The document provides guidance on writing a critical lens essay. It explains that a critical lens is similar to glasses or a camera lens in that it shapes a point of view for evaluating literature. The task is to interpret a quote, agree or disagree with it, and discuss two literary works that support the position. Good essays explicitly agree or disagree with the lens, have a strong opening, and use evidence from works to anchor the thesis. Body paragraphs should include a claim, evidence from works, and interpretation of how the evidence relates to the claim.
This document discusses using writing as a reflective tool. It presents a video excerpt from the film "Dangerous Minds" and asks the reader to write a reaction. It then compares three levels of writing: descriptive writing with few outside links, analytical writing that links to one's own practice, and writing at an analytical, evaluative and synthetic level that includes insights from other professionals. Several reflective models are presented, including Kolb's four stage model, Gibbs' reflective cycle, and Brookfield's critical lenses. The document emphasizes that a reflective journal should resemble the highest level of professional reflective practice by following a model, being in-depth analytical writing with references to theory and experience.
The document discusses several models for reflective practice and critical evaluation of teaching experiences:
- Gibbs' cycle which includes analyzing feelings, description of events, evaluation, analysis, conclusions, and action planning.
- Brookfield's four lenses for reflection: autobiographical, student, peer, and theoretical perspectives.
- Considering the hidden curriculum and implicit messages conveyed through teaching practices.
- Comparing espoused theories of teaching with actual theories-in-use, and potential disconnects between public and private values.
- Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior change, and impact/results.
The document provides guidance on writing a critical lens essay. It explains that a critical lens shapes a point of view for evaluating literature. The essay task is to interpret a quote, agree or disagree with it, and discuss two literary works that support the position. A good essay does not just restate the lens but shows an understanding of what it means through confident analysis connecting the lens to life experiences and literature. Body paragraphs should include evidence from the texts, interpretation of how the evidence relates to the claim, and a claim stating the paragraph's topic.
How To Write An Essay By Prof Javier BurgosBIZ University
The document provides instructions for writing an essay, outlining the typical structure and components. It recommends beginning with an introductory paragraph that provides context and a topic sentence stating the essay's topic and stance. Main paragraphs should each focus on a subtopic with examples and quotes supporting the writer's opinion. The conclusion should restate the topic sentence and connect it to broader themes or the author's purpose. Sample paragraphs are included analyzing Macbeth's character change from beginning to end of the play.
The document provides instructions for writing an essay, outlining the typical structure and components. It recommends beginning with an introductory paragraph that introduces the topic and thesis statement. The body should contain multiple main paragraphs, each discussing a subtopic in detail using quotes and analysis. The conclusion should restate the thesis, connect it to the present, and discuss the author's purpose. Sample paragraphs are provided to illustrate these components for an essay comparing Macbeth's character in Act 1 and Act 5 of Shakespeare's play.
The document provides guidance on writing a literary essay about William Shakespeare's play "Macbeth". It discusses analyzing the essay topic, following the instructions, researching evidence from the play, and structuring the essay with an introduction, body paragraphs, and conclusion. The body should use the "statement, quote, comment" technique to present ideas in a logical order. The conclusion should answer how the evidence relates to the topic statement.
How does the Witches affect Macbeth ? paper_101.pptxPayalBambhaniya
The document summarizes the effect of the witches on Macbeth in Shakespeare's play. It discusses that:
1) The witches influence Macbeth greatly by telling him prophecies that he will become king, stimulating his ambition.
2) Once Macbeth acts on the witches' words and kills the king, he is corrupted and transforms into a bloodthirsty tyrant.
3) The witches have a strong impact on shaping the events of the play and Macbeth's downward spiral, serving to emphasize the theme of the corrupting influence of dark magic and ambition.
Example Of An Introduction Paragraph For A Research Paper. Example OfKrystal Green
The document provides instructions for using the HelpWriting.net website to request writing assistance. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied.
This document discusses using writing as a reflective tool. It presents a video excerpt from the film "Dangerous Minds" and asks the reader to write a reaction. It then compares three levels of writing: descriptive writing with few outside links, analytical writing that links to one's own practice, and writing at an analytical, evaluative and synthetic level that includes insights from other professionals. Several reflective models are presented, including Kolb's four stage model, Gibbs' reflective cycle, and Brookfield's critical lenses. The document emphasizes that a reflective journal should resemble the highest level of professional reflective practice by following a model, being in-depth analytical writing with references to theory and experience.
The document discusses several models for reflective practice and critical evaluation of teaching experiences:
- Gibbs' cycle which includes analyzing feelings, description of events, evaluation, analysis, conclusions, and action planning.
- Brookfield's four lenses for reflection: autobiographical, student, peer, and theoretical perspectives.
- Considering the hidden curriculum and implicit messages conveyed through teaching practices.
- Comparing espoused theories of teaching with actual theories-in-use, and potential disconnects between public and private values.
- Kirkpatrick's four levels for evaluating training programs: reaction, learning, behavior change, and impact/results.
The document provides guidance on writing a critical lens essay. It explains that a critical lens shapes a point of view for evaluating literature. The essay task is to interpret a quote, agree or disagree with it, and discuss two literary works that support the position. A good essay does not just restate the lens but shows an understanding of what it means through confident analysis connecting the lens to life experiences and literature. Body paragraphs should include evidence from the texts, interpretation of how the evidence relates to the claim, and a claim stating the paragraph's topic.
How To Write An Essay By Prof Javier BurgosBIZ University
The document provides instructions for writing an essay, outlining the typical structure and components. It recommends beginning with an introductory paragraph that provides context and a topic sentence stating the essay's topic and stance. Main paragraphs should each focus on a subtopic with examples and quotes supporting the writer's opinion. The conclusion should restate the topic sentence and connect it to broader themes or the author's purpose. Sample paragraphs are included analyzing Macbeth's character change from beginning to end of the play.
The document provides instructions for writing an essay, outlining the typical structure and components. It recommends beginning with an introductory paragraph that introduces the topic and thesis statement. The body should contain multiple main paragraphs, each discussing a subtopic in detail using quotes and analysis. The conclusion should restate the thesis, connect it to the present, and discuss the author's purpose. Sample paragraphs are provided to illustrate these components for an essay comparing Macbeth's character in Act 1 and Act 5 of Shakespeare's play.
The document provides guidance on writing a literary essay about William Shakespeare's play "Macbeth". It discusses analyzing the essay topic, following the instructions, researching evidence from the play, and structuring the essay with an introduction, body paragraphs, and conclusion. The body should use the "statement, quote, comment" technique to present ideas in a logical order. The conclusion should answer how the evidence relates to the topic statement.
How does the Witches affect Macbeth ? paper_101.pptxPayalBambhaniya
The document summarizes the effect of the witches on Macbeth in Shakespeare's play. It discusses that:
1) The witches influence Macbeth greatly by telling him prophecies that he will become king, stimulating his ambition.
2) Once Macbeth acts on the witches' words and kills the king, he is corrupted and transforms into a bloodthirsty tyrant.
3) The witches have a strong impact on shaping the events of the play and Macbeth's downward spiral, serving to emphasize the theme of the corrupting influence of dark magic and ambition.
Example Of An Introduction Paragraph For A Research Paper. Example OfKrystal Green
The document provides instructions for using the HelpWriting.net website to request writing assistance. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied.
Speaking like a puritan – metaphoric language from act two of the cruciblekimberlyprzybysz
Proctor describes Elizabeth's heart as being surrounded by a funeral march. Elizabeth says the magistrate sits in her heart. Proctor says he will curse someone hotter than the oldest cinder. Hale describes theology as a fortress. Francis Nurse says his wife is the brick and mortar of the church. Proctor says vengeance is walking in Salem. The document provides metaphoric language from Act Two of The Crucible and asks the reader to determine the meanings and create their own metaphor.
The speaker is grieving the loss of someone who is no longer in their life. They miss the person greatly at every moment and in every memory, feeling their absence strongly through songs and photographs that remind them of the person. The speaker has lost control of their emotions and words due to the depth of missing this individual who is now gone from their world.
The passage is a sermon warning listeners of God's wrath against sinners and their precarious situation hanging over the fires of Hell only by God's mercy. It describes sinners as weighted down by wickedness and wholly reliant on God's restraint of his vengeance. The sermon uses imagery of floods, arrows, and fire to emphasize how inescapable divine wrath will be once released and how foolish it would be for listeners to remain in such a perilous state. It aims to frighten listeners into accepting Jesus Christ anew to escape this doom.
Anne Bradstreet (1612-1672) was born in London to a Puritan nobleman father. She married Simon Bradstreet, a graduate of Cambridge University, when she was 16 years old. In 1630, she sailed with her father and husband from England to Boston to settle in Massachusetts. Bradstreet spent the rest of her life in New England, caring for her eight children and frequently falling ill in the wilderness. Her poetry collection, published in 1650, was remarkable as the first volume of poems published by an American and one of the first volumes of poetry in English written by a woman. The poem "To My Dear and Loving Husband" expresses her deep love for her husband.
The document describes the difficult voyage and early settlement of the Pilgrims in Plymouth, Massachusetts. It details their journey on the Mayflower, the hardships they faced including disease and harsh winter conditions that led to the deaths of about half of the original colonists. The document provides an eyewitness account of the Pilgrims' experiences through Governor William Bradford's journal Of Plymouth Plantation.
This document contains information about an 11th grade English class, including the teacher's contact information, course objectives, materials needed, grading policy, and expectations. The class will focus on reading, writing, presentations, vocabulary, and collaborating daily. Students can expect to be busy with SAT preparation, Regents exams, and a junior thesis project. Parents are asked to sign a form acknowledging they understand the course policies and provide their contact information.
The document provides an overview of the social, cultural, and economic climate of the 1920s known as the "Jazz Age" in the United States. Key points include: the feeling of disillusionment after WWI led to a break from tradition and focus on fun; jazz music and new technologies like electricity spread widely; authors like Hemingway and Faulkner were influential; women gained more freedom and independence; prohibition led to speakeasies; and Fitzgerald's novel The Great Gatsby is considered a prime example of capturing the era.
This rubric evaluates junior thesis presentations on several criteria including content, style, delivery, visual aids, preparation, and time. For each criterion, it provides descriptors to assess effectiveness as highly effective (5 points), effective (4 points), developing (3 points), or unacceptable (2 points). The highest scores are for presentations with thorough, logical content; clear, precise language; confident delivery with eye contact; visual aids that enhance rather than distract; and obvious evidence of practice and preparation within the required time limit. Lower scores are for presentations with underdeveloped, illogical arguments; unclear language; lack of eye contact or confidence; over-reliance on visual aids or notes; and insufficient preparation or rehearsal. The total score reflects
Junior thesis oral presentation guidelines require a 4-6 minute oral presentation of the thesis topic using PowerPoint, Prezi, or Google Presentation. When preparing the presentation, students should make an outline and script, introduce the topic in the introduction, present evidence and address any controversies in the body, and conclude by explaining how the topic might affect the audience's lives. Students should rehearse their delivery, time their presentation, use notecards, maintain eye contact, and focus on body language and pronunciation. Visual aids like images, graphs, and infographics should clarify and enhance the presentation with as little text as possible in a clear, simple format.
This document provides instructions for students to watch a TED Talk video, identify the speaker's claim, and analyze how the speaker uses ethical, emotional, and logical appeals as well as rhetorical devices to effectively persuade the audience to believe the claim. Students are directed to complete a graphic organizer by providing evidence from the talk that supports the different appeals and rhetorical devices used. They are then asked whether the presenter was effective in persuading the audience and why.
This document provides instructions for nature journaling, which involves going outside without electronics, listening to and observing nature, taking notes on location, weather, plants, and human impacts, and writing for at least an hour to fill at least 2 pages of a journal with narrative accounts, poetry, drawings, or pressed plants about the experience. Key steps are to go outside and listen to nature's sounds without distractions, incorporate feelings and observations into writing, note specifics of the outing, and continue writing spontaneously without editing to capture impressions.
This document defines the term "aphorism" as an observation that contains a general truth or principle written in a memorable form that is short and concise but packs meaning. It instructs readers to look for and mark up Emerson's aphorism tweets, connections to other works and their own lives, and questions while paying special attention to Emerson's deliberate word choices and sentence structures, asking why he chose them.
Emerson argues that true genius and self-reliance means speaking your own internal convictions rather than conforming to external traditions or the opinions of others. He believes we should have faith in our own thoughts and impressions, even if they contradict the views of society. True greatness requires nonconformity and being misunderstood rather than seeking the approval of others through imitation or conformity. We should remain true to our own mind and individuality.
Emerson's "Self-Reliance" text provides 8 multiple choice questions about the passage. The questions assess understanding of vocabulary, figurative language, central ideas, tone, and allusions. They require determining the meaning of the word "latent", analyzing figurative language, identifying the central advice given, and understanding how historical figures are used to support arguments in the text. Overall, the questions gauge comprehension of key elements in Emerson's discussion of self-reliance.
Emerson argues that true genius and self-reliance means speaking your own internal convictions rather than conforming to external traditions or the opinions of others. He believes we should have faith in our own thoughts and impressions, even if they contradict the views of society. True greatness requires nonconformity and being misunderstood rather than seeking the approval of others through imitation or conformity. We should remain true to our own mind and individuality.
Transcendentalism was a 19th century philosophical movement that emphasized intuition, inspiration, and nature. It was influenced by German idealism and opposed religious dogma. Prominent transcendentalists like Emerson and Thoreau believed in living close to nature, self-reliance, non-conformity, and that spiritual truths could be directly experienced.
In the opening pages of his first book, Nature (1836), Emerson argues that habit and tradition have become a way of living secondhand, by the ideas and truths of former times. In contrast is the renewal of the spirit offered by nature, which enlarges our own vision and empowers us to create “our own works and laws...” Later, Emerson describes how nature restores the tone of the mind and body worn down by work or poor company. He also notes how the changing beauty of nature satisfies the human spirit and can make us feel god-like without any physical benefits.
After putting a box of old poetry manuscripts in the trash, a professor was reported to police by a student as a "Middle Eastern man" acting suspiciously. This led to an evacuation of campus buildings and cancellation of classes as the bomb squad investigated. It was revealed to be just recycling. However, the incident showed how an innocent action by a person of color can be viewed as a threat due to a culture of fear and profiling. While the university denied the report was racially motivated, the professor was deeply troubled by the profiling and atmosphere of suspicion it revealed.
This document provides scoring criteria for argument essays that analyze multiple texts. It evaluates essays across 5 levels based on their demonstration of content and analysis, command of evidence, coherence and organization, and control of conventions. The highest level introduces insightful claims and in-depth text analysis. Lower levels introduce less precise claims and demonstrate less accurate or confused text analysis. All levels are expected to cite evidence from the texts, but higher levels do so more fully and thoughtfully. Organization, language usage, and grammar are also assessed, with the top levels exhibiting sophisticated writing. An essay must address all assigned texts and make references to them to score above a 3. Personal responses or copies of the task/texts would receive lower scores.
The document provides instructions for answering a question about how stereotyping and mistrusting groups is justified. It directs the reader to analyze three sources on related topics and use evidence from them to give two reasons for an answer, citing the source and including a quote or example plus an explanation of how it supports the reason. A concluding statement should tie the reasons together and address why the issue matters.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Speaking like a puritan – metaphoric language from act two of the cruciblekimberlyprzybysz
Proctor describes Elizabeth's heart as being surrounded by a funeral march. Elizabeth says the magistrate sits in her heart. Proctor says he will curse someone hotter than the oldest cinder. Hale describes theology as a fortress. Francis Nurse says his wife is the brick and mortar of the church. Proctor says vengeance is walking in Salem. The document provides metaphoric language from Act Two of The Crucible and asks the reader to determine the meanings and create their own metaphor.
The speaker is grieving the loss of someone who is no longer in their life. They miss the person greatly at every moment and in every memory, feeling their absence strongly through songs and photographs that remind them of the person. The speaker has lost control of their emotions and words due to the depth of missing this individual who is now gone from their world.
The passage is a sermon warning listeners of God's wrath against sinners and their precarious situation hanging over the fires of Hell only by God's mercy. It describes sinners as weighted down by wickedness and wholly reliant on God's restraint of his vengeance. The sermon uses imagery of floods, arrows, and fire to emphasize how inescapable divine wrath will be once released and how foolish it would be for listeners to remain in such a perilous state. It aims to frighten listeners into accepting Jesus Christ anew to escape this doom.
Anne Bradstreet (1612-1672) was born in London to a Puritan nobleman father. She married Simon Bradstreet, a graduate of Cambridge University, when she was 16 years old. In 1630, she sailed with her father and husband from England to Boston to settle in Massachusetts. Bradstreet spent the rest of her life in New England, caring for her eight children and frequently falling ill in the wilderness. Her poetry collection, published in 1650, was remarkable as the first volume of poems published by an American and one of the first volumes of poetry in English written by a woman. The poem "To My Dear and Loving Husband" expresses her deep love for her husband.
The document describes the difficult voyage and early settlement of the Pilgrims in Plymouth, Massachusetts. It details their journey on the Mayflower, the hardships they faced including disease and harsh winter conditions that led to the deaths of about half of the original colonists. The document provides an eyewitness account of the Pilgrims' experiences through Governor William Bradford's journal Of Plymouth Plantation.
This document contains information about an 11th grade English class, including the teacher's contact information, course objectives, materials needed, grading policy, and expectations. The class will focus on reading, writing, presentations, vocabulary, and collaborating daily. Students can expect to be busy with SAT preparation, Regents exams, and a junior thesis project. Parents are asked to sign a form acknowledging they understand the course policies and provide their contact information.
The document provides an overview of the social, cultural, and economic climate of the 1920s known as the "Jazz Age" in the United States. Key points include: the feeling of disillusionment after WWI led to a break from tradition and focus on fun; jazz music and new technologies like electricity spread widely; authors like Hemingway and Faulkner were influential; women gained more freedom and independence; prohibition led to speakeasies; and Fitzgerald's novel The Great Gatsby is considered a prime example of capturing the era.
This rubric evaluates junior thesis presentations on several criteria including content, style, delivery, visual aids, preparation, and time. For each criterion, it provides descriptors to assess effectiveness as highly effective (5 points), effective (4 points), developing (3 points), or unacceptable (2 points). The highest scores are for presentations with thorough, logical content; clear, precise language; confident delivery with eye contact; visual aids that enhance rather than distract; and obvious evidence of practice and preparation within the required time limit. Lower scores are for presentations with underdeveloped, illogical arguments; unclear language; lack of eye contact or confidence; over-reliance on visual aids or notes; and insufficient preparation or rehearsal. The total score reflects
Junior thesis oral presentation guidelines require a 4-6 minute oral presentation of the thesis topic using PowerPoint, Prezi, or Google Presentation. When preparing the presentation, students should make an outline and script, introduce the topic in the introduction, present evidence and address any controversies in the body, and conclude by explaining how the topic might affect the audience's lives. Students should rehearse their delivery, time their presentation, use notecards, maintain eye contact, and focus on body language and pronunciation. Visual aids like images, graphs, and infographics should clarify and enhance the presentation with as little text as possible in a clear, simple format.
This document provides instructions for students to watch a TED Talk video, identify the speaker's claim, and analyze how the speaker uses ethical, emotional, and logical appeals as well as rhetorical devices to effectively persuade the audience to believe the claim. Students are directed to complete a graphic organizer by providing evidence from the talk that supports the different appeals and rhetorical devices used. They are then asked whether the presenter was effective in persuading the audience and why.
This document provides instructions for nature journaling, which involves going outside without electronics, listening to and observing nature, taking notes on location, weather, plants, and human impacts, and writing for at least an hour to fill at least 2 pages of a journal with narrative accounts, poetry, drawings, or pressed plants about the experience. Key steps are to go outside and listen to nature's sounds without distractions, incorporate feelings and observations into writing, note specifics of the outing, and continue writing spontaneously without editing to capture impressions.
This document defines the term "aphorism" as an observation that contains a general truth or principle written in a memorable form that is short and concise but packs meaning. It instructs readers to look for and mark up Emerson's aphorism tweets, connections to other works and their own lives, and questions while paying special attention to Emerson's deliberate word choices and sentence structures, asking why he chose them.
Emerson argues that true genius and self-reliance means speaking your own internal convictions rather than conforming to external traditions or the opinions of others. He believes we should have faith in our own thoughts and impressions, even if they contradict the views of society. True greatness requires nonconformity and being misunderstood rather than seeking the approval of others through imitation or conformity. We should remain true to our own mind and individuality.
Emerson's "Self-Reliance" text provides 8 multiple choice questions about the passage. The questions assess understanding of vocabulary, figurative language, central ideas, tone, and allusions. They require determining the meaning of the word "latent", analyzing figurative language, identifying the central advice given, and understanding how historical figures are used to support arguments in the text. Overall, the questions gauge comprehension of key elements in Emerson's discussion of self-reliance.
Emerson argues that true genius and self-reliance means speaking your own internal convictions rather than conforming to external traditions or the opinions of others. He believes we should have faith in our own thoughts and impressions, even if they contradict the views of society. True greatness requires nonconformity and being misunderstood rather than seeking the approval of others through imitation or conformity. We should remain true to our own mind and individuality.
Transcendentalism was a 19th century philosophical movement that emphasized intuition, inspiration, and nature. It was influenced by German idealism and opposed religious dogma. Prominent transcendentalists like Emerson and Thoreau believed in living close to nature, self-reliance, non-conformity, and that spiritual truths could be directly experienced.
In the opening pages of his first book, Nature (1836), Emerson argues that habit and tradition have become a way of living secondhand, by the ideas and truths of former times. In contrast is the renewal of the spirit offered by nature, which enlarges our own vision and empowers us to create “our own works and laws...” Later, Emerson describes how nature restores the tone of the mind and body worn down by work or poor company. He also notes how the changing beauty of nature satisfies the human spirit and can make us feel god-like without any physical benefits.
After putting a box of old poetry manuscripts in the trash, a professor was reported to police by a student as a "Middle Eastern man" acting suspiciously. This led to an evacuation of campus buildings and cancellation of classes as the bomb squad investigated. It was revealed to be just recycling. However, the incident showed how an innocent action by a person of color can be viewed as a threat due to a culture of fear and profiling. While the university denied the report was racially motivated, the professor was deeply troubled by the profiling and atmosphere of suspicion it revealed.
This document provides scoring criteria for argument essays that analyze multiple texts. It evaluates essays across 5 levels based on their demonstration of content and analysis, command of evidence, coherence and organization, and control of conventions. The highest level introduces insightful claims and in-depth text analysis. Lower levels introduce less precise claims and demonstrate less accurate or confused text analysis. All levels are expected to cite evidence from the texts, but higher levels do so more fully and thoughtfully. Organization, language usage, and grammar are also assessed, with the top levels exhibiting sophisticated writing. An essay must address all assigned texts and make references to them to score above a 3. Personal responses or copies of the task/texts would receive lower scores.
The document provides instructions for answering a question about how stereotyping and mistrusting groups is justified. It directs the reader to analyze three sources on related topics and use evidence from them to give two reasons for an answer, citing the source and including a quote or example plus an explanation of how it supports the reason. A concluding statement should tie the reasons together and address why the issue matters.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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2. Review
A critical lens is similar
to the lenses in a pair
of glasses or the lens
in a camera.
Some lenses may alter
or change how we view
a particular object,
item, etc.
A critical lens shapes a
point of view about how
to evaluate literature.
3. The Task
Every critical lens essay will include three
parts to the task:
1. To interpret
Explain what you think the quote means.
1. To agree or disagree
Explain why you think the quote is true or false.
1. To select two literary works for a discussion
These works will support your position, or prove
why the quote is true or false.
4.
5. What Makes a Stud a Stud?
Does not just restate lens
Implicitly agrees or disagrees with lens
Has a dynamic opening line
Analysis draws upon personal understanding of what
lens means
Analysis connects to life experience and literature
Studs are assertive and confident, and never say “I
think” or “I believe”
Uses the language and ideas of the lens to anchor the
thesis
First sentence concisely interprets lens
6. A Dud
“Greatness lies not in being strong, but in
the right using of strength.”
--Henry Ward Beecher
“Greatness lies not in being strong, but in the right using of
strength,” as quoted by Henry Ward Beecher. I agree with
the quote because sometimes life is hard. Sometimes we
just can’t change things, we just make the best of things.
Two books that prove this quote true are “To Kill a
Mockingbird” and “Macbeth.”
7. A Stud
“Greatness lies not in being strong, but in the right
using of strength.”
--Henry Ward Beecher
Often times in literature, as well as in life, individualism can
be described as great; however, according to Henry Ward
Beecher, “Greatness lies not in being strong, but in the right
using of strength.” In other words, greatness should not be
measured by how strong a person is, but by how they use
their strengths to better themselves and others. This is
proven in ___ and ____. Both of these classic novels
depict how individuals were able to rise above the rest and
subsequently prove their greatness.
8. Another Dud
“Greatness lies not in being strong, but in the right
using of strength.”
--Henry Ward Beecher
In the words of Henry Ward Beecher, “Greatness lies not
in being strong, but in the right of using strength…” My
interpretations of this is if one can truly be strong in their
heart, they can be strong in life. If you believe in yourself,
you will be great.
9. Another Stud
“Greatness lies not in being strong, but in the right using of
strength.”
--Henry Ward Beecher
Henry Ward Beecher was wise in saying that “Greatness
lies not in being strong, but in the right using of strength.”
Indeed, individuals who seek power and glory through force
are not as truly great as those who seek to make a small,
yet positive impact on their world through patient and
persistent efforts. This phenomenon is illustrated by
comparing the stories of Macbeth of Shakespeare’s
Macbeth, whose ill-gotten gains from force lead to his
downfall, and Atticus Finch of Harper Lee’s To Kill a
Mockingbird, whose “right using of strength” allows him to
be truly great.
10. Try it on your own…
Using the following lens, write an
introduction
“Greatness lies
not in being
strong, but in the
right using of
strength.”
--Henry
Ward Beecher
11. General Understanding of a Body
Paragraph
Brief plot summary
Analysis of relevant literary terms (conflict, setting,
theme, foreshadowing, narrator, antagonist, protagonist,
etc.)
Super specific textual references that illustrate how
the lens functions within the novel or play (at least 2
per text)
Agreement or disagreement with lens statement
Organization and unification of ideas
Specify titles and authors
Follow the conventions of standard written English
12. Specific Understanding of a Body
Paragraph
To help you structure your body
paragraphs, use the following approach:
Claim
Interpretation
Evidence
13. Claim
States your position on the issue
Includes key words from the quote, connecting
them to the text
Your topic sentence; it informs your reader what
the rest of your paragraph will be about
Anchors your paragraph; it is what guides your
writing
The rest of your paragraph is dedicated to
proving that your claim true
14. Evidence
The textual support for your claim
Includes examples, specific quotes, and
references to the text
You’ll typically be describing a scene
This is where you do provide brief plot
summary
The more detailed the evidence, the
better
15. Interpretation
An explanation of how the evidence
proves the claim
What does the evidence show the reader?
This is where you move beyond plot
summary and into analysis
16. Shakespeare’s tragedy Macbeth tells the story of a power-hungry Scottish
thane whose greedy attempts to use strong force and manipulation lead him not
to greatness, but to corruption and his own downfall. Encouraged by the
insinuations of his sinister wife, Macbeth becomes obsessed with the prospect
of becoming king of Scotland. He falsely equates the throne and the power that
comes with it to true greatness and satisfaction. The great irony of the play is
that Macbeth’s attempts to achieve this goal through “strong” force ultimately
bring neither. Motivated by his obsessive greed and pressure from his wife to
appear strong, Macbeth engages in desperate and unscrupulous behavior. His
decision to murder his relative and friend, King Duncan, to fulfill his ambitions
only reveal that Macbeth is a weak character with unsound judgment. The fact
that Macbeth is so easily succumbed to the pressures of his wife also reveal
that despite appearing strong through his use of violence, Macbeth is insecure
and cannot think for himself. Ultimately, Macbeth’s decisions to kill Duncan
leads not to greatness, but causes more trouble for him and those around him.
In the end, his reign causes harm to and discontent among his subjects,
something a “great” leader would not do. Macbeth’s tragic story only proves
that forceful actions do not always bring individuals to greatness, especially if
they are motivated by greed and treachery.
17. CLAIM:
Shakespeare’s tragedy Macbeth tells the story of a
power-hungry Scottish thane whose greedy attempts
to use strong force and manipulation lead him not to
greatness, but to corruption and his own downfall.
Encouraged by the insinuations of his sinister wife, Macbeth becomes
obsessed with the prospect of becoming king of Scotland. He falsely equates
the throne and the power that comes with it to true greatness and satisfaction.
The great irony of the play is that Macbeth’s attempts to achieve this goal
through “strong” force ultimately bring neither. Motivated by his obsessive
greed and pressure from his wife to appear strong, Macbeth engages in
desperate and unscrupulous behavior. His decision to murder his relative and
friend, King Duncan, to fulfill his ambitions only reveal that Macbeth is a weak
character with unsound judgment. The fact that Macbeth is so easily
succumbed to the pressures of his wife also reveal that despite appearing
strong through his use of violence, Macbeth is insecure and cannot think for
himself. Ultimately, Macbeth’s decisions to kill Duncan leads not to greatness,
but causes more trouble for him and those around him. In the end, his reign
causes harm to and discontent among his subjects, something a “great” leader
would not do. Macbeth’s tragic story only proves that forceful actions do not
18. EVIDENCE…
Shakespeare’s tragedy Macbeth tells the story of a power-hungry Scottish thane whose greedy attempts to use strong force and manipulation lead him not to greatness, but to
. Encouraged by the insinuations of his sinister wife,
Macbeth becomes obsessed with the prospect of becoming king
of Scotland. He falsely equates the throne and the power that
comes with it to true greatness and satisfaction. The great irony
of the play is that Macbeth’s attempts to achieve this goal through
“strong” force ultimately bring neither. Motivated by his
corruption and his own downfall
,
obsessive greed and pressure from his wife to appear strong
Macbeth engages in desperate and unscrupulous behavior. His
decision to murder his relative and friend, King Duncan, to fulfill
his ambitions only reveal that Macbeth is a weak character with
unsound judgment. The fact that Macbeth is so easily succumbed
to the pressures of his wife also reveal that despite appearing
strong through his use of violence, Macbeth is insecure and
cannot think for himself
. Ultimately, Macbeth’s decisions to kill Duncan leads not to greatness, but causes more trouble for him and
those around him. In the end, his reign causes harm to and discontent among his subjects, something a “great” leader would not do. Macbeth’s tragic story only proves that
forceful actions do not always bring individuals to greatness, especially if they are motivated by greed and treachery.
19. INTERPRETATION
Shakespeare’s tragedy Macbeth tells the story of a power-hungry Scottish thane whose greedy attempts to use strong force and manipulation lead him not to greatness, but to
corruption and his own downfall. Encouraged by the insinuations of his sinister wife, Macbeth becomes obsessed with the prospect of becoming king of Scotland. He falsely
equates the throne and the power that comes with it to true greatness and satisfaction. The great irony of the play is that Macbeth’s attempts to achieve this goal through “strong”
force ultimately bring neither. Motivated by his obsessive greed and pressure from his wife to appear strong, Macbeth engages in desperate and unscrupulous behavior. His
decision to murder his relative and friend, King Duncan, to fulfill his ambitions only reveal that Macbeth is a weak character with unsound judgment. The fact that Macbeth is so
easily succumbed to the pressures of his wife also reveal that despite appearing strong through his use of violence, Macbeth is insecure and cannot think for himself.
Ultimately, Macbeth’s decisions to kill Duncan leads
not to greatness, but causes more trouble for him and
those around him. In the end, his reign causes harm to
and discontent among his subjects, something a
“great” leader would not do. Macbeth’s tragic story
only proves that forceful actions do not always bring
individuals to greatness, especially if they are
motivated by greed and treachery.
20. Try It On Your Own…
“Greatness lies not in being strong, but
in the right using of strength.”
--Henry Ward Beecher
Claim
Interpretation
Evidence
21. The Conclusion
Wrap up what you have been discussing
in your paper
Your conclusion should begin pulling back
into more general information
Don’t try and pull in new points
Simplicity is best for a clear, convincing
message