Summary Writing
•Download as PPTX, PDF•
2 likes•14,817 views
The document provides guidance on how to summarize a written text in 5 steps: 1) Define what a summary is, 2) Distinguish between paraphrasing and summarizing, 3) Learn summarizing strategies, 4) Practice summarizing a sample text, and 5) Provide peer feedback on summaries. It emphasizes that a summary should be a condensed version that is around one-third the length of the original text, uses your own words to convey the main ideas and key supporting points, and establishes relationships between ideas using transition words.
Report
Share
Report
Share
Recommended
Summary writing
The document provides an overview of how to write a concise summary. It defines a summary as a shortened passage that retains the essential information of the original in the writer's own words. It lists the key characteristics of a good summary as being understandable without reference to the original, faithfully reproducing only the original ideas, and being brief without unnecessary details. The document outlines techniques for writing summaries, such as paraphrasing the original text in one's own words, condensing details, and finding the topic sentence and main ideas to create an outline. It describes the steps to write a summary as reading the original carefully, understanding the central ideas, writing one-sentence summaries of each section, forming a thesis statement, and drafting and
Summary Writing
The document provides guidance on how to write an effective summary. It explains that a summary is a brief statement or account of the main points of a text that demonstrates reading comprehension and writing ability. The document outlines a 8-step process for writing a summary: read the text, identify the main idea, take notes while rereading, organize notes, write a thesis statement, draft a short paragraph summary, review the summary, and revise as needed. It emphasizes that a summary should be concise and objective, communicating only the essential facts of the original text in the writer's own words.
What is a paragraph?
The document discusses the key elements of a paragraph including the topic sentence, supporting sentences, and concluding sentence. It provides examples of each and explains that a topic sentence expresses the main idea, supporting sentences develop and explain that idea with facts and details, and a concluding sentence restates the main point. The document also notes that paragraphs should focus on one main idea and have a clear structure with an introduction, body, and conclusion.
Steps in Writing a Paragraph
The document provides guidance on writing effective paragraphs and techniques for good writing. It discusses 5 steps in paragraph writing including deciding on a controlling idea, explaining the idea, giving examples, explaining examples, and completing the paragraph's idea. It also outlines principles for writing effective paragraphs such as focusing on a main idea, using specific details, and making paragraphs coherent. The document recommends asking questions before, during, and after writing to improve paragraph structure and flow.
Article writing
The document discusses writing articles for various contexts. It begins by outlining the purposes of writing articles, such as describing events, people, places, opinions, and arguments. It then discusses the types of articles, including descriptive, narrative, expository/reflective, and argumentative articles. For each type, it provides details on their defining characteristics and components. The document concludes by offering tips for writing articles, such as studying hints, organizing ideas logically, developing points systematically, and paying attention to format, expression, writing structure, and critical thinking.
Paragraph Writing
This document provides guidance on writing effective paragraphs, including determining the purpose, types of paragraphs, structure, and common issues to avoid. It discusses writing to persuade, inform, entertain, and share feelings. Key points covered include using a topic sentence and conclusion, supporting details, transition words, and varying sentence structure.
How to write a paragraph
The document provides guidance on writing good paragraphs by outlining the typical structure of paragraphs and the writing process. It explains that paragraphs generally have three parts: a topic sentence, supporting details, and a closing sentence. It then describes each part and gives examples. Finally, it outlines the steps to take in prewriting, writing, editing, and publishing paragraphs, with specific guidance and tips provided for each stage.
Paragraph writting
The topic of this paragraph is the advantages of birds roosting in communities or flocks. Some key details are that birds in flocks stay warmer, save energy, are more likely to find food and detect danger, and can more easily escape attack if alerted. The implied main idea is that roosting or eating in flocks provides birds safety and survival benefits.
Recommended
Summary writing
The document provides an overview of how to write a concise summary. It defines a summary as a shortened passage that retains the essential information of the original in the writer's own words. It lists the key characteristics of a good summary as being understandable without reference to the original, faithfully reproducing only the original ideas, and being brief without unnecessary details. The document outlines techniques for writing summaries, such as paraphrasing the original text in one's own words, condensing details, and finding the topic sentence and main ideas to create an outline. It describes the steps to write a summary as reading the original carefully, understanding the central ideas, writing one-sentence summaries of each section, forming a thesis statement, and drafting and
Summary Writing
The document provides guidance on how to write an effective summary. It explains that a summary is a brief statement or account of the main points of a text that demonstrates reading comprehension and writing ability. The document outlines a 8-step process for writing a summary: read the text, identify the main idea, take notes while rereading, organize notes, write a thesis statement, draft a short paragraph summary, review the summary, and revise as needed. It emphasizes that a summary should be concise and objective, communicating only the essential facts of the original text in the writer's own words.
What is a paragraph?
The document discusses the key elements of a paragraph including the topic sentence, supporting sentences, and concluding sentence. It provides examples of each and explains that a topic sentence expresses the main idea, supporting sentences develop and explain that idea with facts and details, and a concluding sentence restates the main point. The document also notes that paragraphs should focus on one main idea and have a clear structure with an introduction, body, and conclusion.
Steps in Writing a Paragraph
The document provides guidance on writing effective paragraphs and techniques for good writing. It discusses 5 steps in paragraph writing including deciding on a controlling idea, explaining the idea, giving examples, explaining examples, and completing the paragraph's idea. It also outlines principles for writing effective paragraphs such as focusing on a main idea, using specific details, and making paragraphs coherent. The document recommends asking questions before, during, and after writing to improve paragraph structure and flow.
Article writing
The document discusses writing articles for various contexts. It begins by outlining the purposes of writing articles, such as describing events, people, places, opinions, and arguments. It then discusses the types of articles, including descriptive, narrative, expository/reflective, and argumentative articles. For each type, it provides details on their defining characteristics and components. The document concludes by offering tips for writing articles, such as studying hints, organizing ideas logically, developing points systematically, and paying attention to format, expression, writing structure, and critical thinking.
Paragraph Writing
This document provides guidance on writing effective paragraphs, including determining the purpose, types of paragraphs, structure, and common issues to avoid. It discusses writing to persuade, inform, entertain, and share feelings. Key points covered include using a topic sentence and conclusion, supporting details, transition words, and varying sentence structure.
How to write a paragraph
The document provides guidance on writing good paragraphs by outlining the typical structure of paragraphs and the writing process. It explains that paragraphs generally have three parts: a topic sentence, supporting details, and a closing sentence. It then describes each part and gives examples. Finally, it outlines the steps to take in prewriting, writing, editing, and publishing paragraphs, with specific guidance and tips provided for each stage.
Paragraph writting
The topic of this paragraph is the advantages of birds roosting in communities or flocks. Some key details are that birds in flocks stay warmer, save energy, are more likely to find food and detect danger, and can more easily escape attack if alerted. The implied main idea is that roosting or eating in flocks provides birds safety and survival benefits.
How to Write an Article
Guidelines to help you write an article in English as a Second Language. This will help you to tackle the writing part of Cambridge and Trinity ISE, both C1 and C2 exams.
Writing process.ppt
The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and producing a final draft. In pre-writing, a writer chooses a topic, brainstorms ideas, and focuses on central ideas. The second step involves creating an outline to organize ideas. In drafting, the writer develops and supports the outlined ideas in a rough draft without worrying about perfection. Revising and editing involves improving content, organization, spelling, grammar and punctuation. The last step is submitting the final, polished draft for evaluation.
Summary writing
This document provides guidance on summary writing for an English class. It explains that being able to summarize passages, notes, or graphs is an important skill. Summaries can take different forms, such as mind maps, flow charts, or paragraphs. The document outlines the steps to write a summary, which include reading carefully, underlining main ideas, rewriting the main points in one's own words, and indicating the word count. When summarizing, one should not include opinions, unnecessary details, or examples, and should preserve the original tone.
How to write a paragraph
This document provides instruction on how to write effective paragraphs. It begins by defining a paragraph as a group of sentences that develops an idea. It then explains that paragraphs should demonstrate unity, coherence, and elaboration. Unity means all sentences are directly related to the main idea. Coherence means sentences are logically connected in a clear order or using transitional words. Elaboration means adding descriptive details. The document provides examples and guidelines for writing a topic sentence, supporting details, and concluding sentence to create a well-structured paragraph.
Body Paragraph Powerpoint
The document provides guidance on writing effective body paragraphs, including how to structure each paragraph and the types of transition words and phrases that can be used. Specifically, it recommends that each body paragraph include a transition sentence, two supporting points with details, and a conclusion sentence. It also lists examples of transition words and phrases that can be used to link paragraphs and emphasize different relationships between ideas.
Narrative writing
This document provides an overview of the key elements of narrative writing, including plot structure, characters, setting, style, conflict, theme, and point of view. It discusses the basic components of a narrative, such as the introduction, rising action, climax, falling action, and resolution of a story's plot. It also defines different types of literary devices commonly used in narratives, such as similes, metaphors, personification, hyperbole, alliteration, and onomatopoeia. The document serves as a reference for understanding what makes up a strong, well-written narrative.
Paragraph writing
A paragraph is a group of sentences that together discuss one main idea or topic. It is part of a larger composition and functions as a miniature essay. A good paragraph has unity around a single topic, supporting details that provide evidence for the main idea, and coherence through logical organization and connection of ideas. There are different types of paragraphs including descriptive, narrative, expository, persuasive, compare and contrast, and cause and effect paragraphs. Effective paragraph writing involves planning, drafting, and revising to craft a clear introduction, body, and conclusion.
WRITING ESSAY BASICS
This document provides guidance on writing essays. It explains that an essay is an argument with a position supported by evidence. Essays have an introduction stating the position, a body with analysis and evidence to support the position, and a conclusion. Research and preparation are important to develop a valid, convincing case. The document recommends stating the position clearly in the introduction and using paragraphs of around 80-100 words to structure the argument. Length guidelines are provided for essays of different word counts.
Paragraph Writing
a simple description of what a paragraph is, its features, and some guidelines on writing paragraphs.
useful to teach students of any age group the art of writing paragraphs.
Writing A Summary
The document provides instructions for writing a summary. It explains that a summary is shorter than the original text, includes the main ideas and thesis, and is objective. It outlines a 7-step process: 1) read to understand main ideas and context, 2) annotate by highlighting key parts, 3) identify the introduction, conclusion, and stages of thought, 4) label each stage with its main idea, 5) write a 1-3 sentence summary of each section, 6) identify the overall thesis, and 7) draft the summary using the notes.
Essay Writing
This document provides guidance on essay writing structure and format. It discusses introducing a topic and thesis statement in the introductory paragraph. The body should include multiple paragraphs with a topic sentence, proofs, and comment for each point that proves the thesis. A concluding paragraph should restate the thesis and return to a general perspective. An optional rebuttal paragraph can acknowledge alternative arguments. Outlines should include the thesis, rebuttal points, topic sentences, proofs, and conclusion. Body paragraphs should be organized logically using principles like chronology or cause and effect. The document concludes with tips for writing strong essays like avoiding first person and contractions.
Narrative essays
This document discusses the elements and structure of a narrative essay. A narrative essay tells a story using elements like setting, characters, plot, theme, and mood. It should include an introduction with a hook and thesis to set up the story, a body organized chronologically with transitional sentences connecting events, and a conclusion that finishes the story and provides a lesson or revelation. An effective narrative essay incorporates these story elements and structural components to engage the reader.
Summary writing tips and techniques
This document provides instruction on how to write a summary. It defines a summary as a shortened version of the original text that retains the essential information in your own words. A good summary is brief, understandable without referring to the original, and contains only the ideas from the original in a unified whole. The document outlines techniques for writing summaries, such as paraphrasing, identifying the central ideas, condensing information, and finding the topic sentence. It also describes the steps to write a summary, which include reading, rereading, writing section summaries, formulating a thesis statement, and editing the draft.
IGCSE ESL (Comprehension) Guide
This document provides tips and guidance for preparing for the comprehension exercises in IGCSE exams. It explains that Exercise 1 will be based on a short text from a brochure or report with headings, while Exercise 2 uses a longer news article or report including a graph or chart. It advises the reader to skim the text, underline key details, and read questions carefully before matching the question to information in the text. Specific tips include understanding question words, only providing the brief information requested rather than full sentences, and learning common phrases. The document emphasizes accurately including all requested details to receive marks and not writing in the examiner use section of the paper.
Paragraph Writing
Paragraph Writing
Paragraph Types
Descriptive
Informative
Persuasive
Narrative
Examples
2 Activities
Hamburger Outline
Paragraph writing
The document provides instructions on how to write an effective paragraph. It states that a paragraph should present a single main idea through a topic sentence. It should then provide supporting details to develop and explain the main idea while maintaining a consistent flow. A paragraph needs unity, coherence, a clear topic sentence, and sufficient development of the main point in order to inform the reader effectively.
Paragragh writing
This document defines the structure and process of writing a paragraph. It explains that a paragraph contains a topic sentence, supporting sentences, and concluding sentence. It outlines four stages of paragraph writing: prewriting, writing, editing, and publishing. The prewriting stage involves thinking of ideas and organizing them. The writing stage is drafting sentences. The editing stage checks for grammar, spelling, and organization. The publishing stage produces a final copy.
Thesis Statement
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
Concluding Sentences
Concluding sentences are the last sentences in your paragraphs; their job is to wrap up the main idea(s) of your paragraph, restating their importance.
Summary Power Point
The document provides instructions on how to summarize a passage in 3 sentences or less. It advises the reader to carefully read and take notes on the important details, delete unnecessary information, redundant material, and plagiarized content. It also recommends substituting superordinate words for lists and creating an accurate topic sentence that answers what the text says, how it says it, and what the text means.
1CRT205 What is Critical ThinkingCRT205.docx
1
CRT/205 What is Critical Thinking?
CRT/205 What is Critical Thinking?
Steven Bradley
Student
University of Phoenix
Since critical thinking begins with assumptions we must first be aware of the assumption, then make the assumption and finally assess it. Critical thinking is how a person assesses the reasons for or against a decision being made so the assumption is neither good nor bad until fully assessed. Critical thinking is also done by being completely unbiased. This can be hard sometimes due to our emotions. Our emotions make up who we are which can sometimes cause barriers when making a critical decision. So the trick is to not ignore or deny our emotions but learn how to manage and handle them. In order to manage our emotions we may need to argue with ourselves or others whether or not something is true or not. An argument will allow the issue to be assessed along with the reasons of why or why not a decision is valid. The argument will also lead to one or more conclusions in determining what the final decision should be.
The ultimate objective in thinking critically is to come to conclusions that are correct and to make decisions that are wise. (Critical thinking (10th ed.) (Moore & Parker). So to me critical thinking is not ill formed decisions but decisions that have been thought through and weighed to come up with the best conclusion. It usually isn’t our first thought that comes to mind. You have to critically think about the conclusions you are trying to come to without being biased in the process, which as I said can be difficult because we all have emotions.
Citations
Critical thinking (10th ed.) (Moore & Parker) Pg. 4
Peer Review Checklist
COM/150 Version 6
1
Associate Program Material
Peer Review Checklist*
What is the main point of this essay?
The main point of the essay is about teens eating a lot of fast food. Having these habits can cause risk factors and health issues.
What is the greatest strength of this essay?
I feel the greatest strengths of this essay is when the student states the risk factors and health issues that can occur if they continue to just eat fast food.
Does the introduction grab your interest and make you want to read on? Explain your answer.
No, I don’t feel it grabs my attention because the thesis: “While many parents think fast-food is harmless to a typical teen’s diet,(it starts out like a comparison using the word “while”) it can cause weight problems as well as health problems that can follow them through adulthood” I was hoping for an comparison, maybe the student can use a different word for the thesis sentence.
What material does not seem to fit the main point of the essay or does not seem to be appropriate for the audience?
The material I felt didn’t fit the main point and was inappropriate for the audience was when the student talks about why teens are unhappy for many reasons. I think it can be left out.
Where should the author add more deta.
Writing an Abstract.pptx
The document provides guidance on writing abstracts, including definitions, components, and structure. An abstract should be a brief yet accurate summary that allows readers to quickly understand an article's contents. Key points include:
- An abstract is typically 150-250 words and includes the study's objectives, methods, main findings, and significance.
- It should have a clear structure, beginning with the research aim and followed by the methods, results, and implications.
- Components often found in abstracts are the rationale, research methods, main findings or arguments, and significance of the findings.
- Writers should use precise language, correct grammar, and an appropriate level of detail while maintaining brevity and clarity.
More Related Content
What's hot
How to Write an Article
Guidelines to help you write an article in English as a Second Language. This will help you to tackle the writing part of Cambridge and Trinity ISE, both C1 and C2 exams.
Writing process.ppt
The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and producing a final draft. In pre-writing, a writer chooses a topic, brainstorms ideas, and focuses on central ideas. The second step involves creating an outline to organize ideas. In drafting, the writer develops and supports the outlined ideas in a rough draft without worrying about perfection. Revising and editing involves improving content, organization, spelling, grammar and punctuation. The last step is submitting the final, polished draft for evaluation.
Summary writing
This document provides guidance on summary writing for an English class. It explains that being able to summarize passages, notes, or graphs is an important skill. Summaries can take different forms, such as mind maps, flow charts, or paragraphs. The document outlines the steps to write a summary, which include reading carefully, underlining main ideas, rewriting the main points in one's own words, and indicating the word count. When summarizing, one should not include opinions, unnecessary details, or examples, and should preserve the original tone.
How to write a paragraph
This document provides instruction on how to write effective paragraphs. It begins by defining a paragraph as a group of sentences that develops an idea. It then explains that paragraphs should demonstrate unity, coherence, and elaboration. Unity means all sentences are directly related to the main idea. Coherence means sentences are logically connected in a clear order or using transitional words. Elaboration means adding descriptive details. The document provides examples and guidelines for writing a topic sentence, supporting details, and concluding sentence to create a well-structured paragraph.
Body Paragraph Powerpoint
The document provides guidance on writing effective body paragraphs, including how to structure each paragraph and the types of transition words and phrases that can be used. Specifically, it recommends that each body paragraph include a transition sentence, two supporting points with details, and a conclusion sentence. It also lists examples of transition words and phrases that can be used to link paragraphs and emphasize different relationships between ideas.
Narrative writing
This document provides an overview of the key elements of narrative writing, including plot structure, characters, setting, style, conflict, theme, and point of view. It discusses the basic components of a narrative, such as the introduction, rising action, climax, falling action, and resolution of a story's plot. It also defines different types of literary devices commonly used in narratives, such as similes, metaphors, personification, hyperbole, alliteration, and onomatopoeia. The document serves as a reference for understanding what makes up a strong, well-written narrative.
Paragraph writing
A paragraph is a group of sentences that together discuss one main idea or topic. It is part of a larger composition and functions as a miniature essay. A good paragraph has unity around a single topic, supporting details that provide evidence for the main idea, and coherence through logical organization and connection of ideas. There are different types of paragraphs including descriptive, narrative, expository, persuasive, compare and contrast, and cause and effect paragraphs. Effective paragraph writing involves planning, drafting, and revising to craft a clear introduction, body, and conclusion.
WRITING ESSAY BASICS
This document provides guidance on writing essays. It explains that an essay is an argument with a position supported by evidence. Essays have an introduction stating the position, a body with analysis and evidence to support the position, and a conclusion. Research and preparation are important to develop a valid, convincing case. The document recommends stating the position clearly in the introduction and using paragraphs of around 80-100 words to structure the argument. Length guidelines are provided for essays of different word counts.
Paragraph Writing
a simple description of what a paragraph is, its features, and some guidelines on writing paragraphs.
useful to teach students of any age group the art of writing paragraphs.
Writing A Summary
The document provides instructions for writing a summary. It explains that a summary is shorter than the original text, includes the main ideas and thesis, and is objective. It outlines a 7-step process: 1) read to understand main ideas and context, 2) annotate by highlighting key parts, 3) identify the introduction, conclusion, and stages of thought, 4) label each stage with its main idea, 5) write a 1-3 sentence summary of each section, 6) identify the overall thesis, and 7) draft the summary using the notes.
Essay Writing
This document provides guidance on essay writing structure and format. It discusses introducing a topic and thesis statement in the introductory paragraph. The body should include multiple paragraphs with a topic sentence, proofs, and comment for each point that proves the thesis. A concluding paragraph should restate the thesis and return to a general perspective. An optional rebuttal paragraph can acknowledge alternative arguments. Outlines should include the thesis, rebuttal points, topic sentences, proofs, and conclusion. Body paragraphs should be organized logically using principles like chronology or cause and effect. The document concludes with tips for writing strong essays like avoiding first person and contractions.
Narrative essays
This document discusses the elements and structure of a narrative essay. A narrative essay tells a story using elements like setting, characters, plot, theme, and mood. It should include an introduction with a hook and thesis to set up the story, a body organized chronologically with transitional sentences connecting events, and a conclusion that finishes the story and provides a lesson or revelation. An effective narrative essay incorporates these story elements and structural components to engage the reader.
Summary writing tips and techniques
This document provides instruction on how to write a summary. It defines a summary as a shortened version of the original text that retains the essential information in your own words. A good summary is brief, understandable without referring to the original, and contains only the ideas from the original in a unified whole. The document outlines techniques for writing summaries, such as paraphrasing, identifying the central ideas, condensing information, and finding the topic sentence. It also describes the steps to write a summary, which include reading, rereading, writing section summaries, formulating a thesis statement, and editing the draft.
IGCSE ESL (Comprehension) Guide
This document provides tips and guidance for preparing for the comprehension exercises in IGCSE exams. It explains that Exercise 1 will be based on a short text from a brochure or report with headings, while Exercise 2 uses a longer news article or report including a graph or chart. It advises the reader to skim the text, underline key details, and read questions carefully before matching the question to information in the text. Specific tips include understanding question words, only providing the brief information requested rather than full sentences, and learning common phrases. The document emphasizes accurately including all requested details to receive marks and not writing in the examiner use section of the paper.
Paragraph Writing
Paragraph Writing
Paragraph Types
Descriptive
Informative
Persuasive
Narrative
Examples
2 Activities
Hamburger Outline
Paragraph writing
The document provides instructions on how to write an effective paragraph. It states that a paragraph should present a single main idea through a topic sentence. It should then provide supporting details to develop and explain the main idea while maintaining a consistent flow. A paragraph needs unity, coherence, a clear topic sentence, and sufficient development of the main point in order to inform the reader effectively.
Paragragh writing
This document defines the structure and process of writing a paragraph. It explains that a paragraph contains a topic sentence, supporting sentences, and concluding sentence. It outlines four stages of paragraph writing: prewriting, writing, editing, and publishing. The prewriting stage involves thinking of ideas and organizing them. The writing stage is drafting sentences. The editing stage checks for grammar, spelling, and organization. The publishing stage produces a final copy.
Thesis Statement
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
Concluding Sentences
Concluding sentences are the last sentences in your paragraphs; their job is to wrap up the main idea(s) of your paragraph, restating their importance.
Summary Power Point
The document provides instructions on how to summarize a passage in 3 sentences or less. It advises the reader to carefully read and take notes on the important details, delete unnecessary information, redundant material, and plagiarized content. It also recommends substituting superordinate words for lists and creating an accurate topic sentence that answers what the text says, how it says it, and what the text means.
What's hot (20)
Similar to Summary Writing
1CRT205 What is Critical ThinkingCRT205.docx
1
CRT/205 What is Critical Thinking?
CRT/205 What is Critical Thinking?
Steven Bradley
Student
University of Phoenix
Since critical thinking begins with assumptions we must first be aware of the assumption, then make the assumption and finally assess it. Critical thinking is how a person assesses the reasons for or against a decision being made so the assumption is neither good nor bad until fully assessed. Critical thinking is also done by being completely unbiased. This can be hard sometimes due to our emotions. Our emotions make up who we are which can sometimes cause barriers when making a critical decision. So the trick is to not ignore or deny our emotions but learn how to manage and handle them. In order to manage our emotions we may need to argue with ourselves or others whether or not something is true or not. An argument will allow the issue to be assessed along with the reasons of why or why not a decision is valid. The argument will also lead to one or more conclusions in determining what the final decision should be.
The ultimate objective in thinking critically is to come to conclusions that are correct and to make decisions that are wise. (Critical thinking (10th ed.) (Moore & Parker). So to me critical thinking is not ill formed decisions but decisions that have been thought through and weighed to come up with the best conclusion. It usually isn’t our first thought that comes to mind. You have to critically think about the conclusions you are trying to come to without being biased in the process, which as I said can be difficult because we all have emotions.
Citations
Critical thinking (10th ed.) (Moore & Parker) Pg. 4
Peer Review Checklist
COM/150 Version 6
1
Associate Program Material
Peer Review Checklist*
What is the main point of this essay?
The main point of the essay is about teens eating a lot of fast food. Having these habits can cause risk factors and health issues.
What is the greatest strength of this essay?
I feel the greatest strengths of this essay is when the student states the risk factors and health issues that can occur if they continue to just eat fast food.
Does the introduction grab your interest and make you want to read on? Explain your answer.
No, I don’t feel it grabs my attention because the thesis: “While many parents think fast-food is harmless to a typical teen’s diet,(it starts out like a comparison using the word “while”) it can cause weight problems as well as health problems that can follow them through adulthood” I was hoping for an comparison, maybe the student can use a different word for the thesis sentence.
What material does not seem to fit the main point of the essay or does not seem to be appropriate for the audience?
The material I felt didn’t fit the main point and was inappropriate for the audience was when the student talks about why teens are unhappy for many reasons. I think it can be left out.
Where should the author add more deta.
Writing an Abstract.pptx
The document provides guidance on writing abstracts, including definitions, components, and structure. An abstract should be a brief yet accurate summary that allows readers to quickly understand an article's contents. Key points include:
- An abstract is typically 150-250 words and includes the study's objectives, methods, main findings, and significance.
- It should have a clear structure, beginning with the research aim and followed by the methods, results, and implications.
- Components often found in abstracts are the rationale, research methods, main findings or arguments, and significance of the findings.
- Writers should use precise language, correct grammar, and an appropriate level of detail while maintaining brevity and clarity.
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docx
Assignment 3: Written Paper 2 (Week 4)
DUE: Mar 30, 2014 11:55 PM
Assignment Instructions
Instructions:
In 2-3 pages, explain what expenses and costs face today's air industry. In addition, evaluate what the current fuel costs do to the industry and how do they affect the ticket prices and the patrons flying occurences.
Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thin ...
What is an Essay? - How to Write a Good Essay - essayassignmentwriting.com
What is anEssay?
An essay is a formal piece of writing on a particular topic. There are several types of essays, but the requirement of formal tone is mandatory in all essay types.
Select a family to complete a family health assessment. (The famil.docx
Select a family to complete a family health assessment. (The family cannot be your own.)
Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:
1. Values, Health Perception
2. Nutrition
3. Sleep/Rest
4. Elimination
5. Activity/Exercise
6. Cognitive
7. Sensory-Perception
8. Self-Perception
9. Role Relationship
10. Sexuality
11. Coping
NOTE: Your list of questions must be submitted with your assignment as an attachment.
After interviewing the family, compile the data and analyze the responses.
In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.
Identify two or more wellness nursing diagnoses based on your family assessment. Wellness and family nursing diagnoses are different than standard nursing diagnoses. A list of wellness and family nursing diagnoses, from J. R. Weber's Nurses Handbook of Health Assessment (5th ed.), can be found at the following link Nurses Handbook of Health Assessment
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Family Health Assessment
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Develops Open-Minded, Family-Focused Questions for Each of the 11 Identified Health Patterns
The development of open minded, family-focused questions for each of the 11 Identified Health Patterns is not offered.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns is offered, but may be lacking in quality to elicit needed information.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and appropriate for eliciting needed information.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and are appropriate while structured in a way that shows sensitivity to the patient's culture and beliefs.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns that are both thoughtful in content and in how they support each other in eliciting a holistic view of the patient.
30.0 %Summarizes the Findings for Each Functional Health Pattern
Brief summarization of the findings for each functional health pattern for your family is not offered.
Brief summarization of the findings for each functional health pattern for your family is offered.
Writing Assignment 2 Listening Styles Assignment Directio.docx
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
REAP
The document provides information about conducting nursing research and evidence-based practice. It discusses key topics such as the importance of research for nurses, different types of research, overcoming challenges in doing research, and communicating research findings. The document aims to help nurses better understand research methods and utilization of evidence to improve patient care.
Health Psychology_Increasing frequency of breakfast consumption_impact on moo...
The participant recorded their food intake, mood, and energy levels over two weeks. In the first week, they skipped breakfast three days. After an intervention using positive reinforcement to encourage breakfast, they ate breakfast every day the next week. Their average mood and energy levels increased from 6.1 to 7.1. The results suggest the intervention successfully increased breakfast consumption and correlated with improved mood and energy.
Do and donts Of the research
This presentation will provide the basic information about the things to avoid while doing research and things to undertake in consideration
ABSTRACT-1.pptx
This document discusses how to write an abstract for a research paper. It identifies the key elements that should be included in an abstract, such as the focus, scope, methodology, results, and implications or conclusions of the study. The elements are illustrated with example text from abstracts. Additionally, the document outlines the different types of abstract structures, including unstructured paragraphs and structured formats like OMRaC and IMRaD that organize the elements under objectives, method, results, and conclusion or introduction, method, results, and discussion sections. The goal is to teach students how to effectively summarize their research in a short yet informative abstract.
Collaborations for the Common Good: Building Communities of Practice
Librarians Meggan Press and Meg Meiman gave this presentation at the Information Literacy Summit at Moraine Valley Community College on April 20, 2018. CC-BY-SA 4.0
Abstract: Working in teaching and learning is an inherently collaborative field. Whether it’s collaborating with classroom faculty or other librarians, working together is the best way to achieve a common goal. This presentation will use a case study to highlight three essential elements of a successful collaboration among Indiana University-Bloomington Libraries’ Department of Teaching & Learning and primary source collections across the campus. We will report on the results of a collaborative initiative designed to engage students in the use of primary sources, and to assess student learning in the context of primary source literacy and information literacy.
Planning and writing reports
This document provides guidance on writing reports, including outlining the typical structure and sections of a report, how to organize content, and critical writing techniques. Key sections discussed include the introduction, literature review, discussion/findings, conclusion, and recommendations. Guidance is provided on writing summaries, using headings and numbering, incorporating evidence and examples, and the differences between reports and essays. Overall, the document offers a comprehensive overview of best practices for writing structured, well-organized reports.
4th-QUARTER-W1-PPT.pptx (Lesson 1 Week 1)
This document discusses using graphic organizers to help with academic writing. It outlines three key features of academic writing: 1) it is formal in tone and avoids casual language, 2) it is objective and based on facts/evidence rather than personal opinions, 3) it has an organized structure typically including an introduction, body, and conclusion. The document provides examples to illustrate formal and objective writing. It also instructs the reader to identify words that describe academic writing and to classify different text types as linear or non-linear.
WRITING-THE-RESEARCH-TITLE.pptx
This document provides guidance on writing research titles. It defines key terms like research title and working title. It explains that a good research title should summarize the main idea, capture attention, differentiate the paper, and contain keywords. The document provides clusters of sample titles and discusses analyzing titles for common elements. It offers characteristics of good titles like summarizing the study, drawing attention, and predicting the content. The document provides directions and examples for writing a research title in multiple steps.
Rainiero Leon Flores - British Council IELTS test.
Resultados del certificado de Inglés Británico IELTS, cuya ponderación equivale al Nivel C1 de acuerdo con CAMBRIDGE.
Teaching Parents Skill Acquisitions & Maintenance Introduction.docx
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences (1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5 mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics, compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)
. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.
. A-B-C Model (Use a practical example, about your own experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).
. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).
. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).
. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING 1
2
Running head: PARENT TRAINING .
Teaching Parents Skill Acquisitions & Maintenance Introduction.docx
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences (1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5 mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics, compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)
. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.
. A-B-C Model (Use a practical example, about your own experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).
. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).
. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).
. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING 1
2
Running head: PARENT TRAINING .
Healthcare Benefits.pdf
For their Week 3 speech, the student will discuss healthcare benefits and resources to help people access and afford healthcare. They will create a PowerPoint presentation with an introduction slide outlining three main points, body slides explaining each point in more detail, and a conclusion slide summarizing the key ideas. The student provides an example outline and discusses the differences between formal and informal speech, as well as speeches and essays.
Similar to Summary Writing (20)
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docx
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docx
What is an Essay? - How to Write a Good Essay - essayassignmentwriting.com
What is an Essay? - How to Write a Good Essay - essayassignmentwriting.com
Select a family to complete a family health assessment. (The famil.docx
Select a family to complete a family health assessment. (The famil.docx
Writing Assignment 2 Listening Styles Assignment Directio.docx
Writing Assignment 2 Listening Styles Assignment Directio.docx
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
Health Psychology_Increasing frequency of breakfast consumption_impact on moo...
Health Psychology_Increasing frequency of breakfast consumption_impact on moo...
Collaborations for the Common Good: Building Communities of Practice
Collaborations for the Common Good: Building Communities of Practice
Rainiero Leon Flores - British Council IELTS test.
Rainiero Leon Flores - British Council IELTS test.
Teaching Parents Skill Acquisitions & Maintenance Introduction.docx
Teaching Parents Skill Acquisitions & Maintenance Introduction.docx
Teaching Parents Skill Acquisitions & Maintenance Introduction.docx
Teaching Parents Skill Acquisitions & Maintenance Introduction.docx
More from Qatar University
Using digital tools to engage students and inform teaching
This presentation is about how to use mobile learning technology to engage students and inform instructional decisions.
Inspiring Students through Emotional Intelligence
Teachers nowadays are required to become emotionally intelligent to increase their students` engagement level and inspire them to become better learners.
Driving change in efl context
This document discusses change and change management models. It provides an overview of:
- Kotter's and Fullan's change models
- Why most change initiatives fail, including underestimating complexity, lack of accountability, and resistance
- Technical, political, and cultural challenges to change
- Developing a change model for an EFL (English as a Foreign Language) context drawing from Kotter and Fullan
Roles of HODs in Sustaining ADEC Pedagogical Changes
This document discusses the important but often overlooked role that middle managers, specifically heads of departments (HODs), play in leading change initiatives in schools. It notes that HODs are pulled between implementing strategic decisions from senior leadership while also supporting teachers. The document aims to draw attention from Abu Dhabi education administrators on how properly positioning HODs can help spearhead pedagogical changes to align with ADEC reforms. A literature review examined research on the role of middle management in education and how it can overcome non-compliance with reforms.
Proposals & Progress Reports
A proposal describes work that is suggested and provides justification for why it should be done, while a progress report describes and evaluates work as it is being performed over time. An academic proposal aims to convince supervisors that a research topic and approach are sound. It includes a rationale, literature review, and methodology. A business proposal offers a product or service to a potential client and details how customer needs will be met. Progress reports are submitted periodically to explain work accomplished, spending, remaining tasks, and enable assessment of the project status. Proposals and progress reports are thus related, as proposals suggest work and progress reports track its ongoing performance.
Reading strategies
Here is a checklist I would propose for assessing reading comprehension questions:
1. Do the questions assess different levels of understanding - literal, inferential, evaluative?
2. Are questions varied in format - short answer, multiple choice, open ended?
3. Do questions require referring back to the text to find answers?
4. Do questions target key ideas and details from throughout the entire text?
5. Do questions prompt students to think critically about the content and strategies used?
6. Are questions and potential answers written in language accessible to the students?
7. Do questions primarily focus on assessing understanding rather than testing memory?
8. Is there a balance of different question types -
More from Qatar University (6)
Using digital tools to engage students and inform teaching
Using digital tools to engage students and inform teaching
Roles of HODs in Sustaining ADEC Pedagogical Changes
Roles of HODs in Sustaining ADEC Pedagogical Changes
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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 Kanvariaclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Fix the Import Error in the Odoo 17
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.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Summary Writing
- 1. How to Summarize a Written Text 5/29/2014
- 2. To understand what summarizing is. To distinguish between paraphrasing and summarizing. To acquire summary strategies. To summarize a short descriptive text. To give and receive peer feedback on summary work. 5/29/2014
- 3. 5/29/2014
- 4. Read the suggested definitions in worksheet 1and choose the most effective one. 5/29/2014
- 5. 1. A summary is a condensation of a text, which manages to convey the information written in the text . 2. A summary is a condensation of the main ideas and key supporting ideas of a written text in your own words; it should be about one-third the size of the original text. 3. A summary is a condensation of a text, which manages to convey the information written in the text in your own words. 5/29/2014
- 6. Complete the missing information. Paraphrase Summary Keeps meaning of original text. Use your own words. More or less same length. 5/29/2014
- 7. Paraphrase Summary Keeps meaning of original text Main idea and key points of original text Use your own words Use your own words Approximately same length 1/3 the size of original text 5/29/2014
- 8. Underline the main ideas and key points. Read the original text carefully. Add transitional words to establish. relationships between sentences. Proofread and edit. Make a quick outline of the passage. Write down the main ideas and key points in your own words. 5/29/2014
- 9. 1. Read the original text carefully. 2. Underline the main ideas and key points. 3. Circle the key words. 4. Make a quick outline of the passage 5. Write the main ideas and key points in your own words 6. Add transitional words to establish relationships between sentences. 7. Proofread and edit. 5/29/2014
- 10. Your summary must start with an introductory sentence: According to author`s name, ……. 5/29/2014
- 11. By Sara Stanne There is an unclear link between food additives and hyperactivity. Whilst many parents report artificial colors and preservatives to trigger hyperactivity in their children, different controlled tests have failed to demonstrate a link. A recent study carried out by Southampton University suggested that some artificial food colors, together with the preservative sodium benzoate, did not show any negative effect on children’s behavior. It is not clear which types of additives are to blame. The Food Standards Agency has suggested that parents of children showing signs of hyperactivity try removing coloring chemicals investigated in this study to see it this leads to any benefits. However, no conclusive results have been drawn. It is difficult to assess whether additives really affect behavior because there are so many other elements that enter into play. There are some elements that would have to be taken into account: things like low blood sugar and tiredness. However, it has been proved that some children may be allergic to some additives and other children are not. 5/29/2014
- 12. You have got 5 minutes to review your peers` summary. 5/29/2014
- 13. The name of the writer is cited in the introductory sentence. States the main ideas and key supporting ideas of the original text. Unnecessary details are not included. No copying from original text. Summarized text is 1/3 the length of the original text. Transition words are used effectively to establish connections between sentences . No grammatical, spelling or punctuation errors. 5/29/2014
- 14. According to Sara Stanne, no direct correlation between food preservatives and children`s increased activity has been identified. Actually, there are no specific chemical agents which have been proved to directly influence children`s behavior. Because of the involvement of various variables, it is not easy to establish a connection between the two factors. Word Count: 56 5/29/2014
- 15. You have got 4 minutes for feedback. Your feedback must be in accordance with the summary checklist 5/29/2014
- 16. To get individualized feedback from the teacher, you can submit your summary on bb by latest tomorrow at midnight. 5/29/2014
Editor's Notes
- The second definition is the most effective one because it meets the three requisite elements: Text length Ideas to be included Language used