Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docxJeniceStuckeyoo
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
Turabian Cheat Sheet 2.0Download and save this document to you.docxwillcoxjanay
Turabian Cheat Sheet 2.0
Download and save this document to your hard drive - do it now!
There is certainly a great deal of confusion regarding the appropriate formatting of footnotes and bibliographies. Chicago, Turabian, APA, MLA - which style guide ought you to use? APUS requires what they call Chicago/Turabian style guides. The two style guides are similar but not the same. I have opted to use the Turabian style guide in all my classes at APUS and to assist you with this, I have created what I call the Turabian Cheat Sheet 2.0 - it is called 2.0 since it is actually my second attempt at such an undertaking!
The information provided here is taken from the 7th Edition of Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press, 2007), and while I make no claim to being comprehensive (you can buy Turabian at any bookstore), what I have included here seem to me to be the most common sort of formatting issues you will encounter in your writing.
One of the few things I learned in my Historical Methods class in graduate school (I say "few" because that course actually taught me very little) is that when it comes to footnotes and bibliographies - be consistent. The object of a footnote is to direct your reader to the exact location of a passage, idea, or piece of data you have obtained from another source in the most direct manner possible. Turabian suggests that writers cite sources for four reasons: (1) to give credit, (2) to assure readers about the accuracy of your facts, (3) to show readers the research tradition that informs your work - we could almost call this historiography, and (4) to help readers follow or extend your research (133-34). Which brings up the question, when do we use citations? Again, here's what Turabian has to say: when you quote exact words from a source, when you paraphrase ideas associated with a specific source, or when you use any idea, data, or method attributable to any source you may have consulted (134).
The examples used here are what Turabian calls "notes-bibliography style" or simply "bibliography style," which is the most common form in the humanities. You must keep a sharp eye to the elements of each notation/entry as well as spacing, and punctuation. Sample footnotes and bibliography appear at the end.
N = footnote B = bibliography
Book: Single Author
N
1 Morris Dickstein, Dancing in the Dark: A Cultural History of the Great Depression (New York: W. W. Norton & Company, 2009), 38.
B
Dickstein, Morris. Dancing in the Dark: A Cultural History of the Great Depression. New York: W. W. Norton & Company, 2009.
Book: Single Editor
N
1 Michael J. Hogan, ed., Paths to Power: The Historiography of American Foreign Relations to 1941 (New York: Cambridge University Press, 2000), 96-101.
B
Hogan, Michael J., ed. Paths to Power: The Historiography of American Foreign Relations to 1941. New York: Cambridge University Press, 2000.
Book: Two Aut ...
In this PowerPoint you'll learn which information in a research paper requires documentation; you'll also learn about citations and Works Cited entries.
This week we begin our most significant writing, emphasizing themerochellwa9f
This week we begin our most significant writing, emphasizing
themes
. We have been practicing so we can get to this point, doing more of what historians actually do.
As you know, historians do not memorize facts. They see trends throughout time, and use these trends to understand both the past and the present.
A historical theme is a trend, presented as an interpretive thesis, but supported by evidence from several different eras instead of just one or two.
A number of weeks throughout the semester, we have posted evidence from one particular time-frame or era on a Primary Sources Board, but our writing this week must include evidence from multiple eras.
Yes - the work you do here may be considered as the outline for your final essay, so long as you are happy with your subject!
Themes are narrow enough to have a point of view, even though they are broad enough to cover several eras. They show a repeating trend, rather than progress over time.
One way to begin a theme is to focus on a topic area, such as fashion, sexuality, class differences, cloth-making technology, the role of philosophy, ways in which literature reflects society, sports, games, furniture design, domestic architecture, dancing, political conflict, holiday celebrations, religious texts, expressions of spirituality, mass communication - the possibilities are endless.
Format
For this assignment we start with a theme (in bold text), and use six sources in pairs with a topic sentence (in
italics
) that covers them both. The format will be like an essay, with no numbers or letters:
I. Historical theme
II.
Topic sentence that supports the theme
A. Primary source #1 with explanation
B. Primary source #2 with explanation
III.
Topic sentence that supports the theme
A. Primary source #3 with explanation
B. Primary source #4 with explanation
IV.
Topic sentence that supports the theme
A. Primary source #1 with explanation
B. Primary source #2 with explanation
V. Brief conclusion
Avoid problems with themes
Here's a list of common problems to avoid for themes:
• The progressive theme problem.
The theme features advancement or improvement over time, when it needs to focus on a repeating trend.
•
The "throughout history" problem.
The theme should not use phrases like "throughout history" or "across the ages".
•
The "and" problem.
The theme should not try to cover more bases by using "and", unless everything in it is proven in every paragraph.
• The "or" problem.
The theme should not contain "or", which encourages paragraphs that focus on only part of the theme.
•
The so broad it's obvious problem.
This is similar to the big, factual thesis problem.
Writing assignment instructions (70 points):
Create an outline with a theme and three topic sentences, each supported by two fully-cited primary sources from various Primary Sources Boards, with a brief explanation of how each source supports the topic.
Al ...
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
Twelve Angry Men Essay. 12 angry men essayafjzdtooeofvaa
Twelve Angry Men Essay English - Year 12 VCE Thinkswap. Reflection Essay on Twelve Angry Men - PHDessay.com. Twelve Angry Men and TKAM Comparative Essay English - Year 11 VCE .... 12 Angry Men Essay Essay on 12 Angry Men for Students and Children in .... School essay: 12 angry men analysis essay. Twelve angry men essay. Twelve Angry Men free essay sample. 2019-01-31. Twelve angry men essay year 12 vce english. 12 Angry Men and the Truth Movement James Perloff. 12 angry men essay. 12 Angry Men Essay Telegraph. Homework help 12 angry men! English 10A/ Twelve Angry Men. Twelve Angry Men Analysis Paper Essay Example Topics and Well Written .... Twelve Angry Men Essay English - Year 11 VCE Thinkswap. Twelve Angry Men Argumentative Essay Example StudyHippo.com. Analysis of quot;12 Angry Menquot; Essay Example GraduateWay. 12 Angry Men - GCSE English - Marked by Teachers.com. Twelve Angry Men Text, Film, amp; Essay Unit Plan by Porters Possibilities. essay examples: 12 Angry Men Essay. 12 Angry Men 1957 - Essay Example Topics and Well Written Essays .... 12 Angry Men Analysis Essay Telegraph. 12 Angry Men Analysis Free Essay Example. Critique of Twelve Angry Men Free Essay Example. 12 Angry Men English Essay English Studies - Year 11 NTCE Thinkswap. Can write my paper for me 12 angry men guilty or not guilty essay. Impressive 12 Angry Men Essay Thatsnotus. Twelve Angry Men Essay Reasonable Doubt Knowledge. Twelve Angry Men Essay Reasonable Doubt Psychological Concepts .... 12 Angry Men Writing Assignment. Twelve Angry Men Essay Topics and Extra Credit Projects by Ritasue29. 12 angry men essay juror 8. Twelve angry men ch. 4 Twelve Angry Men Essay Twelve Angry Men Essay. 12 angry men essay
Consequentialist theory Focuses on consequences of a.docxVannaJoy20
Consequentialist theory
Focuses on consequences of actions
Hard Universalist/Absolutist theory
The theory that one ought to maximize happiness and
minimize the unhappiness of as many people as
possible
Epicurus (341-270 B.C.E.) Greek philosopher who
advocated a life free of pain
Coined the term utilitarianism
Believed that it is good for an action to have a utility
(to make people happy)
Developed Hume’s theory of utility into a moral theory
to reform the British legal system
Believed that all humans are hedonists
Developed Hedonistic Calculus
Calculates probable consequences of actions
Produces a rational solution to any problem
Rediscovered the paradox of hedonism
The more you search for pleasure, the more it will elude
you
Refined Bentham’s theory
Higher and lower pleasures
Harm Principle
The only purpose of interfering with the life of someone
is to prevent harm to others
Act Utilitarianism
Always do whatever act
that will create the
greatest happiness for
the greatest number of
people
Only focuses on
consequences of present
decision
Always do whatever type
of act (based on a rule)
that will create the
greatest happiness for
the greatest number of
people
Focuses on consequences
of others applying that
same rule
Rule Utilitarianism
CemeteryAnalysis
Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please
respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study.
You must follow these steps:
1)
Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Research or Non Research
• Identify the following terms or abbreviations if they are related to research or not. Write
Research or Not.
1. Bibliography
2. Conclusion
3. Individual
4. Affidavit
5. Income
6. Framework
7. Amortization
8. Dehydration
9. Variable
10. Democracy
4. A.D. Anno Domini
• Used to date years by reckoning the date of Christ's birth, as opposed to
B.C., the years "Before Christ."
• Literally, Anno Domini means "In the year of the Lord."
• Remember two important notes! Anno Domini does not mean "After
Death." (If it did, there would be a thirty-three year gap between 1 BC and
the crucifixion thirty-three years later.)
• Also note the politically correct tendency is to use the abbreviation CE
(Common Era) and BCE (Before Common Era). These abbreviations are an
attempt to avoid the religious connotations of the Latin abbreviation. In
spite of the name change, BCE and CE still divide history according to the
life of Christ, but CE and BCE may be less offensive (or at least less
ethnocentric) to a non-Christian audience.
5. cf. confere
• A Latin imperative suggesting the reader should compare and
contrast one statement or idea with another one.
• Literally, “compare.” Researchers often follow the abbreviation with a
reference to an author or page number, suggesting the reader look
for similarities and differences between what a previous citation has
said with the subsequent source listed.
• Usage: Some scholars think Hitler’s main camp used genocidal
ideas found in earlier anti-Semitic literature (Smith 42), but others
argue Hitler himself was the primary originator (cf. Jones 98).
6. c. circa
• Used by historians to show that a date is approximate. Literally, the
word means "around," and it is sometimes abbreviated "ca."
• Usage: Shortly after Henry IV seized the throne from Richard II,
Geoffrey Chaucer died (c.1400 A.D.), perhaps due to old age.
7. etc. et cetera
• "And so on." This is the one Latin abbreviation most students already
know, and the one they tend to overuse.
• Do note that, since et already means and, it is redundant to write,
"and etc." Literally, the Latin phrase means "and other things."
• Usage: The problems of the Balkan Republics are numerous, including
insufficient electric power, poor highways, rampant unemployment,
hostile neighbors, etc.
8. e.g. exempli gratia.
• "For example." Literally, "free as an example."
• Usage: "We have numerous problems to deal with before reforming
welfare policies, e.g., the trade deficit, Medicare, and social security."
9. et pass. et passim
• And also found throughout the subsequent pages or sections.
Literally, “And in the following.”
• The abbreviation typically appears after a citation of a single page,
suggesting the reader look at that page first and then skim the
material following for further discussion.
• Usage: For further discussion of this important issue, see Smith 42 et
passim.
10. et al. et alii
• means “and others”, and abbreviates people in a list
• Usage: If David et al. get the financing, we can move forward with the
prototype.
11. ib./ ibid. ibidem.
• "In the same passage or page quoted above."
• Literally, "In the same place."
• Usage: "One physicist compared the behavior of quarks to bowling
pins (Jones 35). He also indicated that the 'Charm' quark was like a
'bowling ball' (ibid.) due to the way it. . . ."
12. i.e. id est.
• "That is more precisely."
• Literally, "it is."
• Commonly used to refine a general statement or provide additional
information.
• Usage: "Jerry's girlfriend always managed to turn the conversation
toward children, i.e., the possibility of having children together; i.e.,
the possibility of having legitimate children together; i.e., toward the
subject of marriage."
13. sic.
• Indicates a misspelling or error in a quoted source, in order to verify
to the reader that the researcher did not create a typographical error,
but instead exactly reproduces the way the word or statement
appeared in the original material.
• Literally, "yes" or "even thus" in Latin.
• Usage: There are, according to the writings of seven-year old Andrew,
"Manee wayes of riting words" [sic].
14. Ph. D. Philosophiae Doctor.
• "Doctor (or Doctorate) of Philosophy."
• It can refer to the individual as a title, or to the degree itself.
• Note that it is redundant to write, "Dr. McGillicutty is a Ph. D." unless
the writer seeks to distinguish him from a medical doctor such as an
M.D.
• Usage: "Joe Bob McGillicutty, Ph. D., is on the committee." Or,
"McGillicutty earned his Ph. D. in art history."
15. Get familiar with the research technical terms
used in the sentences.
1. It is essentially a food cheese rather than a mere condiment, and 1 lb of
it will furnish as much nourishing material as 24 lb cf the best beefsteak.
2. Try using easy-to-read fonts; e.g. Georgia and Verdana.
3. Our backup drives (i.e. drives F and G) are new.
4. Chapman, Color Key to North American Birds (New York, 1903);
Handbook of Birds of Eastern North America (ibid, 1895) and The
Warblers of North America (ibid, 1907), with notable coloured
illustrations by L.
5. “Lewis et al. (2006) demonstrated teamwork environment is critical to
success.”
16. Get familiar with the research technical terms
used in the sentences.
1. Any facial response (e.g., a surprised blink of both eyes) was recorded.
2. Schweiger et al. applied the neural network method.
3. In every case Angle 1 was greater than Angle 2—i.e., every viewer perceived a circle.
4. The independent variabls are treated in manual operation.
5. John Hawkins, Ph. D. reported that 1 out of 10 respondents like the taste.
6. AD 1453, the city of Constantinople was conquered by the Ottoman empire.
7. Beowulf was written c. 1500 under the pagan world in Scandinavia.
8. Barbus cf. holotaenia" implies that the specimen is believed to be Barbus holotaenia but
the actual identification cannot be certain.
9. When assessing academic studies, media members are often confronted by pages not
only full of numbers, but also loaded with concepts, see Gonzales 25, et passim.
10. Tennis, soccer, baseball, etc., are outdoor games