making inference
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An inference is a conclusion drawn from evidence and reasoning rather than being directly stated. It allows readers to make assumptions and draw conclusions from implied clues. For example, if someone hears a bang and crying from upstairs where their toddler is in bed, they can infer the toddler fell out of bed, or if someone hears their mailbox close and their dog barking, they can infer the mail carrier delivered their mail. Inferences require readers to think for themselves rather than being directly told.
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Making inferences (definition, strategies, exercises)
The document discusses making inferences when reading. It provides examples of inferring characters' feelings, motives, and the author's purpose. Readers must combine the written information with their own life experiences to infer deeper meaning. The document contains scenarios where the reader must infer details that are not explicitly stated, such as inferring a man is angry from his shouting or that someone was killed from seeing a bloody knife. It emphasizes that readers should view a text as a "word picture" and infer details about the setting, characters' personalities and emotions, and characters' motives from clues provided.
Making inferences
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
Making inferences ppt lesson
This document provides guidance on making inferences and includes examples using excerpts from the book "Virus on Orbis 1". It explains that making an inference involves combining what is seen in the text with prior knowledge to draw conclusions and predictions. Students are asked to make inferences about bumper stickers on a car and characters in a book excerpt. The purpose is to prepare students for the TAKS reading test through a cross-curricular lesson developed by the school librarian.
Lesson on inferencing
The document discusses inferencing, or making assumptions based on information provided and one's own experiences. It provides examples of inferring emotions and situations from pictures of characters. Readers are encouraged to consider clues in a text and use their knowledge to infer answers to questions about a story and draw conclusions, such as inferring that a woman who stumbled on the road in the rain had been in a car accident. Good readers use inferencing to fully understand and visualize what they are reading.
Making Inferences for Fourth Grade
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
Making inferences
The document discusses making inferences by using details and facts to make reasoned guesses about unknown information. It provides an example where a man is under a sink with tools and a puddle, allowing the inference that the sink is leaking and he is fixing it. The document advises to notice unusual details, consider the author's purpose, and add up known facts to make inferences. An example sentence states that half of US classrooms now have internet access, from which it can be inferred that students have access to current news and information sources are no longer limited to books.
Author's Purpose PPT
The document discusses author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
Making inferences
This document provides information about making inferences when reading. It defines an inference as making a logical guess by gathering clues and reading between the lines to reach conclusions based on evidence. It instructs readers to ask questions as they read, think about what the author tells them and their own experiences to make inferences. The document explains that using inferences supports deeper comprehension by engaging readers and helping them understand an author's purpose and meaning. It provides suggestions for teachers to help less skilled readers learn to make inferences, such as recognizing pronouns and context clues, and understanding characters' perspectives. Examples of comics are included to demonstrate practicing inferences by explaining humor or identifying missing information.
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Making inferences (definition, strategies, exercises)
The document discusses making inferences when reading. It provides examples of inferring characters' feelings, motives, and the author's purpose. Readers must combine the written information with their own life experiences to infer deeper meaning. The document contains scenarios where the reader must infer details that are not explicitly stated, such as inferring a man is angry from his shouting or that someone was killed from seeing a bloody knife. It emphasizes that readers should view a text as a "word picture" and infer details about the setting, characters' personalities and emotions, and characters' motives from clues provided.
Making inferences
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
Making inferences ppt lesson
This document provides guidance on making inferences and includes examples using excerpts from the book "Virus on Orbis 1". It explains that making an inference involves combining what is seen in the text with prior knowledge to draw conclusions and predictions. Students are asked to make inferences about bumper stickers on a car and characters in a book excerpt. The purpose is to prepare students for the TAKS reading test through a cross-curricular lesson developed by the school librarian.
Lesson on inferencing
The document discusses inferencing, or making assumptions based on information provided and one's own experiences. It provides examples of inferring emotions and situations from pictures of characters. Readers are encouraged to consider clues in a text and use their knowledge to infer answers to questions about a story and draw conclusions, such as inferring that a woman who stumbled on the road in the rain had been in a car accident. Good readers use inferencing to fully understand and visualize what they are reading.
Making Inferences for Fourth Grade
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
Making inferences
The document discusses making inferences by using details and facts to make reasoned guesses about unknown information. It provides an example where a man is under a sink with tools and a puddle, allowing the inference that the sink is leaking and he is fixing it. The document advises to notice unusual details, consider the author's purpose, and add up known facts to make inferences. An example sentence states that half of US classrooms now have internet access, from which it can be inferred that students have access to current news and information sources are no longer limited to books.
Author's Purpose PPT
The document discusses author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
Making inferences
This document provides information about making inferences when reading. It defines an inference as making a logical guess by gathering clues and reading between the lines to reach conclusions based on evidence. It instructs readers to ask questions as they read, think about what the author tells them and their own experiences to make inferences. The document explains that using inferences supports deeper comprehension by engaging readers and helping them understand an author's purpose and meaning. It provides suggestions for teachers to help less skilled readers learn to make inferences, such as recognizing pronouns and context clues, and understanding characters' perspectives. Examples of comics are included to demonstrate practicing inferences by explaining humor or identifying missing information.
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This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
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The document discusses making inferences by using clues from text, pictures, or prior knowledge to draw conclusions. It provides examples of making inferences from images and passages and emphasizes that good readers make inferences by using word clues, picture clues, defining unknown words, identifying emotions, and asking questions. Readers are encouraged to practice making inferences to improve this critical reading skill.
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Making Inference
Ted accepted an invitation from Pete to watch a movie after dinner. When Ted arrived at Pete's house, it was dark and no one answered the door. Ted rode home disappointed.
Patti woke up feeling sick. She called her boss to say she wouldn't be going to work because she had a fever and headache.
Mary spent the day at the mall with her friend Pam and slept over at her house. When Mary returned home the next day, her garden plants that she had carefully tended to were drooping, having not been watered while she was away.
Making inferences
Inference involves using clues from a text to draw conclusions, even if they are not directly stated. It differs from prediction in that inferences made may or may not be resolved by the end of the story, while predictions will be answered. To make inferences, readers must ask questions as they read to determine characters' feelings, motives for actions, and other implications not explicitly stated. Frequent questioning aids inference and ensures comprehension of the full meaning.
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Making inferences
The document discusses making inferences by using clues from text, pictures, or prior knowledge to draw conclusions. It provides examples of making inferences from images and passages and emphasizes that good readers make inferences by using word clues, picture clues, defining unknown words, identifying emotions, and asking questions. Readers are encouraged to practice making inferences to improve this critical reading skill.
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Meaning is not delivered to us on silver platters. We must be equipped as readers, writers, viewer, listeners, investigators to excavate it...dig it out. The cornerstone tool in our metacognitive arsenal is the ability to make inferences.
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Compare and contrast powerpoint
This document discusses comparison and contrast as a writing technique. It provides examples of comparing trivial topics like food choices as well as more complex comparisons of legal systems or sports. The document outlines two basic patterns for organizing a comparison/contrast paper: block pattern and alternating pattern. The block pattern discusses one subject at a time in separate sections while the alternating pattern discusses points about both subjects together. Key elements to compare like audience, purpose, and outcomes are given. Finally, common transition words for comparing and contrasting are listed.
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The document discusses how context clues can help readers understand unfamiliar words. It defines context as the ideas surrounding a word or situation. Readers can look at context clues like definitions, examples, and related words to infer the meaning of an unknown word. The document provides examples of using context clues to determine the meanings of words like "profusely", "elaborate", and "prehensile". It emphasizes that context clues are important for understanding vocabulary on tests.
Inferences PowerPoint
This document discusses inferences and encourages readers to look at photos and use context clues to make inferences about what is happening in each picture. It prompts readers to ask questions about various photos to spur inferences about characters' feelings, locations, activities, and reasons for actions. Readers are then instructed to work with a partner to create a short story making inferences and filling in details about one of the photos.
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No, you should not believe everything you read or hear literally. Common phrases like "it's raining cats and dogs" and "it cost an arm and a leg" are idioms that use exaggeration to make a point and should not be taken word for word. Idioms like "hit the books" and "under the weather" are phrases where the meaning is different than the literal definition of the individual words. It is important to understand idioms in context rather than believing everything at face value.
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Making predictions presentation
1) A prediction is an estimate of what will happen in the future based on prior knowledge and information provided.
2) The document provides two examples of making predictions based on context clues. In the first, it is predicted that the mother will get angry at the children for tracking mud onto her clean carpet. In the second, it is predicted that the power will go out during a thunderstorm, but the characters will be prepared with candles and flashlights.
3) Making predictions involves using both background knowledge and details from the text.
Text features powerpoint
Here are some examples of how text features could help understand an article:
Table of Contents: The table of contents lists the major sections and their page numbers, allowing me to quickly navigate to the parts most relevant to my interests or information I want to find.
Headings: Headings break the text into sections and indicate the topic of each part, helping me understand how the information is organized and what to expect.
Pictures/Illustrations: Images can convey information visually and clarify processes or concepts that may be difficult to explain with words alone.
Captions: Captions provide context for pictures, explaining who or what is shown and any other important details not stated in the surrounding text.
Glossary:
Point of View
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
Persuasive essay
This document provides guidance on writing an essay to convince others of an opinion. It recommends choosing a clear purpose and intended audience. The introduction should capture attention with a hook, then state the thesis. Main points should be presented in paragraphs with topic sentences and supporting examples. Transitions should link arguments. A conclusion should restate the thesis and leave the reader thinking with a memorable final sentence.
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An oxymoron is a figure of speech that combines contradictory terms. It stops the reader and causes them to think, generating a new concept. Examples of oxymorons provided include "small crowd", "act naturally", and "tragic comedy". The document then provides several examples of oxymorons used in sentences, such as "silent scream", "eloquent silence", and "intense apathy". It notes that while the individual words have contradictory definitions, together they create a new meaning.
Making inference
This document defines inference and how to make inferences when reading. Inference is using clues from a text along with prior knowledge to determine what is implied but not directly stated. To make an inference, a reader analyzes story clues, facts and their own background knowledge. The document provides an example where readers can infer it is Mother's Day based on clues that children are making breakfast for their mother on a Sunday morning in a special way once a year. Inference differs from prediction in that inferences made may or may not be resolved by a story's end, while predictions will be proven.
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This document provides guidance on how to analyze a poem, beginning with reading it multiple times to fully experience it before analysis. It advises paying attention to structural elements like the title, tone, structure, sound, and imagery. Read the poem aloud and note punctuation to understand the intended voice. Paraphrase lines and determine the speaker. Be open to interpretation as poets carefully select words, and images may symbolize deeper meaning. Poems often lack a single definitive reading. Most importantly, enjoy the experience of reading poetry.
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Making Inference
Ted accepted an invitation from Pete to watch a movie after dinner. When Ted arrived at Pete's house, it was dark and no one answered the door. Ted rode home disappointed.
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Making inferences
Inference involves using clues from a text to draw conclusions, even if they are not directly stated. It differs from prediction in that inferences made may or may not be resolved by the end of the story, while predictions will be answered. To make inferences, readers must ask questions as they read to determine characters' feelings, motives for actions, and other implications not explicitly stated. Frequent questioning aids inference and ensures comprehension of the full meaning.
Making inferences
The document contains several pictures with descriptions asking the reader to make inferences based on what is seen in the pictures and any prior knowledge. For each picture, clues are provided and questions ask what can be inferred. Overall, the document aims to explain the process of making inferences by using details from pictures, text, and background knowledge.
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This document discusses inferences and how readers use inferencing skills when reading. It provides examples to illustrate how readers can infer information that is not directly stated by looking at pictures and passages and using their background knowledge and experiences to make logical assumptions. Specifically, it shows how readers can infer that: 1) Lucy in the cartoon is angry based on her facial expression and words; 2) Lucy thinks she is more mature than others based on her statement; and 3) the girls in the picture are friends going shopping based on visual cues. It encourages readers to actively question and make judgments about what they read through inferencing.
Making inferences
Making an inference involves guessing what is not explicitly stated based on available information. It requires using evidence and clues from a source to support conclusions and involves stating something that can be backed by concrete details. Questions that require inferences ask about what a source conveys regarding topics not directly mentioned or what can be understood from sources, pushing readers to draw out implied information.
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Summarizing involves reducing a large text selection into a shorter version by focusing on the main idea and key supporting details in your own words. When summarizing, non-essential details are removed to retain only the most important parts of the story. Summaries are much shorter than the original text. The purpose of summarizing is to demonstrate understanding of what was read and make connections between ideas.
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This document discusses making inferences when reading. It explains that inferences involve taking what is known and using clues to draw conclusions that are not directly stated. Readers use both picture and text clues as well as their own background knowledge to make inferences. The document provides examples of making inferences from images and short passages and emphasizes that good readers ask questions and use multiple clues to infer meanings beyond just the literal text or image.
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Readers make inferences by combining details provided by the author with their own background knowledge to fill in information not explicitly stated. When making an inference, readers add what they already know to what an author has told them. Examples show how stating part of the context and combining it with additional known information leads to an inferred conclusion.
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This document discusses the differences between predicting and inferring when reading. Predicting involves making an educated guess about what will happen in a story based on clues, while inferring uses clues to draw conclusions about elements like a character's feelings or actions that may not be directly stated. The document provides guidance on when to make predictions versus inferences during reading and questions readers can ask themselves to make predictions and inferences. It emphasizes that predicting focuses on future story events while inferring involves making judgments.
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Explains what an inference is and provides two graphic organizers to assist students in their thinking.
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The passage discusses making inferences while reading. It provides examples of inferences readers can make about characters in short stories. These include inferring why a woman named Boori Ma hasn't slept in two nights based on contextual clues, and inferring the message an author wants to convey based on words and events described. The passage emphasizes that readers use their background knowledge and clues from the text to make logical assumptions about what is implied but not directly stated.
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Prediction involves guessing what will happen next in a story based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur in the future of the story. Inference allows readers to question why characters act in certain ways and speculate on other unanswered elements. Readers can practice both strategies by asking questions before, during, and after reading a text.
Skimming & Scanning
Skimming and scanning are speed reading techniques that allow rapid coverage of large amounts of material. [1] Skimming involves quickly reading a text to gain the main ideas and overall content. It is useful for pre-reading, reviewing, or initial reading of non-critical materials. Scanning is used to locate a specific fact or piece of information without reading the entire text. Both techniques require specific steps to be followed and become more effective with frequent practice.
Skimming and scanning
Skimming and scanning are two reading techniques used to obtain information from text quickly. Skimming is used to get the overall idea or main points of a text, while scanning is used to find specific information within a text. The document provides tips for how to skim, such as reading titles, subtitles, and first/last sentences of paragraphs. It also provides tips for scanning, such as not reading every word but letting your eyes move quickly while using clues like headings to find what you're looking for. Both skimming and scanning are useful techniques for studying or finding information efficiently.
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The passage discusses main ideas and supporting details. The main idea of a passage tells the overall topic in one sentence. Supporting details provide extra information to further explain the main idea and help the reader understand it better. An example paragraph is given about a girl, Sally, spending the weekend shopping for clothes and school supplies. The main idea is that Sally spent the weekend shopping, and supporting details include that she bought new outfits and school supplies. Supporting details give a more complete picture of the story.
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The document discusses the different stages of human growth and development from prenatal and infancy through adulthood. It describes the key milestones and needs for each stage. The prenatal and infancy period focuses on rapid physical growth and development of organs as well as establishing emotional bonds. Toddlerhood is characterized by continued growth and developing skills like walking, running, and communication. School age sees more sophisticated movements and skills develop along with curiosity about sexuality. Puberty and adolescence involve physical maturation and developing reproductive systems. Adulthood can be broken into early, middle, and late stages with milestones including independent living, career, and family in early adulthood and potential retirement in later stages. Each stage has needs related to health
Exploring and Maintaining Your Computer pt. 2
This document provides information about computer programs, installing programs, uninstalling programs, switching between open programs or windows, the control panel, display options, power saving options, and changing the date and time. It discusses that programs are applications that can perform tasks based on what they are programmed to do. It also outlines the steps for installing a new program, including using an install wizard, full or customized installation. Uninstalling programs and switching between open windows using the taskbar, Alt+Tab keys, or task view is also covered. The document discusses the control panel as a tool that consolidates system tools and wizards. It provides details on settings for display, power saving, and changing the date and time in the control panel
Accessories, Crafts and Body Ornaments
The document discusses various traditional crafts and body ornaments in the Philippines, including jewelry making, tattoo art, basket weaving, and paper cutting. Jewelry making has been practiced since the 16th century and is popular in Cordillera and Meycauayan, Bulacan. Tattoo art is part of some tribal traditions and Whang-Od Oggay is considered the last traditional tattoo artist. Basket weaving is prominent in certain provinces like Pangasinan, Kalinga, and Batanes. Paper cutting techniques are used to decorate parols and pabalat wrappers, with Nanay Luz Ocampo renowned for the latter.
Health-related Components of Fitness
The document discusses various health-related fitness tests that measure components of physical fitness. It describes tests for cardiorespiratory endurance like the beep test and 1-km run/walk. It also covers flexibility tests like the sit-and-reach, as well as definitions and calculations for body mass index (BMI). Safety procedures are outlined for correctly administering and participating in the fitness tests.
Instrumental Groups on the Lowlands in Luzon
This document discusses various traditional instrumental groups from the lowlands of Luzon, Philippines. It describes the Rondalla ensemble of string instruments, noting key instruments like the banduria, laud, octavina, and guitar. It also outlines the brass band, identifying instruments such as the trumpet, trombone, French horn, tuba, euphonium, flute, clarinet, piccolo, saxophone, cymbals, bass drum, snare drum. Additionally, it provides details about the Pangkat Kawayan bamboo ensemble and their instruments including the bumbong, kalatok, talunggating, angklung, kalagong, and panpipes. The Musik
Pronouncing Blends, Diphthongs and Glides
Slang is a type of informal language used in conversations by specific groups of people to distinguish it from other nonstandard language forms. The document provides examples of common slang words and their meanings, including acronyms like ROFL, STFU, LMK, ILY, TBT, YOLO, SMH, LMFAO, NVM, and ICYMI. It also lists some slang terms for objects and emotions.
Tone and Mood
The document provides examples of tone and mood in writing passages. It defines tone as the author's attitude toward the subject, and mood as the emotion or feeling conveyed to the reader. Several terms are listed that describe different tones and moods. The passages that follow demonstrate varying tones such as serious, playful, and reassuring, as well as moods like exciting, silly, and fearful.
Exploring and Maintaining Your Computer pt. 1
This document provides instructions for using and maintaining basic computer functions. It discusses the taskbar and how to hide it. It describes using the search feature and what is contained in the system tray, such as the speaker, battery, and brightness icons. The document outlines how to use File Explorer to rename, delete, and restore files and folders, including using the Recycle Bin. It also explains how to copy, move, and paste files between locations. Finally, it defines what programs are and mentions different types like freeware and licensed software.
Exploring the MS Windows Environment part 2
This document discusses file types and properties in the Windows operating system. It explains that file extensions like .doc or .jpg determine what program can open the file. It also describes how to view file properties like size and location by right clicking a file and selecting properties. Additionally, it outlines how to work with folders, including creating new folders, moving and scrolling window views, minimizing/restoring windows, and changing icon views. It concludes with an overview of power options like shut down, restart, and sleep modes.
Attire, Fabric and Tapestries in Luzon
1) The document discusses different types of traditional textiles from the Philippine Highlands and Lowlands regions. In the Highlands, textiles include ikat from Ifugao with diamond and stripe patterns, kadangyan burial cloth, gilamat ka-in skirts featuring symbols of nature and fertility, and ginamat loincloths or wanes and lufid wraps made in colors representing tribes. In the Lowlands, notable textiles are inabel blankets from Ilocos, piรฑa made from pineapple leaves, jusi with a tighter weave than piรฑa, banaca fabric popularized by Dita Sandico Ong, and abaca from Bicol.
2) The document provides information
Health and Skill related Components of Fitness
This document appears to be a presentation on physical fitness and its components. It defines physical activity, exercise, and physical fitness. It then discusses the health-related components of fitness, including cardiorespiratory endurance, muscular endurance, muscular strength, body composition, and flexibility. It also covers the skill-related components: agility, balance, coordination, power, reaction time, and speed. Examples or descriptions are provided for each component. The presentation concludes with a quiz to test the audience's understanding of the different components.
Legend - Understanding Sensory Details
The document provides an overview of a 7th grade English lesson on precolonial Philippine literature and legends. It begins with definitions of literature and different forms such as fiction, nonfiction, manuscripts, and poetry. It then discusses the differences between legends and myths. Several Philippine legends are summarized, including the legend of why the Philippines has over 7,000 islands. The document also covers the use of sensory details in writing and provides examples of descriptive words that appeal to the five senses.
EXPLORING THE MS WINDOWS ENVIRONMENT
This document provides an overview of the history and features of the Microsoft Windows operating system. It discusses:
- The timeline of Windows versions from Windows 1.0 in 1985 to the current Windows 11, released in 2021.
- Key features introduced in versions like Windows XP, Vista, 7, 8, and 10.
- The basic Windows desktop interface including the desktop, taskbar, start button, start menu, and system tray.
- How to work with desktop icons by hiding or showing them.
- Basic concepts of files and folders in Windows for storing and organizing information.
Research Reflection Topic: Listening Difficulties of Students
The document discusses a study on listening difficulties faced by students. It analyzes data from a questionnaire given to 50 English major students. The main findings were:
1) Students spend little time practicing listening on their own, hindering improvement.
2) When encountering unknown words, most students try guessing the meaning instead of ignoring it and continuing to listen.
3) Students listen word-for-word instead of focusing on key ideas, making comprehension difficult. The study provides recommendations to help students strengthen their listening skills.
Teaching approaches
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
Exact and Emphatic Words / Improrieties
This document provides examples of intensifiers and their meanings as well as examples of how they are used in sentences. It also discusses homonyms and homophones, defining them as words that have the same pronunciation but different meanings or spellings. Examples of perfect homonyms, homophones, and homographs are given to illustrate the concepts.
giving opinion facts
The document defines facts as statements that can be proven true through evidence, while opinions are personal judgments or beliefs that cannot be proven. It provides examples of facts like "Monkeys are mammals" and opinions like "She is the coolest girl in school." The document emphasizes that distinguishing facts from opinions allows one to better evaluate information.
making predictions
This document discusses how to make predictions in English using the future tense. There are two main ways to make predictions: using "will" to talk about the simple future, or using "going to" to make general predictions or predictions based on current evidence. It provides examples of correct and incorrect usage of these tenses when making predictions about events like arrivals, matches, and the weather. Making accurate predictions in English requires understanding when to use "will" versus "going to".
making generalizations
Generalizations are rules or statements that apply to many situations or events. Generalizations commonly contain signal words such as in general, usually, often, few, some, tend to, or most. They make broad statements about multiple situations rather than focusing on specifics.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
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making inference
- 2. ๏จ An inference is an idea or conclusion that drawn from evidence and reasoning. ๏จ Inference is a mental process by which we reach a conclusion based on specific evidence.
- 3. ๏จInference observation occur when we can see anything happen in contrast.
- 5. ๏จ An inference is a meaning that is suggested rather than directly started inferences are implied clues that lead the reader to make assumption and draw conclusion.
- 6. ๏จ Sherryโs toddler is in bed upstairs. She hears a bang and crying.she can infer that her toddler fell put in bed. ๏จ Jennifer hears her mailbox close and her dog is barking.jennifer can infer that the postal carrier has delivered her mail.
- 9. ๏จ A benefit is the meaning is not to the writer/author. ๏จ One use of inference make the reader think that theyโre thinking themselves. ๏จ Think of a personal interpretation.
- 10. ๏จTHANK YOU!!!