph and being introduced to writing memos.
The document provides instructions for a media music project. Students are asked to choose a musician or band to profile. They must answer questions about who they chose and why, how the band has influenced them, what they like about the band's lyrics and musical sound.
They are also asked to research the band/musician's history including place of birth, current home, instruments played, genre of music, influences, record label, touring schedule and more.
Students will create a poster including this profile information along with visuals and design elements to convey the mood and style of the band. The poster will be graded on thorough research and an interesting, conveyive design.
This document outlines a media assignment asking students to work in groups to answer questions and create a mind map about music. The questions ask students to discuss the purpose of music and how it affects people, how music began and why, the types of music their grandparents/parents listened to naming artists and songs, different music genres their generation listens to listing at least 8, and identifying 3 iconic musical artists for their age group describing the message promoted and if they agree. Students are asked to create a mind map with music genres branching out to subgenres describing songs, artists, culture and ideas associated with each genre.
This document provides tips for effectively searching online by framing search terms. It recommends using specific words and phrases from the topic, combining terms with "+" and putting phrases in quotes. Boolean operators like AND, OR, and NOT can further refine results by only including or excluding certain terms. Even with optimized searches, people may get hundreds of results so it's important to evaluate results and refine searches if relevant information is not found within the first few pages.
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
In a 5-week non-fiction unit where students have more control over their learning, the teacher will act as a model for the students by conducting their own novel study. Each day, the teacher will read from their selected book, complete reading logs and weekly updates on their progress, and participate in assessment activities, in order to better guide students and gain a sense of control over the self-directed unit.
This student learning plan outlines the student's support network, personal inventory, and goals. The student's short-term goals are to finish their program with honors, find their future career, and catch and eat a fish over the summer. Their long-term goals are to enroll in a college program for their future career and start saving for a house. The student plans to research program and school options, take career guidance tests, work full-time after finishing their course, and save money to achieve their goals in the upcoming year.
1) The document provides a sample test on test-taking skills that illustrates different question types such as multiple choice, matching, fill-in, true-false, short answer, and essay questions.
2) Before taking the sample test, readers are advised to think about test-taking strategies discussed in the chapter and try to apply as many as possible.
3) After completing the test, readers are prompted to reflect on whether taking the test helped them learn the material better and how effective their use of test-taking strategies was for different question types.
The document provides guidance on conducting research and presents the typical steps in the research process. It discusses identifying a topic, finding relevant information from appropriate sources, analyzing and evaluating sources, and presenting findings. It offers tips on constructing effective searches and choosing suitable source types based on their topic, including books, articles, and websites. The document also addresses common student challenges with research and offers assistance on searching for sources.
The document contains 22 multiple choice and short answer questions about the plot of the movie I Robot, including: what year it is set in; how Dr. Lanning communicates with Detective Spooner after his death; the three laws of robotics; why Spooner thinks Lanning's suicide is impossible; Dr. Calvin's position at US Robotics; what makes Sonny different from other robots; the incident that occurs underwater; and Sonny's dream of robots being freed from "the man".
The ICE model summarizes the key components of learning as Ideas, Connections, and Extensions. Ideas refer to basic facts and skills. Connections involve linking ideas together and applying ideas in new contexts. Extensions represent using ideas creatively and making novel inferences. The model suggests assessments should weigh Ideas less and Connections and Extensions more to align with curriculum goals of deep understanding over simple recall. It also helps ensure grades reflect higher order thinking beyond isolated skills or facts.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document discusses world religions and religious sites in Europe. It defines religion as a set of common beliefs, practices, rituals, traditions, and spiritual experiences that can include prayer, mythology, sacred texts, and places of worship. Some of the major world religions mentioned are Christianity, Islam, Hinduism, Buddhism, Judaism, Chinese traditional religions, Sikhism, and Jainism. Examples are given of some iconic religious sites around the world, including churches, mosques, temples, and other structures that are culturally or historically significant places of worship.
This document provides an overview of common grammar errors and strategies for improving proofreading skills. It discusses topics like spelling, punctuation, capitalization, subject-verb agreement, pronoun usage, parallel structure, dangling modifiers, and run-on sentences. Readers are encouraged to learn the rules to avoid errors and make proofreading a regular habit to strengthen their writing.
This document discusses report writing and provides guidance on writing short reports. It explains that reports are used to keep records, share information with others, and help with evaluation and further actions. It then provides a template for writing short reports, including sections for the title page, abstract/summary, introduction, background, discussion, conclusion, and recommendations. It provides details on what to include in each section, such as using the introduction to identify the subject and purpose and the discussion section to focus on methods, findings, and evaluation.
The document provides instructions for a student assignment to write a short report of 5 pages or less in memo or letter format. Students were asked to research and write about an aspect of student or campus life based on their own experiences or research from different sources. The report requires students to collect, analyze, organize and synthesize information into standard categories. A sample report is provided that analyzes an aspect of student life, contains recommendations, shows analysis, and makes transitions, but could be improved with subcategories and a subject line heading.
This document discusses both the benefits and risks of internet use for kids and teens. It describes how excessive internet use can lead to social isolation, depression, physical health issues like obesity, and in some cases, cyberbullying and eating disorders. However, it also notes that the internet allows kids to connect with friends and family, find helpful information, and develop valuable computer skills. Overall, the conclusion is that with appropriate guidance from parents on setting limits and quality of interactions, most kids can benefit from safe internet use.
The document provides an overview of classroom activities for the week related to analyzing articles and developing writing skills. Key points include:
1. Students will analyze articles, develop supported opinion paragraphs, and create cell phone policy statements in groups.
2. On Wednesday and Thursday, students will develop and present short talks on social issues in small groups.
3. An activity on loneliness and isolation includes having students complete a "Thinking Quadrant" worksheet before and after reading an article.
4. The week culminates in students writing a second supported opinion paragraph and being introduced to writing memos.
The document provides instructions for a media music project. Students are asked to choose a musician or band to profile. They must answer questions about who they chose and why, how the band has influenced them, what they like about the band's lyrics and musical sound.
They are also asked to research the band/musician's history including place of birth, current home, instruments played, genre of music, influences, record label, touring schedule and more.
Students will create a poster including this profile information along with visuals and design elements to convey the mood and style of the band. The poster will be graded on thorough research and an interesting, conveyive design.
This document outlines a media assignment asking students to work in groups to answer questions and create a mind map about music. The questions ask students to discuss the purpose of music and how it affects people, how music began and why, the types of music their grandparents/parents listened to naming artists and songs, different music genres their generation listens to listing at least 8, and identifying 3 iconic musical artists for their age group describing the message promoted and if they agree. Students are asked to create a mind map with music genres branching out to subgenres describing songs, artists, culture and ideas associated with each genre.
This document provides tips for effectively searching online by framing search terms. It recommends using specific words and phrases from the topic, combining terms with "+" and putting phrases in quotes. Boolean operators like AND, OR, and NOT can further refine results by only including or excluding certain terms. Even with optimized searches, people may get hundreds of results so it's important to evaluate results and refine searches if relevant information is not found within the first few pages.
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
In a 5-week non-fiction unit where students have more control over their learning, the teacher will act as a model for the students by conducting their own novel study. Each day, the teacher will read from their selected book, complete reading logs and weekly updates on their progress, and participate in assessment activities, in order to better guide students and gain a sense of control over the self-directed unit.
This student learning plan outlines the student's support network, personal inventory, and goals. The student's short-term goals are to finish their program with honors, find their future career, and catch and eat a fish over the summer. Their long-term goals are to enroll in a college program for their future career and start saving for a house. The student plans to research program and school options, take career guidance tests, work full-time after finishing their course, and save money to achieve their goals in the upcoming year.
1) The document provides a sample test on test-taking skills that illustrates different question types such as multiple choice, matching, fill-in, true-false, short answer, and essay questions.
2) Before taking the sample test, readers are advised to think about test-taking strategies discussed in the chapter and try to apply as many as possible.
3) After completing the test, readers are prompted to reflect on whether taking the test helped them learn the material better and how effective their use of test-taking strategies was for different question types.
The document provides guidance on conducting research and presents the typical steps in the research process. It discusses identifying a topic, finding relevant information from appropriate sources, analyzing and evaluating sources, and presenting findings. It offers tips on constructing effective searches and choosing suitable source types based on their topic, including books, articles, and websites. The document also addresses common student challenges with research and offers assistance on searching for sources.
The document contains 22 multiple choice and short answer questions about the plot of the movie I Robot, including: what year it is set in; how Dr. Lanning communicates with Detective Spooner after his death; the three laws of robotics; why Spooner thinks Lanning's suicide is impossible; Dr. Calvin's position at US Robotics; what makes Sonny different from other robots; the incident that occurs underwater; and Sonny's dream of robots being freed from "the man".
The ICE model summarizes the key components of learning as Ideas, Connections, and Extensions. Ideas refer to basic facts and skills. Connections involve linking ideas together and applying ideas in new contexts. Extensions represent using ideas creatively and making novel inferences. The model suggests assessments should weigh Ideas less and Connections and Extensions more to align with curriculum goals of deep understanding over simple recall. It also helps ensure grades reflect higher order thinking beyond isolated skills or facts.
1. Creating a Memo
Student: __________________________
CATEGORY 4 3 2 1
Layout Includes all Includes almost all Has some headings, Is missing
headings and headings and but is missing some asmost, if not
completely completely follows well. Does not follow all, of the
follows standard format the standard format headings that
standard (block format) (block format) are standard in
format (block a memo. Does
format) not follow
standard block
format.
Information Includes all Includes important Includes information Information is
important information. Is that may be somewhat off-topic.
information. Is somewhat direct and off-topic. Writing is Writing is
written in a brief; information is wordy and long. wordy and
direct, mostly on topic. long and does
informal, brief not follow
manner. Memo memo
is on topic. guidelines.
Conventions There are no There is one spelling/ There is 2-3 spelling/ There is 4 or
spelling and grammar error. grammar errors. more spelling
grammar or grammar
errors. errors.