This document provides an overview of close reading and its importance in elementary education according to the Common Core State Standards. It discusses that close reading involves carefully analyzing a text through multiple readings to fully comprehend what the text directly states, how it is structured, and what it means. It emphasizes focusing on the text itself rather than outside knowledge. The document also includes examples of how close reading can be planned by selecting an appropriate text and developing text-dependent questions, as well as a video example of a close reading lesson in a 2nd grade classroom. The overall message is that close reading provides students with critical thinking skills to deeply analyze what they read.
The document discusses close reading as an instructional approach. It defines close reading as carefully analyzing a text to understand its meaning and ideas. Close reading involves multiple readings of short, rigorous texts and using text-dependent questions to gain insight. Close reading builds reading skills and helps students understand increasingly complex texts, as required by the Common Core standards. The document provides guidance on planning and implementing close reading lessons, such as selecting appropriate texts, developing text-dependent questions, and supporting struggling readers.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
The document discusses strategies for teaching close reading skills to elementary students. It recommends using short passages and having students re-read text with questions. Teachers should provide background knowledge and modify questions based on reading levels. Creating text-dependent questions involves identifying key ideas and addressing vocabulary, structure, and standards. Close reading lessons should build confidence and tackle difficult sections. Illustrations can also be closely read to improve comprehension.
The document provides guidance on developing academic reading skills. It discusses choosing texts to read, searching methods, referencing styles, and engaging critically with texts. The document encourages being consistent with referencing and checking with tutors on styles. It outlines a two-step process for critical reading: 1) making informed choices on what to read, and 2) critically analyzing the chosen texts by asking questions, contextualizing content, and comparing to other sources. Forms for general overviews and detailed critical synopses of texts are presented.
Close reading involves analyzing a text at the word, phrase, sentence, and paragraph levels to identify the author's central idea and key details. It focuses on determining what the text explicitly says and means by having students reread strategically with the purpose of interpretation. Teachers guide close reading by asking text-dependent questions and selecting challenging texts worth rereading. Students must actively engage in interpretation without outside preparation.
This document provides an overview of close reading and its importance in elementary education according to the Common Core State Standards. It discusses that close reading involves carefully analyzing a text through multiple readings to fully comprehend what the text directly states, how it is structured, and what it means. It emphasizes focusing on the text itself rather than outside knowledge. The document also includes examples of how close reading can be planned by selecting an appropriate text and developing text-dependent questions, as well as a video example of a close reading lesson in a 2nd grade classroom. The overall message is that close reading provides students with critical thinking skills to deeply analyze what they read.
The document discusses close reading as an instructional approach. It defines close reading as carefully analyzing a text to understand its meaning and ideas. Close reading involves multiple readings of short, rigorous texts and using text-dependent questions to gain insight. Close reading builds reading skills and helps students understand increasingly complex texts, as required by the Common Core standards. The document provides guidance on planning and implementing close reading lessons, such as selecting appropriate texts, developing text-dependent questions, and supporting struggling readers.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
The document discusses strategies for teaching close reading skills to elementary students. It recommends using short passages and having students re-read text with questions. Teachers should provide background knowledge and modify questions based on reading levels. Creating text-dependent questions involves identifying key ideas and addressing vocabulary, structure, and standards. Close reading lessons should build confidence and tackle difficult sections. Illustrations can also be closely read to improve comprehension.
The document provides guidance on developing academic reading skills. It discusses choosing texts to read, searching methods, referencing styles, and engaging critically with texts. The document encourages being consistent with referencing and checking with tutors on styles. It outlines a two-step process for critical reading: 1) making informed choices on what to read, and 2) critically analyzing the chosen texts by asking questions, contextualizing content, and comparing to other sources. Forms for general overviews and detailed critical synopses of texts are presented.
Close reading involves analyzing a text at the word, phrase, sentence, and paragraph levels to identify the author's central idea and key details. It focuses on determining what the text explicitly says and means by having students reread strategically with the purpose of interpretation. Teachers guide close reading by asking text-dependent questions and selecting challenging texts worth rereading. Students must actively engage in interpretation without outside preparation.
This document outlines the assessment criteria and topics for a reading course. It will be assessed through quizzes, exams, assignments and projects, totaling 100%. This week's topics include pre-reading strategies like surveying titles and bold/italicized words, highlighting text, and making marginal notes. Making notes in margins or between lines is recommended to conceptualize while reading and aid in summarizing later. Marginal notes should include underlining crucial passages and marking important sections with stars.
Close reading involves carefully analyzing a text to understand the explicit and implicit meanings. It requires re-reading, annotating details, and making inferences supported by evidence from the text. Close reading develops students' ability to cite evidence, resolve conflicts, and support arguments. Teachers select texts and model close reading strategies to help students actively engage with texts. Text-dependent questions require students to refer back to specific details or ideas in the text to formulate answers.
This document provides an agenda for a training session on how to implement close reading strategies. It will cover why close reading is important, how to model close reading, how to write text-dependent questions, and providing examples for different content areas. Attendees will learn that close reading involves carefully re-reading short texts with a specific purpose in mind. It helps students engage with and understand what texts explicitly say as well as make inferences. The training will provide guidance on selecting appropriate texts and crafting text-dependent questions to facilitate close analysis of key passages.
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Before, During, and After Reading StrategiesDeborahPx33
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Two weeks ago, you learned about global dimensions of education. lraju957290
This document provides guidance for conducting a multicultural interview as an assignment in an educational research course. It discusses different types of interviews (structured, semi-structured, unstructured) and recommends choosing a type based on personal skills and preferences. Guidelines are given for contacting the interview subject, preparing questions, conducting the interview respectfully and within 30 minutes, and submitting the recording or transcript. Students are instructed to ask questions about the subject's cultural identities and perspectives. The goal is for students to learn about other cultures through meaningful conversations and to practice qualitative research techniques.
Here are some suggestions for improving the sample paragraph:
- Shorten and simplify sentences for clarity and conciseness.
- Be more specific than "things" and "so on".
- Introduce quotations and attribute them properly.
- Provide citations for any claims or data.
- Improve transitions between ideas.
- Consider reorganizing ideas to improve logical flow.
- Remove unnecessary words like "the most important thing is".
- Avoid subjective language like "I think". Maintain an objective tone.
By addressing issues like lengthy sentences, vagueness, attribution, organization and tone, the paragraph could be strengthened to better develop its ideas in a clear, academic writing style.
Top of form questioncomment reference inside work, pg.10 undersraju957290
The document describes the four main academic disciplines:
1) Humanities focus on understanding the human race through subjects like history, languages, art, music, philosophy, and religion.
2) Social sciences examine human behavior, the brain, how groups communicate, and how society functions.
3) Natural sciences study the natural world through experimentation in fields like biology, chemistry, and environment.
4) Applied fields apply the other disciplines to specific areas like nursing, counseling, law, education, and business.
This document provides 5 strategies for close reading a text: 1) Number each paragraph, 2) Break the text into logical chunks, 3) Circle or underline key terms and specific elements like figurative language, 4) Write a 10-word or less summary of each chunk in the left margin to describe what the author is saying, and 5) Complete a specific task in the right margin for each chunk like describing what the author is doing or asking questions.
What Struggling Readers Need For SuccessKeith Pruitt
This document outlines best practices for helping struggling readers succeed. It discusses that struggling readers need to break the reading code through phonics, but also need extensive reading practice with books at their instructional level. Students benefit from exposure to new experiences through field trips and guest speakers, as well as hearing fluent reading from teachers, audio programs, and partner reads. Implementing these practices can help struggling readers become independent, strategic readers with strong comprehension.
This document discusses the importance and benefits of close reading instruction. It states that close reading of complex texts has been linked to significant gains in student proficiency. Close reading requires multiple readings of short text excerpts and uses text-dependent questions to help students gain a deep understanding. It emphasizes using close reading across all subjects to meet Common Core literacy standards. Effective close reading includes limiting initial activities, focusing discussions on the text, and having students connect ideas to the real world.
Lecture 18: Reading and Writing for an Academic PurposeJessica Laccetti
This document provides an outline for a lecture about how to write academic papers and read scientific articles effectively. It discusses the steps for writing a science article assignment, common mistakes to avoid in writing, and Harvard research on how students typically do not read assignments effectively. It then outlines a step-by-step process for actively reading a scientific article, including looking at the title, abstract, introduction and conclusion, and skimming strategically. The lecture emphasizes tailoring one's reading based on the purpose and focusing on key information.
This document provides guidance on effective academic reading. It discusses choosing high-quality academic sources and evaluating them using the CRAPP test. It emphasizes the importance of active reading strategies like understanding the assignment question before reading, highlighting and taking notes while reading, and reflecting after reading. The document also examines journal article structure and building reading skills over time by starting with easier texts. Overall, the document aims to help students improve their academic reading abilities through selecting appropriate sources and using active reading techniques.
Before, During, and After reading strategiesamandavuleta
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
This document outlines reading strategies that will be used in an online course. It defines reading strategies as how readers make meaning from text, understand messages, evaluate information, and comprehend how it relates to the real world. Specific strategies that will be taught include identifying purpose, previewing, predicting, asking questions, checking predictions, connecting to background knowledge, summarizing, relating different parts of text, and rereading. Each strategy is then defined in more detail.
Reading Strategies: Before, During, and After morozme
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned include setting a purpose for reading, activating background knowledge, making predictions, think-pair-share, vocabulary preparation, think-alouds, graphic organizers, partner reading, word hunts, choral reading, 3-2-1 summaries, exit slips, summarizing, story sequencing, and reflection. The strategies are meant to engage students, build comprehension and critical thinking skills, and allow students to monitor their understanding of texts.
This document discusses effective reading strategies. It begins by introducing the group members and their topic on effective reading. It then covers key points about reading including what reading is, the importance of reading, reading skill development, and types of reading. The presentation goes on to discuss what makes reading effective and provides tips and strategies for readers to improve comprehension. These include previewing text, using mapping, KWL charts, and the SQ3R method. It emphasizes activating prior knowledge and using questioning to aid understanding.
This document outlines the assessment criteria and topics for a reading course. It will be assessed through quizzes, exams, assignments and projects, totaling 100%. This week's topics include pre-reading strategies like surveying titles and bold/italicized words, highlighting text, and making marginal notes. Making notes in margins or between lines is recommended to conceptualize while reading and aid in summarizing later. Marginal notes should include underlining crucial passages and marking important sections with stars.
Close reading involves carefully analyzing a text to understand the explicit and implicit meanings. It requires re-reading, annotating details, and making inferences supported by evidence from the text. Close reading develops students' ability to cite evidence, resolve conflicts, and support arguments. Teachers select texts and model close reading strategies to help students actively engage with texts. Text-dependent questions require students to refer back to specific details or ideas in the text to formulate answers.
This document provides an agenda for a training session on how to implement close reading strategies. It will cover why close reading is important, how to model close reading, how to write text-dependent questions, and providing examples for different content areas. Attendees will learn that close reading involves carefully re-reading short texts with a specific purpose in mind. It helps students engage with and understand what texts explicitly say as well as make inferences. The training will provide guidance on selecting appropriate texts and crafting text-dependent questions to facilitate close analysis of key passages.
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Before, During, and After Reading StrategiesDeborahPx33
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Two weeks ago, you learned about global dimensions of education. lraju957290
This document provides guidance for conducting a multicultural interview as an assignment in an educational research course. It discusses different types of interviews (structured, semi-structured, unstructured) and recommends choosing a type based on personal skills and preferences. Guidelines are given for contacting the interview subject, preparing questions, conducting the interview respectfully and within 30 minutes, and submitting the recording or transcript. Students are instructed to ask questions about the subject's cultural identities and perspectives. The goal is for students to learn about other cultures through meaningful conversations and to practice qualitative research techniques.
Here are some suggestions for improving the sample paragraph:
- Shorten and simplify sentences for clarity and conciseness.
- Be more specific than "things" and "so on".
- Introduce quotations and attribute them properly.
- Provide citations for any claims or data.
- Improve transitions between ideas.
- Consider reorganizing ideas to improve logical flow.
- Remove unnecessary words like "the most important thing is".
- Avoid subjective language like "I think". Maintain an objective tone.
By addressing issues like lengthy sentences, vagueness, attribution, organization and tone, the paragraph could be strengthened to better develop its ideas in a clear, academic writing style.
Top of form questioncomment reference inside work, pg.10 undersraju957290
The document describes the four main academic disciplines:
1) Humanities focus on understanding the human race through subjects like history, languages, art, music, philosophy, and religion.
2) Social sciences examine human behavior, the brain, how groups communicate, and how society functions.
3) Natural sciences study the natural world through experimentation in fields like biology, chemistry, and environment.
4) Applied fields apply the other disciplines to specific areas like nursing, counseling, law, education, and business.
This document provides 5 strategies for close reading a text: 1) Number each paragraph, 2) Break the text into logical chunks, 3) Circle or underline key terms and specific elements like figurative language, 4) Write a 10-word or less summary of each chunk in the left margin to describe what the author is saying, and 5) Complete a specific task in the right margin for each chunk like describing what the author is doing or asking questions.
What Struggling Readers Need For SuccessKeith Pruitt
This document outlines best practices for helping struggling readers succeed. It discusses that struggling readers need to break the reading code through phonics, but also need extensive reading practice with books at their instructional level. Students benefit from exposure to new experiences through field trips and guest speakers, as well as hearing fluent reading from teachers, audio programs, and partner reads. Implementing these practices can help struggling readers become independent, strategic readers with strong comprehension.
This document discusses the importance and benefits of close reading instruction. It states that close reading of complex texts has been linked to significant gains in student proficiency. Close reading requires multiple readings of short text excerpts and uses text-dependent questions to help students gain a deep understanding. It emphasizes using close reading across all subjects to meet Common Core literacy standards. Effective close reading includes limiting initial activities, focusing discussions on the text, and having students connect ideas to the real world.
Lecture 18: Reading and Writing for an Academic PurposeJessica Laccetti
This document provides an outline for a lecture about how to write academic papers and read scientific articles effectively. It discusses the steps for writing a science article assignment, common mistakes to avoid in writing, and Harvard research on how students typically do not read assignments effectively. It then outlines a step-by-step process for actively reading a scientific article, including looking at the title, abstract, introduction and conclusion, and skimming strategically. The lecture emphasizes tailoring one's reading based on the purpose and focusing on key information.
This document provides guidance on effective academic reading. It discusses choosing high-quality academic sources and evaluating them using the CRAPP test. It emphasizes the importance of active reading strategies like understanding the assignment question before reading, highlighting and taking notes while reading, and reflecting after reading. The document also examines journal article structure and building reading skills over time by starting with easier texts. Overall, the document aims to help students improve their academic reading abilities through selecting appropriate sources and using active reading techniques.
Before, During, and After reading strategiesamandavuleta
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
This document outlines reading strategies that will be used in an online course. It defines reading strategies as how readers make meaning from text, understand messages, evaluate information, and comprehend how it relates to the real world. Specific strategies that will be taught include identifying purpose, previewing, predicting, asking questions, checking predictions, connecting to background knowledge, summarizing, relating different parts of text, and rereading. Each strategy is then defined in more detail.
Reading Strategies: Before, During, and After morozme
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned include setting a purpose for reading, activating background knowledge, making predictions, think-pair-share, vocabulary preparation, think-alouds, graphic organizers, partner reading, word hunts, choral reading, 3-2-1 summaries, exit slips, summarizing, story sequencing, and reflection. The strategies are meant to engage students, build comprehension and critical thinking skills, and allow students to monitor their understanding of texts.
This document discusses effective reading strategies. It begins by introducing the group members and their topic on effective reading. It then covers key points about reading including what reading is, the importance of reading, reading skill development, and types of reading. The presentation goes on to discuss what makes reading effective and provides tips and strategies for readers to improve comprehension. These include previewing text, using mapping, KWL charts, and the SQ3R method. It emphasizes activating prior knowledge and using questioning to aid understanding.
The document discusses strategies for teaching academic vocabulary and literacy skills to English language learners. It provides examples of effective vocabulary instruction practices such as explicitly teaching word meanings, providing opportunities for students to practice using new words, and teaching word learning strategies. In contrast, it identifies asking students for definitions without explanation as an unreliable practice. The document emphasizes the importance of academic vocabulary for reading comprehension and learning content.
This document provides information about an academic English course. The course focuses on developing skills for seminars, lectures, and essay writing. Assessment includes assignments, reading and listening tests, and an oral presentation. Students will also have access to university facilities and resources. The course may include IELTS exam preparation.
The document outlines the academic writing and speaking process, including understanding the task, doing research, planning drafts, proofreading, and editing. It provides guidance on answering essay questions by highlighting keywords and understanding task words like analyze, argue, compare, contrast, describe, interpret, summarize.
Finally, it includes a self-assessment questionnaire for students to identify their academic English needs and offers private tutoring services.
English for academic purposes: General writing skillsThe Free School
This week discusses general writing skills for those who speak English as a Foreign Language and use English for Academic Purposes (EAP). This course is free for those who cannot access quality education from their own funds. For further details, please see
http://www.thefreeschool.education/free-diploma.html
English for Academic Purposes : Academic WritingThe Free School
This document provides an overview of Teaching Week 9 of an English for Academic Purposes course. The week focuses on writing skills for academic contexts, including academic referencing, plagiarism, and using various citation styles. Students are instructed to watch two YouTube videos on academic writing and paraphrasing. Resources on grammar, language exams, and citation styles are provided. Students are asked to discuss topics they struggle with in English grammar and how the course may help address challenges in academic writing.
EAP Week 11 Academic Referencing : English as a Foreign LanguageThe Free School
Academic Referencing : English as a Foreign Language. This presentation examines academic referencing principles for those who study arts, humanities, social sciences, business studies and health sciences at post-secondary level. Most of this presentation applies to those who speak English as a first language and for those who speak English as a foreign language.
Review this week’s Instructor Guidance for additional informatioDioneWang844
Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.
Analyzing Cultural Relevance in Instruction In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class.
Student “Jeff Bliss” Mad at Teacher at Duncanville High
Links to an external site.
(Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.
Review the Instructor Guidance before this task. In your paper, include the following:
· Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
o Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
o Explain what probably caused it.
o Identify who benefits and who loses.
o Indicate your position on this issue.
o Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
o Express how Ms. Phung might respond differently to Jeff’s concerns.
o Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
o Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:
§ Instruction
§ Classroom Environment
§ Student Grouping
§ Student Recognition/leadership
o Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
o List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:
§ Maximizing academic success through relevant instructional experiences
§ Addressing c ...
English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
The document provides guidance on developing writing skills for different audiences, purposes, and contexts. It discusses constructing sentences, choosing appropriate tenses, and outlining a paragraph structure. Sample topics are given to demonstrate how to choose a subject and brainstorm ideas before writing. The importance of considering the audience, purpose, and language is emphasized.
The document provides guidance on developing writing skills for different audiences, purposes, and contexts. It discusses constructing sentences, choosing appropriate tenses, and outlining a paragraph structure. Sample topics are given to demonstrate how to choose a subject and brainstorm ideas before writing. The importance of considering the audience, purpose, and language is emphasized.
The document provides guidance on writing an introduction for an argumentative essay. It recommends that introductions include:
1) Background information about the topic to interest the reader.
2) A clear statement of the issue or question that will be addressed.
3) A concluding statement presenting the writer's opinion on the topic.
Introductions should be concise and avoid unnecessary details.
Teaching English Through English I Class #3lisyaseloni
This document provides an agenda for an English teaching session that focuses on developing critical reading and writing skills. It includes discussions on evaluating academic sources, creating lesson plans based on readings, and techniques for active reading such as annotating texts, asking questions, and connecting information to prior knowledge. Sample activities involve reflecting on and peer-editing essays about English villages in South Korea. Guidelines are provided for evaluating sources based on authority, accuracy, comprehensiveness, validity and ease of use. The session will conclude with a teaching demonstration of a reading and writing lesson plan developed from academic texts.
Literature Review and AnalysisFor the final assignment, stud.docxjeremylockett77
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
The document discusses key aspects of education systems and student life. It notes that education generally reflects the broader society and culture. While education is compulsory and universal in many countries, access varies between urban and rural areas. Students require discipline to balance their studies with other activities. Exam results reflect highly on students' families and can affect their social status.
The document discusses key aspects of education systems and student life. It notes that education generally reflects the larger culture and values of a society. While education aims to promote unity, access varies between urban and rural areas. Students require discipline to dedicate time to their studies, which is important for social status.
The document provides guidance and scaffolding for students to write essays for the California High School Exit Exam (CAHSEE). It includes sample writing prompts, outlines the scoring rubric, provides vocabulary definitions, and offers a step-by-step process to scaffold the writing task into more manageable chunks. Sample student responses are also included to demonstrate proficiency.
This document provides guidance to students on Assignment 2 of the Masters module "Critical Issues in the Secondary School". It discusses choosing a critical issue in one's subject area to research, such as teaching controversial topics in history. Advice is given on focusing the research with a specific question, submitting a synopsis, conducting research, referencing, and structuring the assignment. Key requirements are that the issue relates to one's teaching, can be investigated through research and reflection, and aids professional development.
Similar to English for Academic Purposes : reading academic applications (20)
Washington DC - National Guard Presence - Inauguration - Citizen Journalist A...The Free School
https://journalistethics.com/
Download this document free at this link
This article is a citizen journalist account from on the ground in DC about the mass deployment of national guard and police around Capitol Hill. This article debunks fake news Fox, whose fake news aims to dramatize this event, pushing a narrative of fear, doom and violence.
File available for download at
https://journalistethics.com/
This dossier provides an online point of reference for all known official court documents that relate to legal challenges against Electoral College results from America’s 2020 Federal Election.
Web links point to reputable official databases such as a court .gov website or a recognized law authority such as Justia. All documents obtained from non.gov sources have been cross referenced for accuracy. Some privately issued official court documents are not yet available via .gov sites. Reduction in staffing for the festive season
Shutdown and COVID19 may explain this. This directory has three main parts. Part A lists cases that were filed prior to the Federal Election
on November 3, 2020. Part B lists cases that were filed after the Federal Election on November 3, 2020. Both sections list these cases by state jurisdiction, in A-to-Z alphabetical order. Part C annexes a page of the website titled ‘Democracy Docket’. This directory lists cases that relate to Federal Election challenges that predate 2019. Most of these cases are not listed in Parts A or B. This booklet guides readers to consult official documents at the source to freely draw informed
conclusions. Corrupt, phony entities such as Wikipedia and mainstream corporate fake news such as CNN and The New York Times are biased. They selectively cite and omit developments. This dossier is correct as of December 29, 2020. Any omissions or errors are honest oversights.
Key words : Sidney Powell, Donald Trump, Rudolph Giuliani, Democrats, Republican, US Supreme Court, Dominion, Voting Machines, foreign interference, ballots, covid 19, covid-19, coronavirus, supreme court
Pfizer Coronavirus COVID19 Fake Eugenics VaccineThe Free School
Book available for download free at:'
https://journalistethics.com/
This book is about the fake COVID19 coronavirus vaccine created by Pfizer.
Pfizer, vaccine, vaccines, eugenics, pandemic, covid19, covid-19, scam, fake, coronaviruses, revelation, book of revelation, mark of the beast, australia, america
Creative Writing Handbook - Mastering all GenresThe Free School
Authors, authoring, authorship, author, writer, writers, writing, creative, creativity, creative writing, publish, publisher, self-publish, self publish, lulu, publisher, publishers, book, books, isbn, international standard book number, poems, poetry, poet, poets.
This handbook aids to motivate and guide writers to master all genres. These genres include:
Rants (48), Recognitions (50), Recollections (54), Records (55), Regulations (57), Releases
(59), Religious (61), Reports (63), Reporters (65), Research (67), Résumés (69), Reviews
(72), Rhymes (75), Roles (77), Romances (79), Rubrics (81), Recitals (83)
This book is suitable to support Creative Writing 101 courses at graduate and undergraduate college courses.
https://journalistethics.com/
Book available at this link (c) Jyonah Jericho
Premise
Every once in a blue moon, we may be lucky to engage a person who shares a simple,
memorable idea that guides us positively for life. A June afternoon in Sydney, Australia
2008 is an exemplary example of such rare encounters.
“Got the day off from work today have ya?” I said to our building’s newest
resident with a warm smile in the underground garbage depot. It was the first time that
we had crossed paths within speaking distance since he moved in a few weeks prior.
I rarely accost unknown people for casual banter nowadays. Maybe it’s me, but I
often receive a subtle frown, silence, a stony-faced vague reply, or a combination thereof.
“Nah, buddy” the stranger replied with a more generous grin. “I work-from-home
and write best sellers” he said.
It was refreshing to receive a positive energy reply, even a showoff one like this. I
could tell from his instant mega smile that this neighbor is a people lover – an extrovert.
Mister mid-40s in flannelette pajamas proudly produced a check out of his shabby
once white bathrobe pocket and flashed it before my face. “I just got this $25,000 advance
today from my publisher for my next bestseller” he boasted shamelessly.
A modest man I thought. I intuitively liked him less than I did five seconds prior.
“Cool” I replied. “What sort of books do you write?” I asked as we walked in synch
towards the elevator.
“Detective crime stories and that sorta stuff” he said.
“I admire fiction book writers” I replied earnestly as we entered the elevator. Must
be a lot harder than just writing short academic articles like I do” I said.
“Academic hey”, he said, eyebrows raised as he made intimate eye-to-eye
contact for the first time. “I’m studying English Lit at Sydney and would love to pick
your brains for ideas sometime soon” he said.
“Yeh, let’s meet up over drinks and swap notes” I said.
“Definitely. How about the Bank Bar?” he answered.
“Great choice” I said as my neighbor fumbled his keys in Apartment 501’s keyhole.
“How about today after lunch at 3?” he asked.
“Sure, see you in the garden bar at three” I said as I walked towards my door, 506.
Recognitions
The lives and accomplishments of individuals and entities can be acknowledged and
celebrated in public domains in several ways. Pan American World Airways (Pan Am) is
an example of a famed institution that no longer exists since 1991. RIP Pan Am.
Obituaries and eulogies are popular written formats that celebrate the lives of people who
have passed. The 408 words article overleaf titled ‘Motown Chic’ is a tribute to the late
Nina Simone. The word ‘tribute’ may convey a less morbid connotation than alternatives
such as In Memoriam. Public tributes may honor the living and those who have passed.
https://journalistethics.com/george-floyd/
Download this book free at this link.
This book is about what this author neutrally terms the
‘George Floyd Event’. It contains two distinct parts.
This introductory segment contains seven discussion
sections that establishes this text’s objective and scope. It
outlines tools available to critical thinkers and researchers
that may enable us to draw better conclusions than the lies
propagated by fake news such as CNN and Snopes. The final
section tables dozens of critical questions in context.
Annex 1 bullet points seven questions that may arouse the
curiosity of independent researchers. The core objective of
this document seeks to guide novice media researchers
towards the basic skills and primary evidence that leads
humanity to draw well-informed, free-willed conclusions.
Analysis centers around the theme of numbers. Numerical
inquiry allows us to objectively measure facts and fiction.
Quantifiable information may be the key that unlocks the
many enigmas that underpin the tragic George Floyd even
george floyd, george perry floyd jr, derek chauvin, thomas lane, j alexander kueng, tou thao, minnesota, minneapolis, riots, black lives matter, minnesota police department, murder, race, racism, hennepin, hennepin county, donald trump, democrats, trial, court, neck, false flag, fake news, darnella frazier, george, floyd, ben crump, coronavirus, coroner, autopsy, black lives matter, blm, george, floyd
NESARA GESARA : Global Currencies Reset, 2020 (Free Book)The Free School
Download free direct at the link above:
NESARA National Economic Security and Reformation Act
National Economic Stabilization and Recovery Act
National Economic Security and Recovery Act
NESSA National Economic Security Strategy Act (2018) (Unenacted Bill)
GESARA May substitute the word ‘National’ for ‘Global’ in NESARA acronyms above.
Annex 1 NESARA ‘Folk Lore’ Bill (Circa 1999). p. 35
Annex 2 Coronavirus Aid Relief Economic Security Act (CARES) Act (2020) p. 124
Annex 3 S.2757 - National Economic Security Strategy Act of 2018 p. 372
Annex 4 America’s Constitution p. 382
This book is about the enigmatic NESARA. It contains four
parts beyond this summary page.
The next segment, the largest, contains six sub-sections.
Discussion centers on post June 2019 political and economic
developments as publicly reported by a range of sources.
Part Three examines alternative news sources that outline
information that is implicitly and explicitly relevant to the
essence of the fabled NESARA global economic reset model.
The penultimate chapter places NESARA in the Coronavirus
COVID-19 false flag, black swan ‘plannedemic’ context.
The conclusion centers on policy and financial developments
that are unfolding in real-time that are relevant to the
possible implementation of a stealth version of NESARA.
Discussion centers around America’s place in a local financial
reset. Any version of NESARA that involves America is bound
to have profound transnational implications.
NESARA GESARA Global Currency Reset
This page is about the theory of a NESARA global currency reset. This page serves as a forum to exchange ideas and information about NESARA. This acronym noun, NESARA, is known by various names such as: The National Economic Stabilization and Recovery Act, National Economic Security and Reformation Act and National Economic Security and Recovery Act (NESARA). GESARA is a global version of NESARA. NESARA is an American-centric concept that is attributed to Dr. Harvey Francis Barnard.
Social distancing, drain the swamp, harvey barnard, harvey francis barnard, drain the swamp, donald trump, china, america, beijing, washington, nesara, gesara, NESARA National Economic Security and Reformation Act, National Economic Stabilization and Recovery Act,
National Economic Security and Recovery Act
Bitcoin one world currency digital currency cryptocurrency
N.E.S.A.R.A.
G.E.S.A.R.A.
Coronavirus COVID-19 Research Handbook (Free)The Free School
https://journalistethics.com/
Download this handbook free at the link above.
This free book is about Coronavirus COVID19. This free book is a comprehensive list of media and medical themes that surround this false flag fake news pandemic. It invites readers to adopt a critical reflective approach to reviewing information about Coronavirus COVID-19.
Coronavirus, COVID-19, COVID19, Coronavirus COVID-19, virus, sars, sudden acute respiratory syndrome, CDC, Center for Disease Control and Prevention, WHO, World Heath Organization, European Center for Disease Control, Social distancing, Donald Trump, Hydroxychloroquine, Wuhan, China, Anthony Fauci, Deborah Birx, Tedros Adhanom, Bill Gates, Vaccine, Vaccines, global financial reset, NESARA, Pandemic
This book is about the Coronavirus COVID-19 ‘event’. It is an
inventory of dominant news themes. Researchers may draw
on these topics to conduct free inquiries into COVID-19.
This text contains six major sections beyond its global
perspective introduction. The next part critically examines
COVID-19 healthcare coding and treatment practices.
The third segment outlines critical thinking research skills
that may aid free-willed COVID-19 news reporters.
Part Four examines geo-political undercurrents for the six
main players: China, Italy, Iran, Korea, the UK, and Spain.
The penultimate component explores the alleged epicenter
of the economic and human impact of COVID-19: America.
This book’s summary explores four popular theories about
the core who, what, when, where, why, and how riddles that
torment those why try to decrypt the COVID-19 scam.
The World Health Organization has apparently explained the origin of the name COVID-19 which it awarded to this newly recognized strain of the Coronavirus family.
Coronavirus COVID 19 is a novel pandemic.
https://journalistethics.com/
Free to download at this site
Project Looking Glass
Looking Glass Project may overlap with
Project Montauk, Project Pegasus etc
Project Looking Glass does not officially exist
Stephen Watkins ir0nbelly twitter account ir0nbelly
Qpost 3094
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 📁
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426📁
This is not another [4] year election.
Q
john trump, dr john trump, mit, Massachusetts institute of technology, tesla, nikola tesla, time travel, free energy, Montauk, project Montauk, looking glass, project looking glass, timeline 1, yellow cube, Hillary Clinton, Donald trump, president, baron trump’s marvelous underground journey, the last president, military, America, area 51, Nevada, s4, area s4, deep underground military base, dumb, technology, physics, aliens, ufo, space force, q, qanon,
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 📁
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426📁
This is not another [4] year election.
Q
https://journalistethics.com/
Free book available at this link
This free book is about the Coronavirus COVID-19 false flag fake pandemic that is a cover for the controlled demolition of the SWIFT financial system.
Coronavirus Fake Pandemic - Economic Reset False Flag; 12 March 2020The Free School
https://journalistethics.com/
Free book available at this link
Pandemic, coronavirus, coronavirus, covi19, flu, influenza, vaccine, who, world health organization, vaccine, china, wuhan, wuhan province, china, america, italy, iran, travel ban, stock market, wall street, false flag, president trump, ji xinping
CORONA VIRUS COVID-19 False Flag Scam Free BookThe Free School
https://journalistethics.com/
Free book available at this link
This book is about the fake pandemic Coronavirus (also known as Corona Virus) COVID 19. In a similar vein to the ridiculously over hyped Swine Flu and Bird Flu, CoronaVirus is just another fake news media over hyper designed to frighten the masses - colloquially known as fear porn. The sinking Rothschild Banking Crime family are most likely conspirators, alongside the arch beneficiary - Beijing.
Coronavirus, Corona Virus, COVID 19, pandemic, respiratory virus, virus, Wuhan, CDC, Center for Disease Control, America, China, Beijing, Donald Trump, Xi Jinping, biowarfare, panic, fear porn, Swine Flu, Bird Flu
The goal of this fake news campaign aims to collapse Wall Street, also known as Financial/Economic warfare.
https://journalistethics.com/
This book is about the House of Windsor human trafficking and child sex trafficking mafia crime family. A free link to this book is available at the link above.
Buckingham Palace, House of Windsor, Pedophilia, David Icke, Jeffrey Epstein, William, Queen Elizabeth, Harry, Kate, Meghan
https://journalistethics.com/
Free book available at this site.
Project Blue Beam, coming soon to a sky near you.
Key words : Project Blue Beam Serge Monast Deep State
This free book is about Project Blue Beam also known as Project Enoch. Project Blue Beam has not been confirmed as an official NASA project.
Project Blue Beam, Blue Beam, Serge Monast, NASA, Military, False Flag, Hologram, Rapture, Christianity, Jesus Christ, Religion, Messiah, Profit, Second Coming, Revelation
FEMA Camps, Second Amendment, United Nations, Serge Monast Rapture Christian America Hologram Holopgrahic Projection Direct Energy Military
New World Order One World Government New Age
Aliens UFO UFOs Unidentified Flying objects
Unidentified aerial phenomena
https://journalistethics.com/
Download free book at this web page
Inspired in part the by the Movie the Matrix, Keanu Reeves 1999
This book looks at ways to escape the Matrix of global slavery control.
Declare Independence, AMERICA (Dec. 2019 - FREE BOOK)The Free School
This free book is about America’s covert second War of
Independence. This Mother of all Battles is climaxing.
This text contains five main sections. The first segment
provides historical context for this revolutionary war.
The second part, ‘Marionettes’, names the five major agents
who control and contest America’s subjugation to foreign
enemies. The following section examines the tools and
tactics employed by these dark actors.
The fourth chapter titled ‘Multi-institutional’ delves deeper.
Analysis looks at how agents embedded in the frontline of
America’s economy and society act to subordinate her
destiny to a globalist Deep State crime cartel.
Concluding discussions aims to summarize the present
status of America’s invisible Second Revolution as at early
December 2019. All vessels voyage to Venice.
QAnon, President Donald J Trump, Deep State, Vatican
Can YOU believe, they put a man on the Moon ? Free book; 2019The Free School
This book is about the fate of the Apollo 11 spacecraft.
This text contains six main sections. The first segment
outlines the history of the Apollo 11 mission as
chronicled by mainstream media narratives and NASA.
The second part explores technological arguments that
support and challenge official Apollo 11 narratives. The
following section focuses on physical evidence that is
grounded on planet Earth and the Moon’s surface. The
chapter titled ‘Troops’ is about evidence offered by
those who engaged directly with the Apollo 11 mission.
I next discuss how and why NASA destroyed artefacts
related to the Apollo 11 craft and mission.
The final segment looks at the bigger picture of what
this Moon landing represents to those who aggressively
defend or question the authenticity of Apollo 11’s fate.
NASA, National Aeronautics and Space Administration, Houston, michael collins, buzz aldrin, neil armstrong, USA, America, rocket, 1969, One small step for man one giant leap for mankind, fake, hoax, conspiracy, fraud, Elon Musk SpaceX, Mars, TESLA, Space Force, Donald Trump, military, China
9/11. 119 Questions. Q1 : Where did the planes' debris go? Free Book, October...The Free School
https://journalistethics.com/
Free book available for download at this link above.
911- 119 Questions. Free 277 pages book dated October 2019. This research project documents 100 of the most critical aspects of the 911 events and orders them into a single volume. This document may contain the most comprehensive catalog of issues of interest to those who question official narratives about 911.
This book offers a thorough introduction into a matured research area that I label ‘Alternative 911 Narratives’. It exposes readers to crux and peripheral issues. You may find a few extra trivia topics in other domains. To note every bizarre coincidence and contradiction about 911 official narratives would splurge this book far beyond 119 questions. This book’s format is mostly visual. It avoids in-depth discussions that require university-level discipline specific knowledge. May you draw on this text to conduct independent, free willed inquiry based on the images, themes and open-access references provided. After reading this text, may you next consider matters such as ‘who masterminded 911?’ and ‘why did they do so?’. Afterall, establishing context is King, or Queen. This book is about four commercial airplanes that suffered a tragic fate on September 11, 2001 in the United States of America. This watershed historical event is commonly known as 911. The number 119 is an inversion of 911. This book invites people to question official narratives propagated by those who control public information. These agencies include governments and their allies such as corporate media, government funded universities and statutory commissions. This book is structured into six further sections. This section outlines official 911 narratives. The next part titled ‘White Ants’ explores 911 narratives in deeper detail, as chronicled by corporate media, Hollywood, Engineering societies and Congress Commissions. Part 4, ‘White Flags’ explores the USA PATRIOT Act (2001) enacted by Congress on October 26, 2001. Part Five, titled ‘White Papers’ explores alternative 911 narratives. The concluding sections summarize these discussions. Part seven examines the argument that the unresolved 911 and 311 justice projects are the Holy Grail of a one tier justice system in America and beyond. Please take nothing for granted in this book. Was John Lear a CIA pilot? Does Judy Wood hold a PhD? I have no idea. These noble people exist in cyberspace. This matrix is one sick psy-op.
NORAD World Trade Center Twin Towers North Tower South Tower Bush Cheney
911 Commission 9/11 Commission Report September 11 2001
Donald Trump - Nostradamus Governor of the Army ProphecyThe Free School
This book explores the Nostradamus Century III Number 81 prophecy.
Le grand criard sans honte audacieux,
Sera esleu gouuerneur de l'armee:
La hardiesse de son contenteur
Le pont rompu, cité de pur pasmee.
The great shameless, audacious bawler,
He will be elected governor of the army:
The boldness of his contention,
The bridge broken, the city faint from fear.
President Donald Trump Nostradamus prophecy
Julian Assange, Wikileaks - News Cop or Psy Op? FREE BOOK. 2019.The Free School
This book is about Julian Assange and Wikileaks. This Australian citizen and his global news
agency are household names. For many, their basic narrative requires no introduction. This text
takes nothing for granted. Part 1 of this volume titled ‘Who’ defines Assange’s narrative.
Part two of this book outlines the personal and professional accomplishments of Julian Assange
with reference to his Wikileaks related ventures. The following two parts explore ‘where’ and
‘when’ matters concerning the same context. This section concludes by presenting a bullet point
summary of key milestones of Julian Assange’s involvement with Wikileaks since 2006.
Parts five to ten of this book explore Wikileaks as an institution. I examine its objectives, ideology,
modus operandi at the organizational level, separate to its founder, Julian Assange. This section
also explores victories, external criticisms and setbacks of Wikileaks over the past 13 years.
The next demarcated section titled ‘Witch hunt’ examines accusations that Wikileaks has
engaged in gross journalistic misconduct and other transnational crimes.
I conclude this book by examining recent developments that concern Julian Assange and
Wikileaks as at mid-August 2019.
Julian Assange, Julian Paul Assange, Wikileaks, Wikileaks.org
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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English for Academic Purposes : reading academic applications
1. Tel. + 61 2 888 00 300
http://thefreeschool.education
English for Academic Purposes
(EFL interdisciplinary stream)
Subject code: EAP1001
Teaching week 5: Reading – academic applications
Commences Monday: 31 October 2016
Presenter: Dr. Jay Jericho
______________________________________________________
1. Welcome message
Welcome colleagues to teaching week 5: Academic reading. Happy Halloween!
2. Miscellaneous announcements relevant to the course
A number of participants are preparing for their November exams in their Bachelor
Degree courses at present, hence the low participation levels. Best wishes for your
November exams! Please come back after your exams are complete.
Andrea and I shall provide at least one quality, extended web page reading each week
that is not a digital document. There are two people in this course who cannot access
Acrobat documents. Thanks for letting us know.
3. Discuss questions asked by the cohort
These were answered inside the discussion forum for week 4. Please take a look at
these and check that you are up-to-date before you commence teaching week 5.
2. 4. List open-access scholarly material for the current week
Are you preparing for an international English language exam such as IELTS, Pearson,
TOEFL and TOEIC?
Free official test papers are accessible via this web-page as direct access links:
http://www.thefreeschool.education/tesol-resources.html
The academic reading section is available as separate pdf digital document links.
Example:
https://www.ielts.org/about-the-test/sample-test-questions
http://takeielts.britishcouncil.org/prepare-test/practice-tests/reading-practice-test-1-
academic
Some academic tests are available as a component within an exam package that
examines other language skills. Example:
https://www.ets.org/Media/Tests/TOEIC/pdf/TOEIC_LR_sample_tests.pdf
You may find these papers useful for the purposes of practicing your academic reading
even if you do not plan to take an English language test, or if you have taken one in the
past and do not plan to take another one. For example, if you have successfully
completed the IELTS exam, you may find you can extend your knowledge practicing the
Pearson exam or other English language exams such as TOEIC.
Web page reading:
Improving your reading skills - University of Leicester
http://www2.le.ac.uk/offices/ld/resources/study/reading
3. 5. Summarise the previous teaching week
Last week we explored general reading skills. This discussion placed our discussion of
academic reading skills into a broader context by explaining how most written and
published sources are in fact non-academic. A new example of non-academic writing
includes a letter a person who writes to their friend and sends it via the postal mail.
Academic writing uses discipline-specific vocabulary. It also puts forward an argument
and uses academic referencing to support the argument.
6. Introductory discussion to the topic
From our discussion in the previous section above (5.) we can see that context is an
important part of academic reading because it helps us to determine if a written source
is academic or non-academic.
Another reason why context is important is because it helps us to determine the
intended meaning of a piece of academic writing.
The word 'context' refers to a situation. A situation usually refers to things that relate to
a time and place.
Consider this situation.
Barbie meets Ken for lunch outside in a public space and she is wearing a bikini. She is
singing loudly while she is waiting for Ken.
Are Barbie's clothes and behaviour inappropriate or strange? Many people might
automatically assume 'yes' and this is a fair assumption. In academic settings and in life
generally, we need to know more about the full details of the situation (the context) to
make sense of what is happening and how we can obtain meaning from what we are
seeing (i.e. reading).
Imagine this context - Barbie is wearing only a bikini and is singing loudly:
4. Situation a: Barbie is meeting Ken on a bench on a public beach in the middle of
summer on a very warm day in a quiet part of the beach where there are no people.
Situation b: Barbie is meeting Ken on a bench inside a shopping mall in the middle of
winter in a crowded space.
Taking into account the context, situation a seems to be quite normal and situation b
seems unusual.
Academic reading contexts
The same principle holds true for making sense of academic reading. We need to
interpret the meanings of words, sentences, paragraphs and articles by looking at the
broader context.
Consider this statement:
"Jay failed all of his exams this year for his Diploma of Education course". 2016 has
been a very disappointing year for him."
This statement in isolation makes Jay sound like a failing student and the statement
seems very negative.
Reconsider this statement above in light of this additional information:
1. Jay only took two exams in 2016 (note the word 'all' in the sentence above)
2. Jay scored 49% for both exams. He failed by only 1%.
3. Jay was very sick in 2016 and this explains why he failed.
4. In 2015, Jay passed all 20 exams for his Diploma of Education and got an A score for
each exam.
When we look at the broader context of this story, Jay's performance in 2016 is not as
disastrous as the statement made above ("Jay failed all of his exams this year for his
5. Diploma of Education course". 2016 has been a very disappointing year for him.")
suggests.
7. YouTube Introduction to support the introduction
TEAS Reading Review - Lesson 3 Historical Context
https://www.youtube.com/watch?v=_Ku_MGNYUH0
This speaker has a strong American accent - she does speak clearly and formally. You
may find this presentation easier to follow if you turn on the cc English subtitles option.
Be careful. YouTube's automatic sub-titles feature sometimes includes errors.
8. Topic discussion - detail
Reflect on the YouTube presentation about context.
Consider this statement.
"Her presentations and personality are awesome".
What does this mean? They key adjective in this statement is ‘awesome’:
http://www.thesaurus.com/browse/awesome
http://www.dictionary.com/browse/awesome
'Awesome' is a peculiar word in the English language. This word can mean 'extremely
bad' or 'extremely good'. It depends on the context and the intent of the writer.
Consider this passage:
"I started Business Statistics this semester at Thammasat University and we just
completed teaching week 5. I like my lecturer. Her presentations and personality are
6. awesome. Her PowerPoint presentations are interesting, engaging, have good content
and she knows how to include humour in her slides".
Do you see reference to a time and a place in this passage above? Time and place are
important indicators of context.
9. Connect the content taught in the current week to the assessments
It is not mandatory to make a discussion thread post or to include this topic in your
second assessment, the reflective journal.
You are advised to include this topic if you are passionate about this topic. You may
also write about this topic its inclusion will distinguish your application for: a professional
position, a scholarship or admission into a program of study.
10. Instructions for how to proceed after reading the instructor’s notes
Please watch the YouTube presentation listed above. If this does not appeal to you,
then you may choose to close the presentation at any point in time. This is a brief
presentation (a little over five minutes). It is also an interesting presentation - please try
to watch it to its conclusion.
Please read the first page of each text resource listed above that is supported by a web
link. If it does not appeal to you, then you may choose to abandon that reading.
11. Discussion questions set by the tutor
i. Read at least one of the academic reading exam questions in the link above that
contains an extended reading passage. Do you see a reading passage in one of these
exams that clearly states the time and place context of a specific situation? Discuss
online how these details add meaning to the passage of academic text that you read.
7. ii. Read the Leicester University web page shown listed readings sections above. Did
you learn anything helpful from this brief resource? How can you use this knowledge in
the future to aid your academic reading skills?
12. Discussion and questions put forward by participants
I look forward to reading your contributions.
Have fun and enjoy!
Andrea and Jay