Expository Texts
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There are five main types of expository texts: sequence or time order, listing, compare and contrast, cause and effect, and problem-solution. Sequence or time order presents events in chronological order. Listing explains features of an object or event. Compare and contrast discusses similarities and differences. Cause and effect outlines reasons for events and their effects. Problem-solution discusses a problem and suggests possible solutions.
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It is a powerpoint presentation that discusses about the lesson or topic: Definition and Examples of Expository Texts. It also talks about the definition and different examples for the topic: Expository Texts.
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Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
Use Conventions in Citing Sources
All details are from DepEd TV episode for Grade 8 English; courtesy of the Department of Education Philippines (DepEd) aired over IBC channel 13 Philippines.
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ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Writing using appropriate language content and style
Listening for information from different sources
Your week one paper asks you to do this..Week 1 Identify a su.docx
Your week one paper asks you to do this..
Week 1: Identify a subject organization. Provide an initial assessment of some organizational problem utilizing relevant OD and change themes. Provide an annotated reference list of at least five peer-reviewed resources that can help you better understand the OD and change themes, and assess the organizational problem.
USE THESE LEVEL ONE HEADINGS AFTER YOU PROVIDE A BRIEF INTRODUCTION THAT INTRODUCES THE PURPOSE OF THE PAPER AND THE SUBTOPICS YOU WILL COVER.
Case Organization
In this section address the questions, what is the organization? what does it do? and who does it do it to/for? (BE SURE where you are providing facts about the organization you provide credible sources to support your claims of fact.)
Initial Assessment
In this section provide an initial assessment of some organizational problems that are evident in your case study organization. Your assessment in other courses have focused on problems related specifically to individuals, group/teams, or organizational levels (that were the focus of the specific course). In this course, you will use your full range of organizational and leadership theory knowledge across all levels and interact between the levels to determine needed interventions and change.
Symptoms
In this subheading answer the question: What are the symptoms of the problems?
Evidence
In this subheading answer the question: What is the evidence that problems actually exist?
Relevant Themes
In this subheading answer the question: What are the relevant OD and change themes that might explain the problems (and not just the symptoms)?
Annotated Reference List
In this section Provide an annotated reference list of at least five peer-reviewed resources that can help you better understand the team’s themes and assess the organizational problem. IMPORTANT – an Annotated Reference List is not like the regular reference list at the end of a paper. An annotated reference list is a list of references that after the reference you provide a brief summary (usually about 150 words) descriptive and evaluative paragraph. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
The reference you select for your annotated reference list are not the references you use for this paper. They are studies you have selected from the library or other credible sources which will be valuable in your future research on the team issues which may be problematic to your case organization.
As always, contact me if you have any questions. Better to understand what is expected in an assignment before you write it than after it has been graded. Feel free to call me to ASK what an assignment is asking.
Student Name
Professor
Course Name
[e1]Date
Annotated Bibliography: Artifacts Readings[e2]
Motoko, Rich. "Literacy Debate: Online, R U Really Reading?" The New York Times. New
York Times, 27 July 2008. Web. 20 M.
Amended instructions for clarity on research project author peter
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13CRACKING THE CODEENGL 101 Course pack2020 –
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
13CRACKING THE CODEENGL 101 Course pack2020 –
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
Assignment four.Please see enclosed research paper directions..docx
Assignment four.
Please see enclosed research paper directions.
Paper must be free flowing ( no bullets)
Strict APA guidelines
Strict Grammer Free
Strict plagiarism Free
Submissions should be a maximum of 2-3 typed pages. (Note: This does not include cover, and reference pages)
**You can find more information on APA at http://flash1r.apa.org/apastyle/basics/index.htm for a very good video.
Instructions:
Throughout the course, the subject of regulation and deregulation (government involvement or intervention) and its impact on intermodal transportation has been discussed. Chapter 15 discusses the role of government on fostering intermodal transport innovations. The author suggests that the US government should be the catalyst for innovations in intermodal transportation. He argues that industry, in a free market economy, has been limited in their ability to deliver these innovations.
Do you agree or disagree with the author? Justify you position using historical examples (development of nuclear power has been led by the government; development of new technologies for DOD is primarily driven by industry) to support your argument.
ENG125: Introduction to Literature
Critical Literary Theories
Purpose: Use this resource to learn about literary criticism.
What is literary criticism?
Literary Critical Theory is a tool that helps you find meaning in stories, poems and plays. There are many
different ways to interpret a novel or short story.
When we read literature, we do so to learn more about:
The human condition
The experience of loss and death
The structure of power in society and how it is implemented (including the issues that surround
race and gender).
The psychology of characters and individuals in general
The sociology and history of cultures that produce specific pieces of literature
Literary Theory helps us discover the things listed above in the books and stories we read.
How do I apply Literary Critical Theory to read a book?
So how do you use theory to read a book? Before exploring, in brief, different theories, it is important to
develop a reading strategy that will help you form ideas.
Woman Reading Book in a Landscape, Camille Corot
ENG125: Introduction to Literature
You should keep a reading notebook and write down ideas and information as you read. Here is a
checklist of things to notice:
Title: How does it pertain to the story? Does it symbolize events or people in the story?
Narration: Who is telling the story? How does the narrator approach the topic?
Subject: What is the basic situation? What is happening to the characters and how are they reacting
to events?
Mood: What is the mood of the story, i.e. the emotional background? How is it expressed in the
language and setting?
Characters: What do the characters learn in the course of the story? What are their failings and how
do they overcome them, or not? ...
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum each.
Assignment 1: Retrospective Analysis of Personality
In this assignment, you will take a retrospective look at your life history. First, choose an area of the brain and explain what it does, as well as how it would impact an activity from your daily life. Then, analyze the roles of nature and nurture in shaping the person you are today. Next, describe the influences of culture, environment, and biology on your gender-role behavior. Subsequently, discuss possible sources of inaccuracy and bias in any retrospective analysis. Finally, discuss the reasons why systematic scientific studies are considered more valuable than individual accounts
Write a three to four (
3-4
) page paper in which you:
Section 1 (1-2 paragraphs):
Choose
one
of the following areas of your brain and explain what it does:
Thalamus
Reticular formation
Brain stem (pons and medulla)
Cerebellum
Limbic system
One of the four lobes of the cerebral cortex
Explain how the area you described contributes to a specific activity from your everyday life. (Example: During horseback riding, the cerebellum integrates information from the motor systems and balance system.)
Section 2 (1-2 paragraphs):
All of us have been shaped by both nature (biology) and nurture (environment), making us the persons we are today. In most cases, it is difficult to completely disentangle the separate effects of nature vs. nurture with much certainty. However, we can make some educated guesses based on our knowledge of familial tendencies that we may have inherited, as well as knowledge of our environment and experiences. In this section, we ask for you to make some educated guesses about the roles of nature and nurture in your life.
Describe the role of nature (biology) in shaping what kind of person you are today. Provide a specific example of the role of nature.
Describe the role of nurture (environment) in shaping what kind of person you are today. Provide a specific example of the role of nurture.
Section 3 (1-2 paragraphs):
Describe the influences of culture, your environment, and biology on your gender role behavior.
Use specific examples from your own life to explain your answers.
Section 4 (1-2 paragraphs):
Discuss the fallibility of memory in terms of bias and inaccuracy when you reflect on your past.
Identify specific memory biases that could affect how you remember your past. Include factors related to cognition.
Use specific examples from your own life.
Section 5 (1 paragraph):
Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experiences and anecdotes.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any.
LING 281Template Sentences for Paper 1Templates for the au.docx
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Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
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Instructions for Submissions thorugh G- Classroom.pptx
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CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
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Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
Expository Texts
- 1. Types of Expository Texts Course:- CTGE 5910 Professor: S. Fink Teacher:- G. Haitram