select one chronic disease and create an outline of information.docxlvernon1
select one chronic disease and create an outline of information
Create an outline of information. The outline should be consistent with APA guidelines for a formal outline.
Writing the Outline
Use your brainstorming notes and the following steps to create an outline for your essay
Please read steps 1 through 4 before beginning your outline.
1. Type each of the major elements of the thesis sentence into a document using Roman numerals (I, II, III, etc.). Appropriate information can then be placed in the outline as listed below.
2. Insert capital letters under each major element and write the main ideas of the essay: I. A., then I. B., etc.
3. Add numbers under each letter to insert additional details: A. 1., A. 2., etc.
4. Include any supplementary material in lower case letters within parentheses under each number: 1. (a), 1. (b), etc. Do not use a period after the closing parenthesis for these minor elements. See the sample outline under
II. F. Social Change 1. Paulo Freire (a) (b)
and
2. John Dewey (a) (b)
to see an example of formatting.
5. Write the paper based on your outline.
6. Review the outline after writing the paper to be sure that the paper is organized correctly.
This step is part of the rewriting process.
Sample Outline
Use the following as a model to create your outline. If directions from your instructor differ from the explanations or example here, follow the guidelines of your instructor.
Philosophy of Adult Education
I. Introduction
II. Primary purpose for education
A. Acquisition of knowledge
B. Skills development
1. Job training
2. Technological advancement
C. Intrinsic motivation
D. Development of social relationships
E. Career advancement
F. Social change
1. Paulo Freire
(a) Liberating force of education
(b) Community change and support
2. John Dewey
(a) Students as “agents of change”
(b) Integrated learning
III. Adult learning style
A. Self motivation
1. Internal rewards
2. Self-direction in learning
B. Previous experiences
C. Learning activities
1. Meaningful
2. Collaboration
IV. Conclusion
SKELETON FOR ASSIGNMENT
Title
I. Introduction
II.
Explanation of the Disease
Causes and risk factors
Diagnosis information
Treatment options
Prevention options
III.
Controllable and Uncontrollable Risk Factors for the Disease
A. Sub Point 1
B. Sub Point 2
IV.
The Role the Immune System Plays in Prevention or Recovery from the Disease
A. Sub Point 1
B. Sub Point 2
V.
Reliable Community and Web Resources for Individuals with the Disease
A. Sub Point 1
B. Sub Point 2
VI. Guidelines for Making Wise Health Care Decisions about Treatment and Prevention of the
Disease
A. Sub Point 1
B. Sub Point 2
VII.
Information on
Complimentary and Alternative Health Care Options
for Individuals with
the Chronic Disease
A. Sub Point 1
B. Sub Point 2
VIII. Conclusion
.
select one chronic disease and create an outline of information.docxlvernon1
select one chronic disease and create an outline of information
Create an outline of information. The outline should be consistent with APA guidelines for a formal outline.
Writing the Outline
Use your brainstorming notes and the following steps to create an outline for your essay
Please read steps 1 through 4 before beginning your outline.
1. Type each of the major elements of the thesis sentence into a document using Roman numerals (I, II, III, etc.). Appropriate information can then be placed in the outline as listed below.
2. Insert capital letters under each major element and write the main ideas of the essay: I. A., then I. B., etc.
3. Add numbers under each letter to insert additional details: A. 1., A. 2., etc.
4. Include any supplementary material in lower case letters within parentheses under each number: 1. (a), 1. (b), etc. Do not use a period after the closing parenthesis for these minor elements. See the sample outline under
II. F. Social Change 1. Paulo Freire (a) (b)
and
2. John Dewey (a) (b)
to see an example of formatting.
5. Write the paper based on your outline.
6. Review the outline after writing the paper to be sure that the paper is organized correctly.
This step is part of the rewriting process.
Sample Outline
Use the following as a model to create your outline. If directions from your instructor differ from the explanations or example here, follow the guidelines of your instructor.
Philosophy of Adult Education
I. Introduction
II. Primary purpose for education
A. Acquisition of knowledge
B. Skills development
1. Job training
2. Technological advancement
C. Intrinsic motivation
D. Development of social relationships
E. Career advancement
F. Social change
1. Paulo Freire
(a) Liberating force of education
(b) Community change and support
2. John Dewey
(a) Students as “agents of change”
(b) Integrated learning
III. Adult learning style
A. Self motivation
1. Internal rewards
2. Self-direction in learning
B. Previous experiences
C. Learning activities
1. Meaningful
2. Collaboration
IV. Conclusion
SKELETON FOR ASSIGNMENT
Title
I. Introduction
II.
Explanation of the Disease
Causes and risk factors
Diagnosis information
Treatment options
Prevention options
III.
Controllable and Uncontrollable Risk Factors for the Disease
A. Sub Point 1
B. Sub Point 2
IV.
The Role the Immune System Plays in Prevention or Recovery from the Disease
A. Sub Point 1
B. Sub Point 2
V.
Reliable Community and Web Resources for Individuals with the Disease
A. Sub Point 1
B. Sub Point 2
VI. Guidelines for Making Wise Health Care Decisions about Treatment and Prevention of the
Disease
A. Sub Point 1
B. Sub Point 2
VII.
Information on
Complimentary and Alternative Health Care Options
for Individuals with
the Chronic Disease
A. Sub Point 1
B. Sub Point 2
VIII. Conclusion
.
Preparation Outline # 4: Persuasive-Belief
by
Julie Smith
Specific Purpose: I want the audience to believe that the ability to communicate effectively is important to their success on the job.
Thesis Sentence: The ability to communicate effectively is important to your success on the job.
Introduction
Gain the attention of the audience, build your credibility if necessary, and get the audience ready to hear the rest of the speech.
Body
1. Almost everyone communicates at work.
a. Managers believe that oral communication ability is the most important factor in hiring decisions.
b. Workers in technical fields such as accounting need to be able to communicate the results of their work to people who are not technicians.
c. Even the most basic level of supervision requires that first line supervisors communicate with rank-and-file employees in order to get the job done.
2. People are rewarded for effective communication on the job.
a. The ability to communicate is the most important factor in promoting executives on the job.
b. When technicians are promoted into supervisory and management positions, their technical ability must be complemented by the ability to communicate.
c. There is a category of employees which is solely devoted to effective communication on the job.
d. public information officers
e. public relations officers
3. Workers need to choose which channels to use to communicate most effectively on the job.
a. Face-to-face communication is important for important projects.
b. Teleconferencing can be used when the communicators are physically located at different locations.
c. Communicating by telephone can provide for immediate contact with another person.
d. The telephone can also be used to leave messages on voice mail.
e. Email is good for providing documentation for communication.
Conclusion
Realistically speaking, almost all workers communicate on the job. Workers are rewarded for effective communication on the job; some workers are even promoted due to their ability to communicate effectively on the job. , focus the audience’s thinking on your topic, and leave them in the proper mood.
Bibliography
The Art of Public Speaking. by Stephen E. Lucas. 8th edition. New York: McGraw-Hill, 2004.
Business Communication for Managers: An Advanced Approach. by John M. Penrose, Jr., Robert W. Rasberry, and Robert J. Myers. 5th edition. Mason, OH: South-Western College Publishing (An International Thomson Publishing Company), 2004.
Communicating at Work: Principles and Practices for Business and the Professions. By Ronald B. Adler and Jeanne Marquardt Elmhorst. 8th edition. New York: McGraw-Hill, 2005.
Strategic Organizational Communication: In a Global Economy. By Charles Conrad and Marshall Scott Poole. 6th edition. Belmont, CA: Wadsworth, a Division of Thomson Learning, Inc., 2005.
Public Speaking. Michael Osborn and Suzanne Osborn. 6th edition. Houghton Mifflin, Boston, 2003.
Public Speaking: An Audience-Centered Approach. B.
Outline Grading Criteria The superior outline (grade A).docxgerardkortney
Outline Grading Criteria
The superior outline (grade A):
Topic is creative, appropriate, and original.
Name, general purpose, specific purpose, and thesis statement
(central idea) are included.
Constitutes a genuine contribution by the speaker to the knowledge or
beliefs of the audience.
Remains audience-centered throughout outline.
Content fits the assignment.
Contains elements of vividness and special interest in the use of
language.
Language is clear, concise, memorable, and easy to follow.
If sources are required, high quality sources are used.
If sources are required, adheres to quantity of sources rule (one
source per minute for total amount of sources).
If sources are used, a reference page is included.
Outline is in complete sentences.
Standard subdivisions are used.
Transitions are advanced and included in proper places.
In-text citations are present.
Various sections and components of the outline are labeled.
Main points are declarative sentences.
Main points are logical.
Appropriate number of main points is included.
Support material is appropriate.
All components of the introduction, body and conclusion are included
and well-developed.
Organizational pattern is clear.
The above average outline (grade B):
Creative topic.
Audience analysis is evident.
Fulfills all major functions of a speech introduction, body and
conclusion.
Displays clear organization of main points and supporting materials.
Exhibits proficient use of transitions.
Effective use of language.
Overall structure apparent but may need to develop ideas more
effectively.
Properly labeled and formatted.
Clearly identifies sources of information and ideas in the speech.
The average outline (grade C):
Conforms to the kind of speech assigned (i.e., informative, persuasive,
special occasion etc.).
Has a clear specific purpose and thesis statement (central idea).
Lacks audience-centeredness.
Has an identifiable introduction, body, and conclusion.
Missing transitions or contains weak transitions.
Language is appropriate but could be more memorable or creative.
Missing some of the components of an effective speech.
Minor errors in grammar, pronunciation, and word usage.
Does not contain enough quality source material.
The below average outline (grade D or F)
Topic does not conform to speech purpose.
Audience-analysis is not evident.
Unorganized.
Contains incomplete sentences or phrases.
Is based entirely on biased information or unsupported opinions.
Uses fabricated supporting material or deliberately distorted evidence.
Uses bullet points or paragraph form.
No references present.
Is plagiarized.
Checklist for a Full-Sentence Outline
· The outline begins with a title.
· The specific purpose is clearly stated in one complete sentence.
· The central idea (thesis .
Speech Outlines You will produce formal, full-sentence o.docxrafbolet0
Speech Outlines
You will produce formal, full-sentence outlines for your speech of introduction as well as your informative and
persuasive speeches. Outlines are due on your speech date. Outlines must be word-processed.
All sources used in the speech must be listed in a “References” section of the outline and cited using APA style.
In addition, sources must be cited orally in the presentation and parenthetically in the outline. Details of outline
requirements are provided in the text.
Outlining your speech presents several advantages to you:
It enables you to organize your ideas clearly.
It enables you to easily rehearse your presentation.
It enables you to easily revise and refine your speech
Requirements
Include your name and the page number in the header.
State the title of your speech and center it before starting your outline. Follow this by stating the specific
purpose of your speech.
Divide your outline into the introduction, body, and conclusion. Begin each section with Roman
numeral I.
Use roman numerals (I, II, III) for main points, capital letters (A, B, C) for subpoints, Arabic numerals
(1, 2, 3) for supporting points, and lowercase letters (a, b, c) for further subdivisions. There should
always be a “b” to match an “a.” There should always be a “2” to match a “1.” There should always be a
“B” to match an “A.”
The introduction has four parts: an opening with impact, thesis statement, connection with the audience
and a preview of the speech’s main points.
The body should include three to four main points with well-developed subpoints and transitions. The
transitions between main points should be written in parentheses between main points.
The conclusion has two parts: a review summarizing the main points and a conclusion with impact.
Use complete sentences. Use only one sentence per letter or number, and separate distinct ideas into
different sentences. It is not necessary to use complete sentences in situations such as the following:
lists, parts of a larger whole, or places where complete sentences would be awkward or unnatural.
When citing sources, put the author’s name and date in parentheses after the point (American
Psychological Association, 2001). If you are quoting directly, also include the page number (American
Psychological Association, 2001, p. 69). Include the full source citation in your references section at the
end of the outline. References should be listed in alphabetical order.
[Insert title]
Specific purpose: [Insert your text here]
Introduction
I. Open with impact: [Insert your text here]
A. [Subpoints as needed: A, 1, a.]
B. [Subpoints as needed]
II. Thesis: [Insert your text here]
III. Connect: [Insert your text here]
IV. Preview: [Insert your text here]
A. [Subpoints as needed: A, 1, a.]
B. [Subpoints as needed]
C. [Subpoints as needed]
Body
I. Main point: [Insert your text here]
A. [Insert your text here .
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Preparation Outline # 4: Persuasive-Belief
by
Julie Smith
Specific Purpose: I want the audience to believe that the ability to communicate effectively is important to their success on the job.
Thesis Sentence: The ability to communicate effectively is important to your success on the job.
Introduction
Gain the attention of the audience, build your credibility if necessary, and get the audience ready to hear the rest of the speech.
Body
1. Almost everyone communicates at work.
a. Managers believe that oral communication ability is the most important factor in hiring decisions.
b. Workers in technical fields such as accounting need to be able to communicate the results of their work to people who are not technicians.
c. Even the most basic level of supervision requires that first line supervisors communicate with rank-and-file employees in order to get the job done.
2. People are rewarded for effective communication on the job.
a. The ability to communicate is the most important factor in promoting executives on the job.
b. When technicians are promoted into supervisory and management positions, their technical ability must be complemented by the ability to communicate.
c. There is a category of employees which is solely devoted to effective communication on the job.
d. public information officers
e. public relations officers
3. Workers need to choose which channels to use to communicate most effectively on the job.
a. Face-to-face communication is important for important projects.
b. Teleconferencing can be used when the communicators are physically located at different locations.
c. Communicating by telephone can provide for immediate contact with another person.
d. The telephone can also be used to leave messages on voice mail.
e. Email is good for providing documentation for communication.
Conclusion
Realistically speaking, almost all workers communicate on the job. Workers are rewarded for effective communication on the job; some workers are even promoted due to their ability to communicate effectively on the job. , focus the audience’s thinking on your topic, and leave them in the proper mood.
Bibliography
The Art of Public Speaking. by Stephen E. Lucas. 8th edition. New York: McGraw-Hill, 2004.
Business Communication for Managers: An Advanced Approach. by John M. Penrose, Jr., Robert W. Rasberry, and Robert J. Myers. 5th edition. Mason, OH: South-Western College Publishing (An International Thomson Publishing Company), 2004.
Communicating at Work: Principles and Practices for Business and the Professions. By Ronald B. Adler and Jeanne Marquardt Elmhorst. 8th edition. New York: McGraw-Hill, 2005.
Strategic Organizational Communication: In a Global Economy. By Charles Conrad and Marshall Scott Poole. 6th edition. Belmont, CA: Wadsworth, a Division of Thomson Learning, Inc., 2005.
Public Speaking. Michael Osborn and Suzanne Osborn. 6th edition. Houghton Mifflin, Boston, 2003.
Public Speaking: An Audience-Centered Approach. B.
Outline Grading Criteria The superior outline (grade A).docxgerardkortney
Outline Grading Criteria
The superior outline (grade A):
Topic is creative, appropriate, and original.
Name, general purpose, specific purpose, and thesis statement
(central idea) are included.
Constitutes a genuine contribution by the speaker to the knowledge or
beliefs of the audience.
Remains audience-centered throughout outline.
Content fits the assignment.
Contains elements of vividness and special interest in the use of
language.
Language is clear, concise, memorable, and easy to follow.
If sources are required, high quality sources are used.
If sources are required, adheres to quantity of sources rule (one
source per minute for total amount of sources).
If sources are used, a reference page is included.
Outline is in complete sentences.
Standard subdivisions are used.
Transitions are advanced and included in proper places.
In-text citations are present.
Various sections and components of the outline are labeled.
Main points are declarative sentences.
Main points are logical.
Appropriate number of main points is included.
Support material is appropriate.
All components of the introduction, body and conclusion are included
and well-developed.
Organizational pattern is clear.
The above average outline (grade B):
Creative topic.
Audience analysis is evident.
Fulfills all major functions of a speech introduction, body and
conclusion.
Displays clear organization of main points and supporting materials.
Exhibits proficient use of transitions.
Effective use of language.
Overall structure apparent but may need to develop ideas more
effectively.
Properly labeled and formatted.
Clearly identifies sources of information and ideas in the speech.
The average outline (grade C):
Conforms to the kind of speech assigned (i.e., informative, persuasive,
special occasion etc.).
Has a clear specific purpose and thesis statement (central idea).
Lacks audience-centeredness.
Has an identifiable introduction, body, and conclusion.
Missing transitions or contains weak transitions.
Language is appropriate but could be more memorable or creative.
Missing some of the components of an effective speech.
Minor errors in grammar, pronunciation, and word usage.
Does not contain enough quality source material.
The below average outline (grade D or F)
Topic does not conform to speech purpose.
Audience-analysis is not evident.
Unorganized.
Contains incomplete sentences or phrases.
Is based entirely on biased information or unsupported opinions.
Uses fabricated supporting material or deliberately distorted evidence.
Uses bullet points or paragraph form.
No references present.
Is plagiarized.
Checklist for a Full-Sentence Outline
· The outline begins with a title.
· The specific purpose is clearly stated in one complete sentence.
· The central idea (thesis .
Speech Outlines You will produce formal, full-sentence o.docxrafbolet0
Speech Outlines
You will produce formal, full-sentence outlines for your speech of introduction as well as your informative and
persuasive speeches. Outlines are due on your speech date. Outlines must be word-processed.
All sources used in the speech must be listed in a “References” section of the outline and cited using APA style.
In addition, sources must be cited orally in the presentation and parenthetically in the outline. Details of outline
requirements are provided in the text.
Outlining your speech presents several advantages to you:
It enables you to organize your ideas clearly.
It enables you to easily rehearse your presentation.
It enables you to easily revise and refine your speech
Requirements
Include your name and the page number in the header.
State the title of your speech and center it before starting your outline. Follow this by stating the specific
purpose of your speech.
Divide your outline into the introduction, body, and conclusion. Begin each section with Roman
numeral I.
Use roman numerals (I, II, III) for main points, capital letters (A, B, C) for subpoints, Arabic numerals
(1, 2, 3) for supporting points, and lowercase letters (a, b, c) for further subdivisions. There should
always be a “b” to match an “a.” There should always be a “2” to match a “1.” There should always be a
“B” to match an “A.”
The introduction has four parts: an opening with impact, thesis statement, connection with the audience
and a preview of the speech’s main points.
The body should include three to four main points with well-developed subpoints and transitions. The
transitions between main points should be written in parentheses between main points.
The conclusion has two parts: a review summarizing the main points and a conclusion with impact.
Use complete sentences. Use only one sentence per letter or number, and separate distinct ideas into
different sentences. It is not necessary to use complete sentences in situations such as the following:
lists, parts of a larger whole, or places where complete sentences would be awkward or unnatural.
When citing sources, put the author’s name and date in parentheses after the point (American
Psychological Association, 2001). If you are quoting directly, also include the page number (American
Psychological Association, 2001, p. 69). Include the full source citation in your references section at the
end of the outline. References should be listed in alphabetical order.
[Insert title]
Specific purpose: [Insert your text here]
Introduction
I. Open with impact: [Insert your text here]
A. [Subpoints as needed: A, 1, a.]
B. [Subpoints as needed]
II. Thesis: [Insert your text here]
III. Connect: [Insert your text here]
IV. Preview: [Insert your text here]
A. [Subpoints as needed: A, 1, a.]
B. [Subpoints as needed]
C. [Subpoints as needed]
Body
I. Main point: [Insert your text here]
A. [Insert your text here .
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.