1. The document discusses various punctuation marks and their proper uses, including periods, question marks, exclamation points, semicolons, colons, commas, apostrophes, quotation marks, hyphens, and dashes.
2. Rules are provided for using each punctuation mark to end sentences and join or separate parts of sentences according to their meaning and function.
3. Examples are given to illustrate the correct uses of each punctuation mark in context. The document emphasizes the importance of using punctuation precisely to enrich language use and meaning.
This document provides guidelines for using various punctuation marks correctly in writing. It discusses the proper use of periods, question marks, exclamation points, semicolons, colons, commas, apostrophes, quotation marks, hyphens, and dashes. For each punctuation mark, it lists rules for when to use the mark and provides examples to illustrate those rules. The document aims to help enrich language use through understanding and applying punctuation conventions.
This document provides guidance on using punctuation marks correctly, including periods, question marks, exclamation points, semicolons, colons, commas, and apostrophes. It explains the proper uses of each punctuation mark in different situations, such as ending sentences, joining two related sentences, introducing lists, and indicating possession. Key rules are emphasized, such as not using a period after certain abbreviations. The document aims to enrich language use through understanding punctuation.
Here are corrections for the commonly misused words:
1. Your jewelry and other luggage will be taken care of by your assistant.
2. We would appreciate it if you could be present at your regular meeting for trainers.
3. The applicants will please fill out the entire form regardless of the position applied for.
4. He was caught unaware despite precautions.
5. One of the faculty members requests student assistants.
6. He could not cope with difficulties; the reason is that he is not used to failures.
7. I was totally unaware that somebody had filled her glass with hot water.
8. I am submitting this proposal as a regular output regarding the semin
The document provides guidance on writing business letters and memos, including the typical parts of a letter or memo and how to address them properly. It also gives examples of different types of business letters and memos, such as request, sales, and information letters and memos. Guidelines are provided for writing the body of a letter or memo in a clear and concise manner depending on the purpose.
The ability to work independently and as part of a team, communication skills, organizational
skills, attention to detail, ability to multi-task, problem solving skills, ability to work under pressure and
meet deadlines, customer service orientation.
Manager: Leadership, strategic thinking, decision making, ability to motivate others, delegation,
communication, planning and organizing, ability to manage change, ability to develop others.
Sales: Communication skills, relationship building, negotiation, persuasion, ability to work towards goals,
self-motivation, ability to handle rejection.
Engineer: Analytical thinking, problem solving, attention to detail, ability to work independently,
communication skills, ability to learn new technologies.
The document provides principles for effective business communication. It discusses how most people are poor communicators and listeners. It emphasizes the importance of clear, concise written communication and provides 12 principles to improve writing skills, including: orienting writing towards the receiver; using simple vocabulary; using concrete rather than abstract words; using active voice; and ensuring coherence, unity, and flow. The document also covers style and tone considerations for business writing.
- When making presentations, it is important to consider your audience and objectives. You need to plan the structure and organization of your content.
- Common organizational patterns for structuring topics include chronological order, spatial order, topical order, comparison-contrast order, cause-effect order, and problem-solution order.
- An effective presentation format includes introducing yourself and the topic, providing an outline of the presentation structure, presenting the content while referring to visual aids, and allowing time for questions. Preparation and clear organization are essential for a successful presentation.
This document provides guidelines for using various punctuation marks correctly in writing. It discusses the proper use of periods, question marks, exclamation points, semicolons, colons, commas, apostrophes, quotation marks, hyphens, and dashes. For each punctuation mark, it lists rules for when to use the mark and provides examples to illustrate those rules. The document aims to help enrich language use through understanding and applying punctuation conventions.
This document provides guidance on using punctuation marks correctly, including periods, question marks, exclamation points, semicolons, colons, commas, and apostrophes. It explains the proper uses of each punctuation mark in different situations, such as ending sentences, joining two related sentences, introducing lists, and indicating possession. Key rules are emphasized, such as not using a period after certain abbreviations. The document aims to enrich language use through understanding punctuation.
Here are corrections for the commonly misused words:
1. Your jewelry and other luggage will be taken care of by your assistant.
2. We would appreciate it if you could be present at your regular meeting for trainers.
3. The applicants will please fill out the entire form regardless of the position applied for.
4. He was caught unaware despite precautions.
5. One of the faculty members requests student assistants.
6. He could not cope with difficulties; the reason is that he is not used to failures.
7. I was totally unaware that somebody had filled her glass with hot water.
8. I am submitting this proposal as a regular output regarding the semin
The document provides guidance on writing business letters and memos, including the typical parts of a letter or memo and how to address them properly. It also gives examples of different types of business letters and memos, such as request, sales, and information letters and memos. Guidelines are provided for writing the body of a letter or memo in a clear and concise manner depending on the purpose.
The ability to work independently and as part of a team, communication skills, organizational
skills, attention to detail, ability to multi-task, problem solving skills, ability to work under pressure and
meet deadlines, customer service orientation.
Manager: Leadership, strategic thinking, decision making, ability to motivate others, delegation,
communication, planning and organizing, ability to manage change, ability to develop others.
Sales: Communication skills, relationship building, negotiation, persuasion, ability to work towards goals,
self-motivation, ability to handle rejection.
Engineer: Analytical thinking, problem solving, attention to detail, ability to work independently,
communication skills, ability to learn new technologies.
The document provides principles for effective business communication. It discusses how most people are poor communicators and listeners. It emphasizes the importance of clear, concise written communication and provides 12 principles to improve writing skills, including: orienting writing towards the receiver; using simple vocabulary; using concrete rather than abstract words; using active voice; and ensuring coherence, unity, and flow. The document also covers style and tone considerations for business writing.
- When making presentations, it is important to consider your audience and objectives. You need to plan the structure and organization of your content.
- Common organizational patterns for structuring topics include chronological order, spatial order, topical order, comparison-contrast order, cause-effect order, and problem-solution order.
- An effective presentation format includes introducing yourself and the topic, providing an outline of the presentation structure, presenting the content while referring to visual aids, and allowing time for questions. Preparation and clear organization are essential for a successful presentation.
The document discusses relative clauses and their usage. It defines relative clauses as clauses that provide additional information about a person or thing mentioned elsewhere in the sentence. It notes the different relative pronouns used in relative clauses like who, which, that, whose, when, why, where, and whom. It also discusses the position and omission of relative pronouns in sentences. The document provides examples of different types of relative clauses and their proper usage.
Universal Grammar IN Second Language ACQUISITIONSarabAlAkraa
Universal Grammar (UG) is a theory developed by Chomsky that proposes humans have an innate, genetically-determined language faculty. UG consists of principles and parameters that characterize all human languages. When applied to second language acquisition, UG suggests second language grammars may be constrained by UG in varying degrees, from full access to UG principles to no access at all. The extent to which UG applies to second language learners is an ongoing debate in the field.
The Audiolingual Method (ALM) was an oral-based language teaching method developed in the 1940s-1950s that was influenced by structural linguistics and behaviorist psychology. It viewed language learning as habit formation through repetitive drills and held that the primary goal was oral proficiency. While widely used in the 1950s-1960s, ALM declined in popularity due to criticisms that it lacked sound theories of language and learning and did not lead to real-world communicative ability.
Verb tenses in Academic Writing presentationSarabAlAkraa
The document discusses verb tenses used in academic writing. The present simple, past simple, and present perfect tenses account for approximately 80% of usage. The present simple is used to frame papers, make general statements, and introduce evidence. The past simple introduces other researchers' specific past studies. The present perfect connects past events or states to the present.
The document discusses using plain English to write clear, concise documents. It defines plain English and provides tips for applying it, such as using simple words, short sentences, active voice, and knowing the audience. It also discusses editing documents for structure, flow, style and errors. The goal of plain English is to communicate complex ideas simply so any reader can easily understand the document.
Writing a Research paper Introduction [Autosaved].pptxSarabAlAkraa
This document provides guidance on writing the introduction section of a research paper. It discusses including a hook to introduce the topic and pique reader interest. The introduction should also provide background on the topic, present the specific research problem being addressed, and give an overview of the paper's structure. For an empirical paper, the introduction reviews previous studies on the topic and identifies gaps the current research will fill. It then states the research question or hypothesis the paper aims to answer or test. The thesis statement in an argumentative paper presents the position that will be argued.
Used to refers to a repeated past habit or state that is no longer true, such as "I used to drive on the left." Be used to and get used to refer to becoming accustomed or familiar with something, such as a new city or job. Be used to means being familiar now, while get used to refers to the process of becoming familiar. These expressions have different grammatical structures - used to takes an infinitive verb, while be used to and get used to take a noun, pronoun, or verb+ing form.
The document discusses the experiences of non-Christian students in U.S. public schools, where Christianity plays a dominant role. It notes that non-Christian students may feel ashamed of their family's faith traditions or discriminated against. For example, they are not excused from school for their religious holidays. The document provides suggestions for teachers to be more inclusive of students from various religious backgrounds, such as learning about their traditions and giving them opportunities to discuss their faith. It emphasizes that schools should respect all religions while not excluding Christianity.
This document provides an introduction to academic writing skills such as freewriting, note-taking, paraphrasing, and APA style. It discusses how freewriting is used as a brainstorming activity to generate ideas without judgment. It also covers how to take effective lecture notes by focusing on important information rather than writing everything. The document demonstrates how to paraphrase passages in one's own words without plagiarizing. Finally, it introduces the APA style guidelines for formatting papers, in-text citations, references, and headings.
This document discusses phrasal verbs, which are verb combinations consisting of a main verb and a particle. It provides examples of common phrasal verbs like "pass away", "pull together", and "go out". It explains that while the particle may look like a preposition, it does not function as one. The meaning of the verb changes depending on which particle is used, like "put off" meaning to postpone versus "put on" meaning to wear clothes. Phrasal verbs can have multiple meanings. The document encourages using phrasal verbs in everyday speech as they are less formal than single verbs.
University Career Development Center Template 8.26 (1).pptxSarabAlAkraa
This document outlines the agenda and presentation details for a session on university career development and building a strong workforce in Iraq. The objectives are for attendees to learn about career development centers, the services they provide to equip students with career skills, and strategies for connecting students to industry. Presenters will describe their career center, the impact and results to date, including numbers of students assisted, upcoming initiatives, and how to engage faculty. The overall benefits of career centers for students, universities, and Iraq will be summarized.
This document discusses the future tense in English. It explains the differences between using "will" and "going to" to express the future, as well as their different meanings and uses. Some key points covered include:
- "Will" is used for decisions, predictions, and promises, while "going to" indicates plans and intentions.
- The forms of "will" include "I will travel" for affirmative and "Will you travel?" for interrogative.
- The forms of "going to" include "I am going to travel" for affirmative and "Are you going to travel?" for interrogative.
- Other ways to express the future include using the simple present or present progressive with
The document discusses the influence of age on second language acquisition. It suggests that there is a critical period for language learning in childhood, from birth to puberty, when the brain is most plastic. Younger learners who are exposed to a second language during this period can attain fluency comparable to native speakers. While older learners can still achieve second language proficiency, they may have difficulties with pronunciation and intonation. Overall, the evidence indicates that starting language learning at a younger age provides long-term benefits for attainment.
This document provides an introduction to the Arabic language and Arab culture. It discusses who Arabs are, differences between Arabs and the Middle East, the Arabic language itself and other Semitic languages like Hebrew and Aramaic. It also summarizes who uses Arabic, including native speakers and Muslims for prayer. The document outlines key aspects of written Arabic like its alphabet, direction of writing, roots system and sounds. It provides examples of common Arabic terms and names.
New Microsoft PowerPoint Presentation.pptxSarabAlAkraa
This document provides guidance on essay structure and writing, including:
1. The typical structure of an introduction, body paragraphs, and conclusion.
2. Examples of how to write an introduction, body paragraphs, and conclusion, including using a thesis statement, topic sentences, examples, and summarizing ideas.
3. Tips for developing paragraphs, avoiding plagiarism through paraphrasing, using reporting verbs and linking words, and making writing more academic through nominalization.
Academic writing is formal writing that uses deductive reasoning and a third person point of view. It relies on research and authorities in the field to support arguments. The purpose can be to explain, describe, or narrate, with the goal of informing, persuading, or entertaining the reader. Expository writing specifically aims to explain a topic by answering who, what, when, where, why, and how questions through techniques like cause and effect, comparison, definition, description, and process. Academic writing includes an introduction to provide context and thesis, body paragraphs to analyze evidence and support the thesis, and a conclusion to summarize arguments and ideas. Sources must be cited properly using quotes, paraphrases, or summaries with attribution to
This document provides an overview of academic writing. It discusses how academic writing is clear, concise, and based on research. It uses deductive reasoning, a third person voice, and a more formal style than other types of writing. The document also discusses the purpose of academic writing, the structure including an introduction, body, and conclusion, citing sources properly using quotes, paraphrases, and summaries, and the differences between these citation methods.
Sentence Building Block and Sentence Types.pptSarabAlAkraa
The document discusses the three main building blocks of sentences: independent clauses, dependent clauses, and phrases. It provides examples of each and explains that independent clauses can stand alone as simple sentences, while dependent clauses cannot. It also introduces the four types of sentences that can be formed using these building blocks: simple sentences with one independent clause, compound sentences with two or more independent clauses joined with coordinating conjunctions, complex sentences with one independent clause and one or more dependent clauses, and sentences that include phrases.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
The document discusses relative clauses and their usage. It defines relative clauses as clauses that provide additional information about a person or thing mentioned elsewhere in the sentence. It notes the different relative pronouns used in relative clauses like who, which, that, whose, when, why, where, and whom. It also discusses the position and omission of relative pronouns in sentences. The document provides examples of different types of relative clauses and their proper usage.
Universal Grammar IN Second Language ACQUISITIONSarabAlAkraa
Universal Grammar (UG) is a theory developed by Chomsky that proposes humans have an innate, genetically-determined language faculty. UG consists of principles and parameters that characterize all human languages. When applied to second language acquisition, UG suggests second language grammars may be constrained by UG in varying degrees, from full access to UG principles to no access at all. The extent to which UG applies to second language learners is an ongoing debate in the field.
The Audiolingual Method (ALM) was an oral-based language teaching method developed in the 1940s-1950s that was influenced by structural linguistics and behaviorist psychology. It viewed language learning as habit formation through repetitive drills and held that the primary goal was oral proficiency. While widely used in the 1950s-1960s, ALM declined in popularity due to criticisms that it lacked sound theories of language and learning and did not lead to real-world communicative ability.
Verb tenses in Academic Writing presentationSarabAlAkraa
The document discusses verb tenses used in academic writing. The present simple, past simple, and present perfect tenses account for approximately 80% of usage. The present simple is used to frame papers, make general statements, and introduce evidence. The past simple introduces other researchers' specific past studies. The present perfect connects past events or states to the present.
The document discusses using plain English to write clear, concise documents. It defines plain English and provides tips for applying it, such as using simple words, short sentences, active voice, and knowing the audience. It also discusses editing documents for structure, flow, style and errors. The goal of plain English is to communicate complex ideas simply so any reader can easily understand the document.
Writing a Research paper Introduction [Autosaved].pptxSarabAlAkraa
This document provides guidance on writing the introduction section of a research paper. It discusses including a hook to introduce the topic and pique reader interest. The introduction should also provide background on the topic, present the specific research problem being addressed, and give an overview of the paper's structure. For an empirical paper, the introduction reviews previous studies on the topic and identifies gaps the current research will fill. It then states the research question or hypothesis the paper aims to answer or test. The thesis statement in an argumentative paper presents the position that will be argued.
Used to refers to a repeated past habit or state that is no longer true, such as "I used to drive on the left." Be used to and get used to refer to becoming accustomed or familiar with something, such as a new city or job. Be used to means being familiar now, while get used to refers to the process of becoming familiar. These expressions have different grammatical structures - used to takes an infinitive verb, while be used to and get used to take a noun, pronoun, or verb+ing form.
The document discusses the experiences of non-Christian students in U.S. public schools, where Christianity plays a dominant role. It notes that non-Christian students may feel ashamed of their family's faith traditions or discriminated against. For example, they are not excused from school for their religious holidays. The document provides suggestions for teachers to be more inclusive of students from various religious backgrounds, such as learning about their traditions and giving them opportunities to discuss their faith. It emphasizes that schools should respect all religions while not excluding Christianity.
This document provides an introduction to academic writing skills such as freewriting, note-taking, paraphrasing, and APA style. It discusses how freewriting is used as a brainstorming activity to generate ideas without judgment. It also covers how to take effective lecture notes by focusing on important information rather than writing everything. The document demonstrates how to paraphrase passages in one's own words without plagiarizing. Finally, it introduces the APA style guidelines for formatting papers, in-text citations, references, and headings.
This document discusses phrasal verbs, which are verb combinations consisting of a main verb and a particle. It provides examples of common phrasal verbs like "pass away", "pull together", and "go out". It explains that while the particle may look like a preposition, it does not function as one. The meaning of the verb changes depending on which particle is used, like "put off" meaning to postpone versus "put on" meaning to wear clothes. Phrasal verbs can have multiple meanings. The document encourages using phrasal verbs in everyday speech as they are less formal than single verbs.
University Career Development Center Template 8.26 (1).pptxSarabAlAkraa
This document outlines the agenda and presentation details for a session on university career development and building a strong workforce in Iraq. The objectives are for attendees to learn about career development centers, the services they provide to equip students with career skills, and strategies for connecting students to industry. Presenters will describe their career center, the impact and results to date, including numbers of students assisted, upcoming initiatives, and how to engage faculty. The overall benefits of career centers for students, universities, and Iraq will be summarized.
This document discusses the future tense in English. It explains the differences between using "will" and "going to" to express the future, as well as their different meanings and uses. Some key points covered include:
- "Will" is used for decisions, predictions, and promises, while "going to" indicates plans and intentions.
- The forms of "will" include "I will travel" for affirmative and "Will you travel?" for interrogative.
- The forms of "going to" include "I am going to travel" for affirmative and "Are you going to travel?" for interrogative.
- Other ways to express the future include using the simple present or present progressive with
The document discusses the influence of age on second language acquisition. It suggests that there is a critical period for language learning in childhood, from birth to puberty, when the brain is most plastic. Younger learners who are exposed to a second language during this period can attain fluency comparable to native speakers. While older learners can still achieve second language proficiency, they may have difficulties with pronunciation and intonation. Overall, the evidence indicates that starting language learning at a younger age provides long-term benefits for attainment.
This document provides an introduction to the Arabic language and Arab culture. It discusses who Arabs are, differences between Arabs and the Middle East, the Arabic language itself and other Semitic languages like Hebrew and Aramaic. It also summarizes who uses Arabic, including native speakers and Muslims for prayer. The document outlines key aspects of written Arabic like its alphabet, direction of writing, roots system and sounds. It provides examples of common Arabic terms and names.
New Microsoft PowerPoint Presentation.pptxSarabAlAkraa
This document provides guidance on essay structure and writing, including:
1. The typical structure of an introduction, body paragraphs, and conclusion.
2. Examples of how to write an introduction, body paragraphs, and conclusion, including using a thesis statement, topic sentences, examples, and summarizing ideas.
3. Tips for developing paragraphs, avoiding plagiarism through paraphrasing, using reporting verbs and linking words, and making writing more academic through nominalization.
Academic writing is formal writing that uses deductive reasoning and a third person point of view. It relies on research and authorities in the field to support arguments. The purpose can be to explain, describe, or narrate, with the goal of informing, persuading, or entertaining the reader. Expository writing specifically aims to explain a topic by answering who, what, when, where, why, and how questions through techniques like cause and effect, comparison, definition, description, and process. Academic writing includes an introduction to provide context and thesis, body paragraphs to analyze evidence and support the thesis, and a conclusion to summarize arguments and ideas. Sources must be cited properly using quotes, paraphrases, or summaries with attribution to
This document provides an overview of academic writing. It discusses how academic writing is clear, concise, and based on research. It uses deductive reasoning, a third person voice, and a more formal style than other types of writing. The document also discusses the purpose of academic writing, the structure including an introduction, body, and conclusion, citing sources properly using quotes, paraphrases, and summaries, and the differences between these citation methods.
Sentence Building Block and Sentence Types.pptSarabAlAkraa
The document discusses the three main building blocks of sentences: independent clauses, dependent clauses, and phrases. It provides examples of each and explains that independent clauses can stand alone as simple sentences, while dependent clauses cannot. It also introduces the four types of sentences that can be formed using these building blocks: simple sentences with one independent clause, compound sentences with two or more independent clauses joined with coordinating conjunctions, complex sentences with one independent clause and one or more dependent clauses, and sentences that include phrases.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
7. Unclassified
Period ●
*Used to mark the endof:
1.Sentences
Lorna hasgone on vacation.
I will missher help while sheisgone.
2. Indirect questions
Before sheleft, sheaskedme if I would waterher
plants.
I askedher if shewould send me apostcard.
8. Unclassified
Period ●
*Used to mark the endof:
3. Commands
Pleasetype this letter forme.
Answer the phone.
4. Requestsphrased asquestions
Would you please type this letter assoonas
possible.
May we have your response by the end of the week.
9. Unclassified
Period ●
*Used to mark the endof:
5. Most abbreviations
Mr. Mrs. Inc.
Ms. Co. Corp.
EXCEPTION:Abbreviations of organizational names
IBM CIA NATO
FBI ASEAN OPEC
10. Unclassified
Period ●
*Do NOTusea period:
1.After aheading or atitle
Chapter One: Recognizing Verbs and Subjects
2.After asentence ending in apunctuated
abbreviation
Our guest speaker this evening is MarcusMore,
Ph.D.
11. Unclassified
QuestionMark ?
*Used tomark the end of :
1. Direct questions
Will my order be ready byTuesday?
Haveyou checked your records?
2. Directly quotedquestions
“Do you mind ifI smoke?” askedthe interviewer.
Hethen asked, “How old areyou?”
12. Unclassified
ExclamationMark !
*Used to mark the end of:
1. Sentencesto indicate emphasis or strongemotion
Stop interrupting me!
Unauthorized personnel are not tobe admitted!
2. Interjections (words or phrasesinserted intosentences
to indicate emphasis orsurprise)
Boy! WasI angry.
Stop! Donot read anyfurther.
(In the two sentences above, Boyand Stop areinterjections.)
14. Unclassified
Semicolon ;
*Used to join two closely related sentences
Samseesthe tree; Willy hears the birds.
I will arrange aguest speaker; Arlene will takecare
of refreshments.
We have sent you three bills and twostatements;
however, we have not received yourpayment.
I received your bill for consultantservices performed
in April; therefore, I am enclosing acheck for$940.
15. Unclassified
Semicolon ;
REMEMBER:
*The test for correct semicolon (;) use is
to seewhether aperiod (●) would be
grammatically correct in itsplace.
*If NOT,the semicolon hasbeenmisused.
16. Unclassified
Colon :
*Used in the followingsituations:
1. Before aformallist
When evaluating acredit application, considerthe
following: credit history, employment history,and
current assets.
2. Before anexplanation
Aletter refusing credit should be positive: youhope
to continue businesson acashbasis.
17. Unclassified
Colon :
*Used in the followingsituations:
3. Before aformal quotation
Secretary’s World reports: “Secretaries are
members of the fastest-growingoccupational
group. Annual average job openings are now
300,000 and expected to expand to325,000.”
18. Unclassified
Colon :
*Used in the followingsituations:
4. After the salutation in abusinessletter
Dear Sir:
Gentlemen:
5. Between atitle and asubtitle
Word Processing: AnIntroduction
6. Between the hour and minute of atimereference
9:10A.M.
11:15 P.M.
19. Unclassified
Comma ,
*Used in the followingsituations:
1. SV, coordinatorSV
Samspeaks,and Willylistens.
Jonathan loves English, but he lovesMath.
2. Subordinator SV,SV
When Samspeaks, Willylistens.
After he submitted his test paper, he wentdirectly
to hisdormitory.
21. Unclassified
Comma ,
NOTE1: When the subordinator is in the middle,
there is usually NOcomma.
SamspeaksasWilly listens.
NOTE2: Becareful NOTto useacomma when a
coordinator is connecting two verbs.
Samspeaksand listens.
NOTE3: Asubject should NEVERbe separated from
its verb with asinglecomma.
22. Unclassified
Comma ,
*Used in the followingsituations:
3.After an introductory word (e.g., transitionword)
Indeed, Samlikes to dominate aconversation.
Nevertheless, Willy doesn’t understand muchof
what hesays.
4.After introductoryphrases
In general, Sammakeslittlesense.
Trying to sound important, he tends tomake afool
of himself.
23. Unclassified
Comma ,
*Used in the followingsituations:
5. For separating items in aseries orlist
Natasha hasstudied marketing, salesmanship,
and advertising.
Your report must be in thefiles, on my desk,
or among my othermail.
Tolook your best, feel your best, and be your
best requires apersonal program of sounddiet
and strenuousexercise.
24. Unclassified
Comma ,
*Used in the followingsituations:
6. For separating adjectives listed before anoun
All-City Video employs courteous, knowledgeable, and
helpful salespeople.
NOTE1: Acomma is needed if it would be correct to
insert and between the adjectives (asin theexample
above).
NOTE2: If and cannot be inserted, do NOTuseacomma.
Theyoffer the lowest retailprices in town.
25. Unclassified
Comma ,
*Used in the followingsituations:
7. For setting off interruptingexpressions
(i.e., expressions that are not essential tothe
structure or meaning of asentence)
a. Contrasted elements
Thechairman of the board, not thestockholders,
made the decision.
I returned to school to improve my typing, not my
English.
26. Unclassified
Comma ,
*Used in the followingsituations:
7. For setting off interruptingexpressions
(i.e., expressions that are not essential tothe
structure or meaning of asentence)
b. Parenthetical expressions
Theaffidavit, I think, is ready tobe typed.
It is, in fact, aconvincing legaldocument.
27. Unclassified
Comma ,
*Used in the followingsituations:
7. For setting off interruptingexpressions
(i.e., expressions that are not essential tothe
structure or meaning of asentence)
c. Appositives
Thepresident of this company, Rafaal-Habobi,
started out asasalestrainee.
Awoman of humble origins, Mrs. Peters is nowthe
owner of alarge retailchain.
28. Unclassified
Comma ,
*REVIEW:
Appositive- Anoun or noun phrase placednext
to another word or phrase to identify,
rename, or explainit.
Paris, the capital of France,is my dreamtravel
destination.
(In this sentence, the capital of France isan
appositive.)
29. Unclassified
Comma ,
*NOTE1: When the interrupter appears
in the middle of asentence, it is both
precededANDfollowed by acomma.
*NOTE 2: An interrupter at the beginning
or end of a sentence requires only one
comma to separate it from the rest.
30. Unclassified
Comma ,
*Used in the followingsituations:
8. Toset off degrees and titles from aperson’s
name
Linda Porter, M.D., performed the surgery.
31. Unclassified
Comma ,
*Used in the followingsituations:
9. Toset off Inc. and Ltd. from corporatenames
EmilyAdamsnow works for Jericho Steel,Inc.
Troy Motors, Ltd. was founded in1987.
32. Unclassified
Comma ,
*Used in the followingsituations:
10. Toseparate city namesfrom state/country
names
Hewasborn and raised in Brooklyn, NewYork.
Bulacan, Philippines is my hometown.
33. Unclassified
Comma ,
*Used in the followingsituations:
11. Toset off the year from the month and day
in adate
Thecompany opened four overseas brancheson
January 26, 2011.
34. Unclassified
Comma ,
*NOT used in the followingnumbers:
1. Street numbers and ZIPcodes
1129 Maple Street, Smithtown, Ohio93011
2. Telephone numbers
(914) 830-9612
3. Decimals
49. 113207
4. Serial or accountnumbers
621 Z7897
35. Unclassified
Comma ,
*Used in the followingsituations:
12. Toseparate non-restrictive expressions from otherwords
in asentence
• Non-restrictive expressions – NOTessential to the meaningof
asentence; adds information
My father, who is bilingual, should have no trouble finding a
job.
(“I” can have only one father. Knowing that he is bilingual doesn’t help us
identify him; itsimply tells usmore about him.)
Mr. Brown’s wife, Janet, is anattorney.
(Mr. Brown can have only one wife, soher name isnonrestrictive.
Therefore, we set off Janet withcommas.)
36. Unclassified
Comma ,
*Compare with restrictiveexpressions:
• Restrictive expressions – essential to the meaning ofa
sentence; specifies
Students who are bilingual should have notrouble
finding ajob.
(Not all students will find it easy to get jobs. Only those who are
bilingual will.)
Mr. Brown’s brother John works for the government; his
brother Arthur is in privateindustry.
(SinceMr. Brown hasmore than one brother, theirnamesare
restrictive: they tell uswhich brother iswhich.)
*NOTE:We do NOTusecommas to set off restrictive
expressions.
38. Unclassified
Apostrophe ‘
*Used for thefollowing:
1 . Toindicate the possessiveform of nouns andindefinite
pronouns
a. Thepossessiveform of singular nouns and indefinitepronouns
take ‘sat the end.
Thebriefcase owned by Martin – Martin’sbriefcase
Thefault of nobody – Nobody’sfault
Theproperty owned by the company–
Thecompany’s property
Thetelephone number of Bess– Bess’stelephone number
Thejob of my boss– My boss’sjob
39. Unclassified
Apostrophe ‘
*Used for thefollowing:
1 . Toindicate the possessiveform of nouns andindefinite
pronouns
b. Plural nouns NOTending in –sor –esform the possessiveby
adding ‘s.
Therights of women – Women’srights
Thescientific namesof those fungi –Thosefungi’sscientific
names
c. Plural nouns ending in –sor –esform the possessivebyadding
only anapostrophe.
Thebenefits of the workers –Theworkers’benefits
Labelsof the boxes – Boxes’labels
40. Unclassified
Apostrophe ‘
*Used for thefollowing:
1 . Toindicate the possessiveform of nouns andindefinite
pronouns
d. Hyphenatednouns
Theeditor-in-chief’s office
My father-in-law’s business
e. Nouns in joint possession:Add ‘sto the last noun only
Rayand Sally’s friend
Tom and Rita’s store
f. If separate possession is intended: Add ‘s to both nouns
Al’s and Lucy’sanswers
41. Unclassified
Apostrophe ‘
*Used for thefollowing:
2 . Contractions
I would =>I’d
can not
they are
1929
=>can’t
=>they’re
=>‘29
because =>‘cause
*Note: Contractions should be avoided informal
written English.
42. Unclassified
Apostrophe ‘
*Used for thefollowing:
3. Toform specialplurals
a. Lowercaseletters
Thew’s on this typewriter come outlooking like u’s.
b. Abbreviations ending withperiods
All the M.D.’s in the theater offered their help.
43. Unclassified
Quotation Marks ““
*Used for thefollowing:
1. Toenclose the exact words from eithersomeone’s
writing or speech
In an article on credit, financial advisor JaneFreund
wrote: “Establishing credit before you need itis an
intelligent precaution.”
NOTE:Aquote within aquote is enclosed in single
quotation marks (‘ ‘):
Freund noted: “We all have at least one friend who
brags, ‘I never buy anything on credit.’ But that person is
establishing no credit history, a hedge against the day he
may need credit.”
44. Unclassified
Quotation Marks ““
REMEMBER:
• Thespeakerand the verb of saying(e.g. Jane
Fraundwrote) are always OUTSIDEthe quotation
marks.
• Quotation marks are always usedin pairs.
45. Unclassified
Quotation Marks ““
*Used for thefollowing:
2. Toenclose the titles of short stories,essays,
articles, poems, andchapters
We were required to read the article “How toAskfor
aRaise”in the August issueof Secretary’sWorld.
COMPARE:Titles of full-length works (e.g., books,
magazines,newspapers, plays, movies, and television
shows) are usually italicized.
Thebook Abraham Lincoln and the Roadto Emancipation
waspublished in 2001 by Viking Pressin NewYork.
46. Unclassified
Hyphen -
*Used for thefollowing:
1. Tojoin two or more words intoacompound
do-it-yourself instruction booklets
await-and-see attitude
athirty-year-old woman
2. For compound numbers from 21 to99
thirty-eight
eighty-two
3. With fractions
one-quarter
four-fifths
47. Unclassified
Hyphen -
*Used for thefollowing:
4. With the prefixes ex-, all-, self-, andpro-
ex-convict
all-star
self-help
pro-tennis
49. Unclassified
En Dash –
*Used for thefollowing:
1. Toconnect two items (usually numbers)that
designate arange
We submitted chapters 10–12 well after midnight.
Indeed, 2001–2003 were the happiest years ofher life.
TheJanuary–Februaryissueis due on newsstands tomorrow.
50. Unclassified
En Dash –
*Used for thefollowing:
2. When combining open compounds with otherwords
Theauthor is aNobel Prize–winning chemist.
(In the above example, Prize and winning are joined, but Nobel is
just floating out there. The en dash shows that the word Nobel is
included in the opencompound.)
I am attending ahigh school–college conferencethis
afternoon.
We crossed the Virginia–North Carolina border pastmidnight.
51. Unclassified
En Dash –
*REVIEW:
Three Kindsof Compounds:
1. Closed
firefly
secondhand
childlike
redhead
makeup
notebook
softball keyboard watermelon
2. Hyphenated
daughter-in-law over-the-counter ten-year-old
master-at-arms six-pack mass-produced
3. Open
post office
real estate
middle class
full moon
half sister
attorney general
52. Unclassified
EmDash ―
*Used for thefollowing:
1. Toindicate asudden changeof thought ortone
I plan to study for the examall night ―if my eyes
hold out.
Mr. Rodriguez ―do you remember him fromlast year’s
convention? ―willbe joining our staff in May.
53. Unclassified
EmDash ―
*Used for thefollowing:
2. Tobreak off an unfinishedstatement
Mrs. Olsen mumbled, “I can’t seemtoremember
where ―”
3. Between an introductory list and theexplanatory
sentence that follows
Calmness,confidence, and acopy of your resume―
bring all of these toajob interview.
54. Unclassified
EmDash ―
*Used for thefollowing:
4. Toattribute quotations
If you can dream it, you can do it. —Walt Disney
It is not in the starts to hold our destiny but in
ourselves. — William Shakespeare
56. Unclassified
Parentheses ( )
*Used for thefollowing:
1. Toenclose statements that are completely separate
from the main thought of asentence; such
statements may serve assupplement or asreference
In some professions (physical therapy, for example),
adress code may be strictly enforced.
Margaret Grange (1883 – 1966) wasthe author ofseveral
books on corporate finance.
According to the union contract, all employees are
required to have acollege transcript on file (seeSection6,
Paragraph 1).
57. Unclassified
Parentheses ( )
*Used for thefollowing:
2. For enumeration within asentence
You willneed the following: (1) your resume,
(2) letters of reference, (3) acollegetranscript,
and (4) apencil.
58. Unclassified
Parentheses ( )
NOTE1: Sentence punctuation comesAFTERthe
closing parenthesis.
I have investigated various models of calculators for the
office (see the attached list), butnone hasbeen purchased
yet.
NOTE 2: However, if the parentheses enclose a whole
sentence, the terminal punctuation is placed INSIDE
the closingparenthesis.
Pleasesubmit your time cards by Wednesday evening.
(Blank time cards are available in the personneloffice.)
59. Unclassified
Brackets [ ]
*Used for thefollowing:
1. Parentheses within parentheses
The role of business in American life has often been the
subject of our fiction (see, for example, the novels of
William Dean Howells [1837 –1920]).
2. Interpolations within aquotation
In Death of a S
alesman by Arthur Miller,Charlie pays
tribute to Willy Loman: “[A salesman’s] a man way out
there in the blue, riding on asmile and ashoeshine…
A salesman has got to dream, boy. It comes with the
territory.”
60. Unclassified
Brackets [ ]
*Used for thefollowing:
3. Editorial corrections andcomments
Theprofessor ended his lecture with this remark:
“All of you will hopefully [sic] read at least some of
these books.”
NOTE:Sichere means that the word hopefully,
although used incorrectly, is beingreproduced
from the originalquotation.
61. Unclassified
Ellipsis …
*Used within aquotation to indicated an omitted word or words.
President Ohashi beganhis addressto the Board of Directors by
saying,“The ageof the personal computer hasjustbegan.
This company got started two years ago with just a quarter of a
million dollars and 10,000 sales. Now, despite the birth of
several competitors, our market is expanding phenomenally.
Next year, we expect to sell 500,000computers.”
Compare:
President Ohashi beganhis addressto the Board of Directors by
saying, “The age of the personal computer has just began…
Next year, we expect to sell 500,000computers.”