Master comprehensive academic vocabulary list
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This document provides 12 lists of academic vocabulary words that are important for students to know and use to succeed in school. The words shown up frequently in classroom instruction and on tests, especially state standardized tests. Knowing and being able to use these words is essential for academic achievement. The lists contain a total of over 300 words across a wide range of content areas.
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570 academic-word-list
this worlist is useful for who is learning english, espectially want to find a way to learn vocabulary effectively
Academic vocabulary list
This document provides an academic vocabulary list that has been categorized by parts of speech. It begins with an introduction explaining that Jim Burke originally created an academic vocabulary list, and Rick Smith then took Burke's list and organized the words by their grammatical categories (nouns, verbs, adjectives, adverbs). The document then shares the categorized academic vocabulary list with over 350 words sorted into their parts of speech. It also includes sections on common prefixes, suffixes, and their meanings to help readers understand how words are formed in the English language.
Academic Vocabulary List 1
This is Academic Vocabulary List using for IELTS Examination. This doesn't include words' explanation so you should look up the dictionary in needed. It also provides suffixes and prefixes explanations to help you varying your vocabulary.
Vocabulary list 4
This document contains definitions for 5 vocabulary words: merchandise, deductible, regular, skill, and salary. It defines each word and provides a part of speech, antonym, and example sentence using the word. The definitions are: merchandise are items for sale, deductible is an out-of-pocket amount for insurance, regular means usual or normal, skill is an ability learned through practice, and salary is the amount of money paid to an employee each year.
Academic vocabulary
1) Academic vocabulary refers to words that are traditionally used in academic dialogue and text rather than common conversation. Developing academic vocabulary is important for academic success.
2) There are two key steps to developing academic vocabulary: fostering a culture of word learning to build enthusiasm, and providing systematic instruction to build deep word knowledge.
3) Effective academic vocabulary instruction includes techniques like having students restate definitions, create visual representations of words, regularly review terms, and use words in discussion and writing. Schools can implement vocabulary programs where teachers teach 2-4 words per week and encourage use of terms across subjects.
Academic Vocabulary & Register
This document discusses academic vocabulary and register. It describes the British Academic Written English corpus, which contains over 2,700 assessed student writing samples from various disciplines and levels. It also discusses tools for analyzing vocabulary, including the Academic Word List (AWL) and VocabProfile. The AWL contains 570 word families that frequently occur in academic texts. Examples are provided of student writing samples before and after editing to incorporate more AWL words. Resources for learning academic vocabulary and collocations are also referenced.
Recommended
570 academic-word-list
this worlist is useful for who is learning english, espectially want to find a way to learn vocabulary effectively
Academic vocabulary list
This document provides an academic vocabulary list that has been categorized by parts of speech. It begins with an introduction explaining that Jim Burke originally created an academic vocabulary list, and Rick Smith then took Burke's list and organized the words by their grammatical categories (nouns, verbs, adjectives, adverbs). The document then shares the categorized academic vocabulary list with over 350 words sorted into their parts of speech. It also includes sections on common prefixes, suffixes, and their meanings to help readers understand how words are formed in the English language.
Academic Vocabulary List 1
This is Academic Vocabulary List using for IELTS Examination. This doesn't include words' explanation so you should look up the dictionary in needed. It also provides suffixes and prefixes explanations to help you varying your vocabulary.
Vocabulary list 4
This document contains definitions for 5 vocabulary words: merchandise, deductible, regular, skill, and salary. It defines each word and provides a part of speech, antonym, and example sentence using the word. The definitions are: merchandise are items for sale, deductible is an out-of-pocket amount for insurance, regular means usual or normal, skill is an ability learned through practice, and salary is the amount of money paid to an employee each year.
Academic vocabulary
1) Academic vocabulary refers to words that are traditionally used in academic dialogue and text rather than common conversation. Developing academic vocabulary is important for academic success.
2) There are two key steps to developing academic vocabulary: fostering a culture of word learning to build enthusiasm, and providing systematic instruction to build deep word knowledge.
3) Effective academic vocabulary instruction includes techniques like having students restate definitions, create visual representations of words, regularly review terms, and use words in discussion and writing. Schools can implement vocabulary programs where teachers teach 2-4 words per week and encourage use of terms across subjects.
Academic Vocabulary & Register
This document discusses academic vocabulary and register. It describes the British Academic Written English corpus, which contains over 2,700 assessed student writing samples from various disciplines and levels. It also discusses tools for analyzing vocabulary, including the Academic Word List (AWL) and VocabProfile. The AWL contains 570 word families that frequently occur in academic texts. Examples are provided of student writing samples before and after editing to incorporate more AWL words. Resources for learning academic vocabulary and collocations are also referenced.
101 102prac0
This very short document repeats the phrase "Tell the story" three times. It encourages the reader to narrate or describe events without providing any additional context or information. The source is listed as Cambridge Flyers 6, which may refer to an English language exam or textbook.
IRLA Black Academic vocabulary
This document contains a list of academic vocabulary words, with no additional context provided. The words cover a range of topics from land and nature terms to objects and emotions. There is no clear theme or narrative connecting the words.
Story academic vocabulary
This slide presentation is chock full of Common Core State Standards Writing, Language and Speaking and Listening Standards. It include lesson plans to push understanding further. Story academic vocabulary words include words like foreshadowing, 5 story elements for a great story, images, imagery, and figurative language. This presentation is a fabulous way to introduce story academic vocabulary and takes the lesson further.
Please like us and share on your favorite social media.
Cac hinh thuc thi ielts hiện nay
Chú ý: Chỉ với những trường hợp trường yêu cầu sinh viên phải thi IELTS UKVI thì sinh viên mới phải thi theo dạng này, còn lại vẫn chấp nhận IELTS như trước.
Essential Academic Vocabulary by Jesse Bluma, Garcia Sports Foundation
The document provides a list of essential vocabulary words for different grade levels that are intended to help students read better, follow directions, and make connections across subjects. It includes over 100 words for each grade level from kindergarten through 8th grade organized by standard. The words cover a wide range of topics including letters, numbers, science, social studies, health, and financial literacy. The document encourages teachers to modify the lists based on individual student needs.
Academic vocabulary
Understanding what they are asking you to do on tests, and in class. Teaches students the importance of knowing academic vocabulary. (sample text: We Real Cool by Gwendolyn Brooks).
Dce Social Studies Vocabulary
The document discusses the importance of direct vocabulary instruction for student academic success, noting that vocabulary knowledge is strongly correlated with academic achievement, standardized test scores, and life success. It provides a rationale for why teachers should teach vocabulary and offers guidance on developing vocabulary lists, choosing which words to focus on, and acquiring new vocabulary through various methods of direct instruction. The goal of vocabulary lessons should be to build students' academic background knowledge, particularly for those from low socioeconomic backgrounds or who are English language learners.
Vocabulary building 12
This document discusses vocabulary building. It defines vocabulary as knowledge of words and their meanings. Building vocabulary is important for communication, learning, and academic success. Some effective strategies for building vocabulary include learning prefixes, suffixes, roots, and origins of words. The document provides examples of prefixes and suffixes and their meanings. Direct instruction of vocabulary in context along with repetition and review are recommended for teaching vocabulary.
Academic Writing
Academic writing is formal writing produced by students in response to academic content. It uses complex vocabulary and grammar precisely and accurately without colloquial language. Academic writing is objective rather than personal, and everything stated must be supported by proof and sources with connections between ideas made explicit.
PET speaking guide
The document summarizes the format and content of the PET (Preliminary English Test) speaking exam. It consists of 4 parts: 1) introduction and basic questions, 2) a simulated discussion task, 3) describing a photograph individually, and 4) a general conversation between candidates. Part 1 focuses on getting acquainted. Part 2 involves discussing options and reaching agreement. Part 3 has candidates describe a photograph one at a time. Part 4 continues the topic from part 3 as a discussion between the candidates. Strategies are provided for each part.
Academic Vocabulary and Reading Online for ELLs
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
Much and many
The document discusses the proper use of the words "much" and "many" in English grammar. It notes that "much" is used with uncountable nouns while "many" is used with countable nouns. However, many people struggle with this simple rule because of incorrect habits in their English usage. The document promotes an app that contains over 600 sentences to help users recognize the proper contexts for "much" and "many" through practice, so they can learn the right habit and no longer make mistakes with these terms.
Speaking testpet
The document provides guidance for describing pictures in a speaking test, including asking for clarification of questions, taking time to think about answers, providing details in descriptions, and using vocabulary like "in the foreground/background" and "on the left/right." It recommends always giving reasons for guesses and using tentative language like "it looks as if/like," "it seems/appears to be," and "it may/maybe/perhaps be."
22105 ket-vocabulary-list 2012
The document provides information about the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it is updated annually using Cambridge Learner Corpus data, and how it is organized. The list covers both receptive and productive vocabulary at the A2 level and is not exhaustive of all words that may appear on the KET exam.
1.3 tests of grammar and vocabulary: workshop CTS-Academic
The workshop covered why grammar and vocabulary are important to test, how they relate to beliefs about language learning and curricular specifications, different types of grammar and vocabulary test items, and considerations for writing effective test items. Key points included that testing grammar and vocabulary can encourage learning, diagnose weaknesses, and be tested directly unlike skills. Links between testing and beliefs, curriculum, and positive effects on learning were also discussed. Examples of test item types for both grammar and vocabulary were provided along with potential problems to avoid.
Curso de ingles english lesson phrasal verb list (lección de inglés- lista...
This document is an English lesson from a language learning website that provides a list of common phrasal verbs in English and their Spanish translations. The list contains over 100 phrasal verbs organized alphabetically with the English phrasal verb and its Spanish equivalent. The document also provides an example sentence for each entry. It concludes by mentioning the copyright information for the website.
Master comprehensive academic vocabulary list
This document provides 12 lists of academic vocabulary words that are important for students to know in order to succeed in school. It states that teachers frequently use these words in their instruction and that the words appear on various tests, especially state standardized tests. The vocabulary lists cover a wide range of terms related to academic subjects, concepts, and processes. Knowing and being able to correctly use these words is essential for academic achievement.
Academic-Vocab-for-Reading (3).docx
The document lists a variety of words related to different topics including science, technology, society, politics, and business. Some examples of words included are range, direct, physical, adopt, particular, technical, individual, theory, access, potential, and responsible. The list covers a broad scope of terms without additional context or explanation for how the words are related or what they refer to.
Running head PROGRAM EVALUATION1Program EvaluationStudent.docx
Running head: PROGRAM EVALUATION
1
Program Evaluation
Student Name Here
Walden University
Program Evaluation
Provide a brief introduction to your paper here. The title serves as your introductory heading no need for a heading titled “Introduction.” For this assignment, you will examine the program evaluation research article by Hawkins, Blanchard, Baldwin, and Fawcett (2008), "Does Marriage and Relationship Education Work? A Meta-Analytic Study,” which is provided in the Learning Resources. Using the Hawkins et al. article, you will complete the following sections.
Issues Related to Population
Using the Hawkins et al. article, provide a brief summary of the issues related to disadvantaged and ethnically diverse populations.
Increasing Participation
Briefly describe how you as a researcher would increase participation of disadvantaged and ethnically diverse populations in marriage and relationship education programs. Remember support your points with scholarly support without relying on direct quotations to make your points for you.
Seeking More Generalizable Results
Explain the types of measures and data collection methods would you employ to obtain more reliable and generalizable results. Be sure to support your points with scholarly support.
Conclusion
Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, you should interpret what you have written and what the bigger picture is. Remember your paper should be 2 - 3 pages not counting your title page and reference page. Please do not exceed three pages of content.
Save your Application as a ".doc" or ".rtf" file with the filename APP10+your first initial+last name. For example, Sally Ride’s assignment filename would be "APP10SRide". Use the "Submit an Assignment" link, choose the Week 10: Application basket, and then add your Application as an attachment.
References
Hawkins, A., Blanchard, V., Baldwin, S., & Fawcett, E. (2008). Does marriage and relationship education work? A meta-analytic study. Journal of Consulting and Clinical Psychology, 76(5), 723–734.
To continue, in Internet Explorer, select FILE then SAVE AS from your browser's toolbar above. Be sure to save
as a plain text file (.txt) or a 'Web Page, HTML only' file (.html). In FireFox, select FILE then SAVE FILE AS from
your browser's toolbar above. In Chrome, select right click (with your mouse) on this page and select SAVE AS
EBSCO Publishing Citation Format: APA (American Psychological Assoc.):
NOTE: Review the instructions at http://support.ebsco.com/help/?int=ehost&lang=&feature_id=APA and make
any necessary corrections before using. Pay special attention to personal names, capitalization, and
dates. Always consult your library resources for the exact formatting and punctuation guidelines.
References
Hawkins, A. J., Blanchard, V. L., Baldwin, S. A., & Fawcett, E. B. (2008). Does marriage and relationship
education work? A meta-analytic study.
Capacity-building for One Health Approaches
GRF One Health Summit 2012, Davos: Presentation by William Dingledine Hueston, University of Minnesota, USA, United States of America
Running Head HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS.docx
Running Head: HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS 1
HIGHER EDUCATION CHALLENGES FACING AMERICAN INDIANS 2
Ali El Samad
Paragraph Proposal
11/15/15
This project aims to address the challenges facing American Indians or Native Americans especially the reasons for low higher education intake, retention and graduation of the Native Americans. Research has shown that many American Indians graduate from high school but few enroll to post-secondary education and retention until graduation is also affected. According to the National Education Association in 2000, 71% of American Indians Alaska Natives had a high school diploma but only 11% had bachelor’s degree compared to 27% of Whites (nea.org).
The number one goal of the project is to find out the barriers that contribute to the lower higher education intake, retention and graduation. Secondly to find out solutions to the barriers or problems. This will also sensitize education policy makers and the federal and state governments to initiate appropriate programs that would effectively address the higher education challenges faced by American Indians. And in turn the number of Native Americans graduating from college would increase and the living standards of the general population of Native Americans would be upgraded.
The information in the project report was research from internet sources that focused on looking for literature and findings from various articles. The research was based on the main challenges that affect American Indians’ chances of getting into college and completion of bachelor’s degree. One such article was by Harrington, C. and Harrington, B. (2012) titled “Fighting a Difference Battle: Challenges Facing American Indians in Higher Education. In the article they have given various recommendations to education advocates and the government. The second article was by Hunt and Harrington (2010) titled “The Impending Educational Crisis for American Indians: Higher Education at the Crossroads.” They focused on the various barriers that affect the America Indians higher education enrollment and graduation including lack of administrative support from college institutions and stereotyping of the minority group.
References
Harrington, C. F., & Harrington, B. G. (2012). Fighting a different battle: Challenges facing American Indians in higher education. Journal of Indigenous Research, 1(1), 4.
Hunt, B., & Harrington, C. F. (2010). The impending educational crisis for American Indians: Higher education at the crossroads. Indigenous Policy Journal, 21(3).
National Education Association. (2015). AAmerican Indians Alaske Natives:Education Crisis. Retrieved November 14th, 2015 from http://www.nea.org/home/15596.htm
MBA 6601, International Business 1
Course Description
Examines current patterns of international business and social, economic, political, and cultural .
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This very short document repeats the phrase "Tell the story" three times. It encourages the reader to narrate or describe events without providing any additional context or information. The source is listed as Cambridge Flyers 6, which may refer to an English language exam or textbook.
IRLA Black Academic vocabulary
This document contains a list of academic vocabulary words, with no additional context provided. The words cover a range of topics from land and nature terms to objects and emotions. There is no clear theme or narrative connecting the words.
Story academic vocabulary
This slide presentation is chock full of Common Core State Standards Writing, Language and Speaking and Listening Standards. It include lesson plans to push understanding further. Story academic vocabulary words include words like foreshadowing, 5 story elements for a great story, images, imagery, and figurative language. This presentation is a fabulous way to introduce story academic vocabulary and takes the lesson further.
Please like us and share on your favorite social media.
Cac hinh thuc thi ielts hiện nay
Chú ý: Chỉ với những trường hợp trường yêu cầu sinh viên phải thi IELTS UKVI thì sinh viên mới phải thi theo dạng này, còn lại vẫn chấp nhận IELTS như trước.
Essential Academic Vocabulary by Jesse Bluma, Garcia Sports Foundation
The document provides a list of essential vocabulary words for different grade levels that are intended to help students read better, follow directions, and make connections across subjects. It includes over 100 words for each grade level from kindergarten through 8th grade organized by standard. The words cover a wide range of topics including letters, numbers, science, social studies, health, and financial literacy. The document encourages teachers to modify the lists based on individual student needs.
Academic vocabulary
Understanding what they are asking you to do on tests, and in class. Teaches students the importance of knowing academic vocabulary. (sample text: We Real Cool by Gwendolyn Brooks).
Dce Social Studies Vocabulary
The document discusses the importance of direct vocabulary instruction for student academic success, noting that vocabulary knowledge is strongly correlated with academic achievement, standardized test scores, and life success. It provides a rationale for why teachers should teach vocabulary and offers guidance on developing vocabulary lists, choosing which words to focus on, and acquiring new vocabulary through various methods of direct instruction. The goal of vocabulary lessons should be to build students' academic background knowledge, particularly for those from low socioeconomic backgrounds or who are English language learners.
Vocabulary building 12
This document discusses vocabulary building. It defines vocabulary as knowledge of words and their meanings. Building vocabulary is important for communication, learning, and academic success. Some effective strategies for building vocabulary include learning prefixes, suffixes, roots, and origins of words. The document provides examples of prefixes and suffixes and their meanings. Direct instruction of vocabulary in context along with repetition and review are recommended for teaching vocabulary.
Academic Writing
Academic writing is formal writing produced by students in response to academic content. It uses complex vocabulary and grammar precisely and accurately without colloquial language. Academic writing is objective rather than personal, and everything stated must be supported by proof and sources with connections between ideas made explicit.
PET speaking guide
The document summarizes the format and content of the PET (Preliminary English Test) speaking exam. It consists of 4 parts: 1) introduction and basic questions, 2) a simulated discussion task, 3) describing a photograph individually, and 4) a general conversation between candidates. Part 1 focuses on getting acquainted. Part 2 involves discussing options and reaching agreement. Part 3 has candidates describe a photograph one at a time. Part 4 continues the topic from part 3 as a discussion between the candidates. Strategies are provided for each part.
Academic Vocabulary and Reading Online for ELLs
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
Much and many
The document discusses the proper use of the words "much" and "many" in English grammar. It notes that "much" is used with uncountable nouns while "many" is used with countable nouns. However, many people struggle with this simple rule because of incorrect habits in their English usage. The document promotes an app that contains over 600 sentences to help users recognize the proper contexts for "much" and "many" through practice, so they can learn the right habit and no longer make mistakes with these terms.
Speaking testpet
The document provides guidance for describing pictures in a speaking test, including asking for clarification of questions, taking time to think about answers, providing details in descriptions, and using vocabulary like "in the foreground/background" and "on the left/right." It recommends always giving reasons for guesses and using tentative language like "it looks as if/like," "it seems/appears to be," and "it may/maybe/perhaps be."
22105 ket-vocabulary-list 2012
The document provides information about the KET Vocabulary List, which is used to guide item writers in producing materials for the KET examination. It discusses how the list was originally developed, how it is updated annually using Cambridge Learner Corpus data, and how it is organized. The list covers both receptive and productive vocabulary at the A2 level and is not exhaustive of all words that may appear on the KET exam.
1.3 tests of grammar and vocabulary: workshop CTS-Academic
The workshop covered why grammar and vocabulary are important to test, how they relate to beliefs about language learning and curricular specifications, different types of grammar and vocabulary test items, and considerations for writing effective test items. Key points included that testing grammar and vocabulary can encourage learning, diagnose weaknesses, and be tested directly unlike skills. Links between testing and beliefs, curriculum, and positive effects on learning were also discussed. Examples of test item types for both grammar and vocabulary were provided along with potential problems to avoid.
Curso de ingles english lesson phrasal verb list (lección de inglés- lista...
This document is an English lesson from a language learning website that provides a list of common phrasal verbs in English and their Spanish translations. The list contains over 100 phrasal verbs organized alphabetically with the English phrasal verb and its Spanish equivalent. The document also provides an example sentence for each entry. It concludes by mentioning the copyright information for the website.
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Similar to Master comprehensive academic vocabulary list
Master comprehensive academic vocabulary list
This document provides 12 lists of academic vocabulary words that are important for students to know in order to succeed in school. It states that teachers frequently use these words in their instruction and that the words appear on various tests, especially state standardized tests. The vocabulary lists cover a wide range of terms related to academic subjects, concepts, and processes. Knowing and being able to correctly use these words is essential for academic achievement.
Academic-Vocab-for-Reading (3).docx
The document lists a variety of words related to different topics including science, technology, society, politics, and business. Some examples of words included are range, direct, physical, adopt, particular, technical, individual, theory, access, potential, and responsible. The list covers a broad scope of terms without additional context or explanation for how the words are related or what they refer to.
Running head PROGRAM EVALUATION1Program EvaluationStudent.docx
Running head: PROGRAM EVALUATION
1
Program Evaluation
Student Name Here
Walden University
Program Evaluation
Provide a brief introduction to your paper here. The title serves as your introductory heading no need for a heading titled “Introduction.” For this assignment, you will examine the program evaluation research article by Hawkins, Blanchard, Baldwin, and Fawcett (2008), "Does Marriage and Relationship Education Work? A Meta-Analytic Study,” which is provided in the Learning Resources. Using the Hawkins et al. article, you will complete the following sections.
Issues Related to Population
Using the Hawkins et al. article, provide a brief summary of the issues related to disadvantaged and ethnically diverse populations.
Increasing Participation
Briefly describe how you as a researcher would increase participation of disadvantaged and ethnically diverse populations in marriage and relationship education programs. Remember support your points with scholarly support without relying on direct quotations to make your points for you.
Seeking More Generalizable Results
Explain the types of measures and data collection methods would you employ to obtain more reliable and generalizable results. Be sure to support your points with scholarly support.
Conclusion
Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, you should interpret what you have written and what the bigger picture is. Remember your paper should be 2 - 3 pages not counting your title page and reference page. Please do not exceed three pages of content.
Save your Application as a ".doc" or ".rtf" file with the filename APP10+your first initial+last name. For example, Sally Ride’s assignment filename would be "APP10SRide". Use the "Submit an Assignment" link, choose the Week 10: Application basket, and then add your Application as an attachment.
References
Hawkins, A., Blanchard, V., Baldwin, S., & Fawcett, E. (2008). Does marriage and relationship education work? A meta-analytic study. Journal of Consulting and Clinical Psychology, 76(5), 723–734.
To continue, in Internet Explorer, select FILE then SAVE AS from your browser's toolbar above. Be sure to save
as a plain text file (.txt) or a 'Web Page, HTML only' file (.html). In FireFox, select FILE then SAVE FILE AS from
your browser's toolbar above. In Chrome, select right click (with your mouse) on this page and select SAVE AS
EBSCO Publishing Citation Format: APA (American Psychological Assoc.):
NOTE: Review the instructions at http://support.ebsco.com/help/?int=ehost&lang=&feature_id=APA and make
any necessary corrections before using. Pay special attention to personal names, capitalization, and
dates. Always consult your library resources for the exact formatting and punctuation guidelines.
References
Hawkins, A. J., Blanchard, V. L., Baldwin, S. A., & Fawcett, E. B. (2008). Does marriage and relationship
education work? A meta-analytic study.
Capacity-building for One Health Approaches
GRF One Health Summit 2012, Davos: Presentation by William Dingledine Hueston, University of Minnesota, USA, United States of America
Running Head HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS.docx
Running Head: HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS 1
HIGHER EDUCATION CHALLENGES FACING AMERICAN INDIANS 2
Ali El Samad
Paragraph Proposal
11/15/15
This project aims to address the challenges facing American Indians or Native Americans especially the reasons for low higher education intake, retention and graduation of the Native Americans. Research has shown that many American Indians graduate from high school but few enroll to post-secondary education and retention until graduation is also affected. According to the National Education Association in 2000, 71% of American Indians Alaska Natives had a high school diploma but only 11% had bachelor’s degree compared to 27% of Whites (nea.org).
The number one goal of the project is to find out the barriers that contribute to the lower higher education intake, retention and graduation. Secondly to find out solutions to the barriers or problems. This will also sensitize education policy makers and the federal and state governments to initiate appropriate programs that would effectively address the higher education challenges faced by American Indians. And in turn the number of Native Americans graduating from college would increase and the living standards of the general population of Native Americans would be upgraded.
The information in the project report was research from internet sources that focused on looking for literature and findings from various articles. The research was based on the main challenges that affect American Indians’ chances of getting into college and completion of bachelor’s degree. One such article was by Harrington, C. and Harrington, B. (2012) titled “Fighting a Difference Battle: Challenges Facing American Indians in Higher Education. In the article they have given various recommendations to education advocates and the government. The second article was by Hunt and Harrington (2010) titled “The Impending Educational Crisis for American Indians: Higher Education at the Crossroads.” They focused on the various barriers that affect the America Indians higher education enrollment and graduation including lack of administrative support from college institutions and stereotyping of the minority group.
References
Harrington, C. F., & Harrington, B. G. (2012). Fighting a different battle: Challenges facing American Indians in higher education. Journal of Indigenous Research, 1(1), 4.
Hunt, B., & Harrington, C. F. (2010). The impending educational crisis for American Indians: Higher education at the crossroads. Indigenous Policy Journal, 21(3).
National Education Association. (2015). AAmerican Indians Alaske Natives:Education Crisis. Retrieved November 14th, 2015 from http://www.nea.org/home/15596.htm
MBA 6601, International Business 1
Course Description
Examines current patterns of international business and social, economic, political, and cultural .
TitleABC123 Version X1Group Communication Competencie.docx
Title
ABC/123 Version X
1
Group Communication Competencies Survey
SOC/110 Version 8
2
University of Phoenix MaterialGroup Communication Competencies Survey
Part 1
On a 5-point scale, where 5 is “extremely important” and 1 is “not at all important,” rate the following types of group competencies in terms of their importance for becoming a highly effectivegroup member. Circle (or highlight) one number for each item.
Part 2
When you are finished, write a 350- to 525-word summary of your results and ways to improve your competency. You may write your summary at the bottom of this document, or in another Word document.
Member and Group Competencies
Extremely Important
Very Important
Somewhat Important
Not Very Important
Not at All Important
1. Understand the group communication process.
5
4
3
2
1
2. Reduce your nervousness when speaking in a discussion or meeting.
5
4
3
2
1
3. Understand, respect, and adapt to diverse group members.
5
4
3
2
1
4. Communicate openly and ethically.
5
4
3
2
1
5. Carry out critical task roles, by asking questions and summarizing ideas, and social roles, by encouraging and supporting members.
5
4
3
2
1
6. Influence group members to change their attitudes and behavior.
5
4
3
2
1
7. Use and interpret nonverbal communication effectively.
5
4
3
2
1
8. Develop clear group goals.
5
4
3
2
1
9. Listen appropriately and effectively to other members.
5
4
3
2
1
10. Intervene appropriately to resolve member and group problems.
5
4
3
2
1
11. Develop effective interpersonal relationships with group members.
5
4
3
2
1
12. Manage and resolve interpersonal conflicts.
5
4
3
2
1
13. Develop and follow a well-organized meeting agenda.
5
4
3
2
1
14. Actively contribute to group discussions.
5
4
3
2
1
15. Use gestures, body language, and eye contact effectively.
5
4
3
2
1
16. Demonstrate strong leadership skills.
5
4
3
2
1
17. Research and share important ideas and information with group members.
5
4
3
2
1
18. Use visual aids and presentation software effectively.
5
4
3
2
1
19. Plan and conduct effective meetings.
5
4
3
2
1
20. Use appropriate procedures for group decision making and problem solving.
5
4
3
2
1
21. Ask questions to clarify ideas and get needed information.
5
4
3
2
1
22. Motivate group members.
5
4
3
2
1
23. Use assertiveness strategies and skills confidently and effectively.
5
4
3
2
1
24. Respect and adapt to group norms, or standards of behavior.
5
4
3
2
1
25. Prepare and deliver effective presentations or oral reports.
5
4
3
2
1
26. Use appropriate and effective words in a group discussion.
5
4
3
2
1
27. Use parliamentary procedures effectively and fairly in meetings.
5
4
3
2
1
28. Use effective technologies and skills to communicate in virtual groups.
5
4
3
2
1
29. Develop and present valid arguments and opinions in a group discussion.
5
4
3
2
1
30. Provide appropriate emotional support to group members.
5
4
3
2
1
31. Other strategies or skills:
5
4
3
2
1
Copyright © 2013 by Pearson Education, Inc. All rights ...
RAHD Poster_LR
The document discusses the results of a survey given to Drexel graduate students from various health-related programs regarding collaboration in the US healthcare system. Most respondents agreed that collaboration is needed to address issues like rising costs. The Roundtable on American Health Delivery was created as an interdisciplinary group for these students to discuss healthcare topics and work on collaborative projects. The goal is to help overcome silos between professions and develop future leaders who can improve the complex healthcare system.
Competencies assessment tools 2013 booklet
The document is the 2013 Healthcare Executive Competencies Assessment Tool published by the American College of Healthcare Executives (ACHE). It provides a self-assessment tool to help healthcare executives evaluate their competencies in key areas of healthcare management. The tool is based on competencies from the Healthcare Leadership Alliance Competency Directory and is designed to help executives identify strengths and areas for development. It includes assessments of competencies in five domains: communication and relationship management, leadership, professionalism, knowledge of the healthcare environment, and business skills.
Hcad competencies booklet (2) (1)
The document describes the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool allows healthcare executives to assess their expertise in critical areas of healthcare management. It is based on competencies from the Healthcare Leadership Alliance Competency Directory. The self-assessment identifies strengths and areas for development. It can be used individually or with a supervisor to facilitate feedback. Organizations may also use the tool and competencies to define roles and design training programs.
Do health and social care partnerships actually work?
Do health and social care partnerships actually work?Professor Jim McManus AFBPsS,FFPH,CSci, FRSB, CPsychol
Keynote presentation from the TSA Internatonal Conference 2012 sharing psychological and organizational research on health and social care partnershipsContinue developing your Academic Success and Professional Develop
This document provides guidance for continuing to develop an Academic Success and Professional Development Plan by adding a second component on academic and professional resources and strategies. Students are instructed to identify and describe at least three academic resources that can benefit their MSN program, three professional resources for nursing practice, and how they intend to use these resources academically and professionally. The document also provides grading criteria for written expression and formatting.
Program Practical Connection AssignmentAt University of the Cumb.docx
Program Practical Connection Assignment
At University of the Cumberland, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course content and research have connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
SENIOR CONTENT SPECIALIST Nicole Repasky
PRODUCTION EDITOR Loganathan Kandan
This book was set in 10/12 Times Roman by SPi Global and printed and bound by Courier Kendallville.
This book is printed on acid free paper.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people
around the world meet their needs and fulfill their aspirations. Our company is built o ...
Module 4 - SLPStudent Achievement, Accountability, and Community.docx
Module 4 - SLP
Student Achievement, Accountability, and Community Partnerships
The Module 4 readings provide you with a brief background on issues related to student achievement, accountability, and community partnerships. The goal of this assignment is to explore these areas at your current work site. Locate a recent accountability report regarding your school’s student academic achievement. In a 3- to 5-page paper, assess whether or not the accountability measures utilized in the report provide an accurate representation of your school site. Identify and discuss one area where the school is excelling. Identify and discuss one area where the school needs to improve. Next, identify one area that is not addressed in the report, but you feel should have been explored further (either because it demonstrates an area of success or an area that needs improvement). Lastly, evaluate whether or not your school site involves the community or encourages community partnerships. How has this affected student performance?
SLP Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven criteria: Demonstrates mastery covering all key elements of the assignment in a substantive way.
Scholarly writing: Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of references and organization: Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, and convey understanding of the topic and shape the work.
Citing sources: Demonstrates mastery using in-text citations or sources and properly uses APA format including a full reference list.
Critical thinking/Application to professional practice: Demonstrates mastery conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated thoroughly. Conclusions are logically presented and applied to professional practice in an exceptional manner.
Privacy Policy | Contact
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
S ...
Chapter 14 certificationsIT Framework standards
Chapter 14: certifications
IT Framework standards
ITIL – Information Technology Infrastructure Library
ISO – International Standards Organization
COBIT – Control Objectives for Information and Related Technologies
CMMI – Capability Maturity Model Integration
Benefits of certification
Companies showcase their certifications as a means to show your plans are tested
Certifications build confidence in the plan
Increase value for the company to be certified
ITIL
Information Technology Infrastructure Library was created in 1980s to bring order to its various data operations
Eventually evolved into a broad body of knowledge
Emphasis on service management
Certifies the individual who creates and implements the program
ITIL - SLA
ITIL is based on service-level agreements (SLAs)
SLAs govern IT support for everyday incident resolution
SLA are periodically analyzed
Periodic performance reports are issued to all parties
SLA are updated based upon business needs
ITIL – Discipline Areas
Business Impact Analysis
Business Continuity Strategy
Specific recovery actions, written disaster recovery plan, proactive plan of business resilience, testing plan, training plan
Manager is appointed to lead the effort
Program remains active to keep plans current
ISO
International Standards Organization contains several standards:
ISO22300: Societal security – terminology
ISO 22301: Societal security – business
ISO 22313: Societal security – business continuity management systems
ISO 22317: Societal security – business continuity management systems – guidelines for BIA
ISO 22398: Societal security – guidelines for exercises
Clause 4: Company’s context
Clause 4 requires the company to understand the needs of all critical stakeholders
1. Review with legal advisor what is required to meet regulatory obligations
2. Ask the Board for their guidance for disaster recovery and business continuity planning
3. Review how the DR/BCP program fits with the company’s business strategies and goals
4. Talk to your customers to learn what they expect in a crisis
5. Talk to employees
Clause 5: Leadership
Examine top management involvement and it the appropriate leadership support is provided at all levels
1. Issue appropriate company policies supporting the program
2. provide the necessary resources for the program
3. Generate company-side support
Clause 6: Planning
Expands the DR/BCP program scope into specific objectives
Well-written objective has measurable criteria
Project plan to create DR/BCP is drafter
Clause 7: support
Identifies the requirements for supporting the ongoing program
Ensure that the personnel tasked with supporting the various recovery plans understand their role and responsibilities
Ensure that people who run the program have the proper training
Create a documented and tested plan to communicated with significant stakeholders
Clause 8: Operations
Details the basic document ...
EDU 880Recommendations for Solving Low Rates of College Re
This document provides instructions for an assignment to submit the introduction section of a capstone project prospectus. The introduction section should include a title page, overview, and two subsections on the organizational profile and introduction to the problem. It must follow the formatting requirements in the course textbook, including being at least 1.5 pages excluding the title and references page. It must also include at least 4 unique sources cited within the text and listed on the references page using APA format.
Trendsppt
The document discusses emerging trends in organizational development based on research and interviews. Five key trends are identified: 1) expanding the use of OD, 2) combining hard business skills with OD, 3) creating whole system change through organizational design and culture change, 4) using OD to facilitate partnerships and alliances, and 5) enhancing continual learning. The trends are driven by macro forces like technology changes, globalization, and diversity. OD practices must now demonstrate business value through metrics and strategic alignment.
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docx
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commission’s Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
Healthcare Synthesis.pdf
This document provides instructions for a healthcare synthesis assignment. Students are asked to compare the US and Canada on economic growth, healthcare expenditures, technology, and health based on OECD data. They must write a 1-2 page report addressing these questions: what statistics are surprising/reasonable, if statistics will be similar in 10 years, barriers to healthcare access, and definitions of equity and fairness in healthcare contexts. Students are also asked to consider allowing supplemental private insurance, single-payer healthcare expanding Medicare, and whether government-funded universal healthcare is consistent with capitalist values. The document provides formatting guidelines and policies on citations, plagiarism, and late submissions.
A Closer Look At Common Community Partnerships
Power point for Chapter 2 of Building School-Community partnerships: Collaboration for Student Success
author Mavis G. Sanders
Tsipporah Top of FormResults of the EvaluationThe results of.docx
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
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Do health and social care partnerships actually work?
Do health and social care partnerships actually work?
Continue developing your Academic Success and Professional Develop
Continue developing your Academic Success and Professional Develop
Program Practical Connection AssignmentAt University of the Cumb.docx
Program Practical Connection AssignmentAt University of the Cumb.docx
Module 4 - SLPStudent Achievement, Accountability, and Community.docx
Module 4 - SLPStudent Achievement, Accountability, and Community.docx
EDU 880Recommendations for Solving Low Rates of College Re
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Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docx
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docx
Tsipporah Top of FormResults of the EvaluationThe results of.docx
Tsipporah Top of FormResults of the EvaluationThe results of.docx
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Attribution theory self reflection studio habits of mind
The document provides a self-assessment tool for students to rate their growth over the past month based on the Studio Habits of Mind. It lists the six Studio Habits of Mind and asks students to rate their performance in each area from 1-3. It then asks students to circle two out of three options that contributed to their success and to explain their thinking.
How to be successful
The document outlines 10 steps to being successful: 1) Be present and work hard, 2) Be on time, 3) Be friendly and help others, 4) Be polite and respectful, 5) Come prepared with necessary tools and supplies, 6) Listen to instructions, 7) Take action and continuously improve your skills through practice, 8) Persevere when facing challenges, 9) Be willing to take risks, and 10) Achieve your goals and complete your work. Following these steps such as showing up regularly, being on time, helping others, and persevering even when things are difficult will help one achieve success, according to the authors.
How to be successful
The document outlines 10 steps to being successful: 1) Be present and work hard, 2) Be on time, 3) Be friendly and avoid violence, 4) Be polite and respectful of others, 5) Come prepared with necessary tools and supplies, 6) Listen to instructions, 7) Actively participate and do your work, 8) Persevere when facing difficulties, 9) Take risks and ask questions, 10) Achieve your goals and complete your work. The steps are presented in a guide written by researchers B. David Brooks PhD and Robert C. Paull PhD to teach successful behaviors and habits.
How to be successful
The document outlines 10 steps to being successful: 1) Be present and work hard, 2) Be on time, 3) Be friendly and avoid violence, 4) Be polite and respectful of others, 5) Come prepared with necessary tools and supplies, 6) Listen to instructions, 7) Actively participate and do your work, 8) Persevere when facing challenges, 9) Take risks by asking questions, and 10) Achieve your goals by completing projects on time. The document was written by B. David Brooks PhD and Robert C. Paull PhD of the Thomas Jefferson Research Center to provide guidance on behaviors that successful people exhibit.
Venn diagram schoolfy
A Venn diagram is used to compare two related words or concepts by writing one in each circle, with similarities written in the overlapping center section and differences outside in the non-overlapping sections. For example, a Venn diagram could be used to compare the similarities and differences between a city and town by writing each in a separate circle and noting shared and unique characteristics in the respective areas.
Grades 4 and up homonyms schoolfy
This document contains a list of commonly confused word pairs with examples of their correct usage. It provides definitions and sentences to illustrate the distinction between words that sound alike but have different meanings, such as affect and effect, aisle and I'll, and allowed and aloud. The examples are intended to help readers distinguish between similar-sounding words to use them properly.
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This document provides instructions for a word building activity where students fold a piece of paper into boxes and write a vocabulary word in the middle. Students are directed to write the definition of the word in the first box, synonyms or examples in the second box, sentences using the word correctly in the third box, and clear examples of the word's usage in the last box. The activity challenges students to include art in each box and refers to a YouTube video for ideas.
Academic Vocabulary Worksheet
The document provides instructions for students to complete a grid with information about vocabulary words from a master list, including the word's origin, definition, what class it could be used in, and their self-rated understanding of the word. Students are asked to identify the etymological origin of each word using Roman numerals, provide a definition, note an appropriate class, and rate their understanding of the word from 1 to 5.
Etymological theory how words are made
This document outlines 13 etymological theories of how words are created: 1) imitation of sounds, 2) through extended meanings, 3) as derivations from other words, 4) through compound words, 5) from root words with affixes added, 6) through changing pronunciation, 7) through changing spelling, 8) from people's or place names, 9) from shortening words, 10) from acronyms, 11) portmanteau words, 12) from borrowing foreign words, and 13) invented words.
Peloponnesian War Reflection
The document asks students to summarize their experience in a classroom simulation of the Peloponnesian War, and to reflect on what they learned by analyzing why the war began, whether both sides agreed on the root causes, which solutions worked or didn't work in negotiations, and which historical themes the war exemplified such as the quest for political power, trade and economics, and religious inclusion vs intolerance. Students are asked if they agree with the beliefs of their character regarding war.
Peloponnesian war project
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Make a movie poster
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Attribution theory self reflection studio habits of mind
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Master comprehensive academic vocabulary list
- 1. Comprehensive Academic Vocabulary List 1 http://staff.esuhsd.org/danielle/English%20Department%20LVillage/CAHSEE%20vocabulary.html These are the words you must know and be able to use to succeed at school. Teachers use them all of the time during instruction. These words show up on every type of test - especially the state tests. Word List 1 analysis approach area assessment assume authority available benefit concept consistent constitutional context contract create data definition derived distribution economic environment established estimate evidence export factors financial Word List 2 achieve acquisition administration affect appropriate aspects assistance categories chapter commission community complex computer conclusion conduct consequences construction consumer credit cultural design distinction elements equation evaluation features Word List 3 alternative circumstances comments compensation components consent considerable constant constraints contribution convention coordination core corporate corresponding criteria deduction demonstrate document dominant emphasis ensure excluded framework funds illustrated Word List 4 access adequate annual apparent approximated attitudes attributed civil code commitment communication concentration conference contrast cycle debate despite dimensions domestic emerged error ethnic goals granted hence hypothesis Word List 5 academic adjustment alter amendment aware capacity challenge clause compounds conflict consultation contact decline discretion draft enable energy enforcement entities equivalent evolution expansion exposure external facilitate fundamental Word List 6 adjacent albeit assembly collapse colleagues compiled conceived convinced depression encountered enormous forthcoming inclination integrity intrinsic invoked levy likewise nonetheless notwithstanding panel persistent posed reluctant similar site
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