This lecture teaches you about the difference between question and research question, the relation of philosophy with a research question and sample research questions. Watch video: https://youtu.be/WrnKwYhT8ew
This document provides information about the IB Diploma Theory of Knowledge (TOK) course and guidance for integrating TOK concepts into Diploma Programme unit planning across subject areas. It outlines the key components of TOK including knowledge issues, ways of knowing, areas of knowledge and the TOK essay. It emphasizes using the provided unit planning handbooks and exemplars to strengthen cross-curricular links when addressing how different ways of knowing influence learning in each subject area. Teachers are directed to submit completed initial nature of the subject units for grade 11 by March 15th and to seek assistance from contacts for any questions about the TOK-integrated unit planning process.
Theory of Knowledge (TOK) aims to encourage students to examine how knowledge is generated and shaped in different areas or disciplines. It identifies various ways of knowing like sense perception, reason, and faith. TOK also distinguishes between personal knowledge unique to an individual and shared knowledge known by groups. Students are assessed through presentations exploring knowledge questions related to real-life issues and a 1600-word essay analyzing prescribed titles.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
Communicative-discursive models and cognitive linguisticsalaidarindira0202
This document provides an overview of cognitive linguistics and communicative-discursive models. It discusses the goals of understanding language through its systematic structure and the functions it serves to encode and transmit ideas. Language allows humans to symbolically represent concepts and communicate through meaningful linguistic symbols and strings of words that activate rich encyclopedic knowledge. Cognitive linguistics studies how language reflects patterns of conceptualization in the mind.
This document provides guidance on developing effective research questions. It discusses that research questions should lead the overall research process and determine the type of research, data collection methods, and data analysis. Good research questions are interesting, researchable, and significant. They should be clearly worded as an interrogative and not too general. The document also covers where research questions can come from, types of questions, how many to include, and implications for data collection and analysis. Research questions should be intellectually worthwhile and determine the direction of the study.
The document introduces the Great Books Roundtable program, which uses the Shared Inquiry method to teach critical thinking skills through discussion of short stories. It provides an overview of the program, describes the teacher's role in facilitating discussions, and explains the process of preparing open-ended interpretive questions to prompt discussion of the story "Wolf". The goal is to help students explore ideas, draw evidence from the text, and think critically in order to improve their reading, writing, and communication skills.
This document provides an introduction to a university unit on practicing ideas and approaches to theory. It outlines the aims of the unit, which include developing intellectual curiosity, critical analysis skills, research skills, and the ability to articulate ideas. Expectations for the unit include seeing the learning contract and not talking over each other. Students had questions about the homework, assignments, differences between seminars and lectures, and the relevance of some future lectures to performing arts students. They also asked what "practicing ideas" entails and why the philosophical side of things is being taught.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
This document provides information about the IB Diploma Theory of Knowledge (TOK) course and guidance for integrating TOK concepts into Diploma Programme unit planning across subject areas. It outlines the key components of TOK including knowledge issues, ways of knowing, areas of knowledge and the TOK essay. It emphasizes using the provided unit planning handbooks and exemplars to strengthen cross-curricular links when addressing how different ways of knowing influence learning in each subject area. Teachers are directed to submit completed initial nature of the subject units for grade 11 by March 15th and to seek assistance from contacts for any questions about the TOK-integrated unit planning process.
Theory of Knowledge (TOK) aims to encourage students to examine how knowledge is generated and shaped in different areas or disciplines. It identifies various ways of knowing like sense perception, reason, and faith. TOK also distinguishes between personal knowledge unique to an individual and shared knowledge known by groups. Students are assessed through presentations exploring knowledge questions related to real-life issues and a 1600-word essay analyzing prescribed titles.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
Communicative-discursive models and cognitive linguisticsalaidarindira0202
This document provides an overview of cognitive linguistics and communicative-discursive models. It discusses the goals of understanding language through its systematic structure and the functions it serves to encode and transmit ideas. Language allows humans to symbolically represent concepts and communicate through meaningful linguistic symbols and strings of words that activate rich encyclopedic knowledge. Cognitive linguistics studies how language reflects patterns of conceptualization in the mind.
This document provides guidance on developing effective research questions. It discusses that research questions should lead the overall research process and determine the type of research, data collection methods, and data analysis. Good research questions are interesting, researchable, and significant. They should be clearly worded as an interrogative and not too general. The document also covers where research questions can come from, types of questions, how many to include, and implications for data collection and analysis. Research questions should be intellectually worthwhile and determine the direction of the study.
The document introduces the Great Books Roundtable program, which uses the Shared Inquiry method to teach critical thinking skills through discussion of short stories. It provides an overview of the program, describes the teacher's role in facilitating discussions, and explains the process of preparing open-ended interpretive questions to prompt discussion of the story "Wolf". The goal is to help students explore ideas, draw evidence from the text, and think critically in order to improve their reading, writing, and communication skills.
This document provides an introduction to a university unit on practicing ideas and approaches to theory. It outlines the aims of the unit, which include developing intellectual curiosity, critical analysis skills, research skills, and the ability to articulate ideas. Expectations for the unit include seeing the learning contract and not talking over each other. Students had questions about the homework, assignments, differences between seminars and lectures, and the relevance of some future lectures to performing arts students. They also asked what "practicing ideas" entails and why the philosophical side of things is being taught.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
This panel discussion presents the experiences of several elementary and middle school ESL teachers as they work with students and colleagues to apply SFL and a genre-based pedagogy to language instruction. The discussion presents successes and challenges, strategies, students’ responses to the approach, collaboration experiences, and student performance data.
This document outlines steps for students to carry out a citizenship investigation into identity and diversity in their community. It includes creating a wiki list to define key terms, designing an appropriate questionnaire to gather information, and providing instructions for students to administer the questionnaire as homework and collect initial data. The goal is for students to gain understanding of identity and diversity through respectful investigation of their local community.
This document summarizes the key points from a presentation about the Montana Heritage Project. It discusses how people are shaped by the places they grow up and live. It provides examples of interview questions to understand how places influence identity. The presentation emphasizes using oral histories and story-based writing. It provides guidance on developing essential questions, outlines for writing stories, and tips for finding stories within communities.
Discourse analysis involves studying language use above the sentence level. It examines how language is structured and functions in real communication between speakers and listeners or writers and readers. There are various approaches to discourse analysis, such as studying conversational sequences, sociolinguistic meanings created in interactions, and how discourse constitutes cultural objects or realizes social actions. Analysing discourse requires considering factors like context, participants, and the implications of utterances for what follows in a discussion. While labor-intensive, discourse analysis provides insights into how language shapes social life and realities.
Navigating the academic culture in the U.S. by international students Part 1LearningandTeaching
The document discusses some of the challenges international students face in navigating academic culture in the U.S. It notes that language proficiency is just one factor, and cultural differences can exist in concepts like learning and teaching styles, teacher-student relationships, and expectations around class participation. The document reviews several studies on international students from China, India, and Japan that highlight issues around socializing into new academic discourse communities and negotiating identities within those communities. It cautions against overgeneralizing experiences and provides tips for international students to better understand concepts like critical thinking expectations in U.S. education.
The document provides guidance for conducting a research synthesis. It discusses the purpose of a research synthesis, which is to gain in-depth knowledge of studies in one's area of interest. It also lists several questions researchers should aim to answer when reviewing a research article, such as the problem investigated, debates in the field, research questions, methods used, findings, and how the article can contribute to one's own thesis. The document uses an example research article by García & López-Velásquez (2003) to illustrate how to extract these details and demonstrate understanding of the key elements of a research study.
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
Participants—district instructional leaders, principals, and teachers—will understand how to use key questioning strategies, exploration of ideas and writing instructions to support the National Core Standards for all middle school students.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Ell 615 final presentation shuning zhangShuningZhang3
This document discusses the impact of a Chinese speaking English language learner's first language on producing correct English sentences. It notes two main types of differences between Chinese and English grammar that can cause difficulties: principles that exist in English but not Chinese, and principles that are different between the languages. The findings section provides examples of morphological and syntactic differences like article usage, grammatical inflections, conjunctions, prepositions and word order. It recommends addressing these differences through practice to develop new habits for structures that don't exist in the first language and changing habits for structures that are different.
Seeing and Reading the City (Charitos & Welsh, GLoCALL 2015)ColumbiaLRC
This document discusses using linguistic landscapes and reading signs in cities as a teaching method. It defines linguistic landscapes as the language used in public signs and describes cities as ideal environments to study how languages are presented in public spaces. The document proposes activities for language students to collect signage data, analyze patterns, and discuss how signs construct space and identity. It suggests students can develop research questions and test hypotheses about language use. Finally, it describes a proposed online platform for students to upload and organize photos of signs from different locations and languages.
English language learners: This is a seven-slide presentation with additional information and examples to help you revisit information on question formation, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
international relations essay Why has International Relations be.docxdoylymaura
international relations essay
Why has International Relations been particularly unreceptive to addressing ethical questions? Is this changing?
'The theories [of IR] are not so much different views of the same world but actually views of different worlds’ (Baylis and Smith, p7). Do you agree?
Is International Relations a science or an art?
Is human nature a convincing explanation of the prevalence of conflict in international relations?
Critically evaluate the contribution of Kenneth Waltz’s theory of Neorealism to the study of International Relations.
T
o what extent can we speak of a coherent theory of Liberalism in International Relations?
DoesKeohane and Nye’s notion of complex interdependenceprovide us with a sound explanation of contermporary International Relations?
8.
To what extent is the English School of International Relations theory just another form of realism?
1. Introduction: clearly state the aims/objectives of the essay. How will
you approach the question? What issues will you include?
2. Main body of text: in a series of interlinked paragraphs address the
main methodological/philosophical issues necessary to answer the
questions e.g. IR paradigms etc
3. Critical analysis: establish the parameters of the methodological
debate; weigh up the merits of opposing arguments and state your
personal preference
4. Conclusion: link key strands of the essay together; summarise key
arguments
.
RW 11_12_Unit 1_Lesson 1_Definition and Purposes of Discourse.pptxREDENORIOLA3
This document provides an overview of discourse, including its definition, purposes, and how to analyze it. It defines discourse as a formal discussion of a topic presented in an organized, logical manner, whether spoken or written. Discourses can aim to inform, persuade, or entertain an audience. When analyzing a discourse, one should consider factors like the author's culture, social environment, and experiences that may influence their perspective. The document provides examples of different types of discourses and guides students through activities to identify discourse purposes and critique sample texts.
Rewriting the script about pedagogic research in HETansy Jessop
This seminar discusses rewriting the script about pedagogic research in higher education. It explores how pedagogic research and the Scholarship of Teaching and Learning (SOTL) have lower status than "real" research. The seminar will enable participants to examine debates about the merits of pedagogic research and SOTL, and underline the value of systematically examining teaching. Strategies are presented for moving pedagogic research forward, such as building writing communities, encouraging creative research methods, and addressing perceptions that pedagogic research is too local or new of a field.
The document discusses strategies for developing quality thinking in classrooms. It recommends:
1) Teaching self-talk and modeling thinking to develop metacognition.
2) Coding lessons and student thinking to assess the quality of thinking being facilitated.
3) Using a focus question to drive learning and inquiry for a study.
It also provides examples of thinking strategies and sequences that can be taught and used to resolve different types of issues.
This document discusses assessing and setting language goals for students. It provides examples of language challenges students face in different content areas like science, social studies and mathematics. These include specialized vocabulary, expository text structures, and unfamiliar concepts. The document also discusses levels of vocabulary complexity and designing instruction with clear goals, assessments and support for language development. Teachers are encouraged to consider language standards and student language needs when planning lessons to ensure both content and language goals are addressed.
This document provides information on lesson planning for teaching English as a foreign language. It defines lesson planning as a statement by the teacher of what will be covered in a class period. An effective lesson plan includes objectives, materials, procedures, and assessment. It discusses components like profiling the lesson, setting objectives, listing materials, outlining teaching procedures, and planning assessments. The document also presents models for lesson planning and recommends websites for finding lesson plan examples.
This document discusses social psychology and intergroup tolerance and intolerance. It covers topics such as love versus tolerance, hate crimes, intolerance towards transgenders, domestic violence, honour killings, mob crimes, and ways to promote tolerance such as meditation, respect, and interfaith harmony. The document is a presentation on social psychology and improving intergroup relations.
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This panel discussion presents the experiences of several elementary and middle school ESL teachers as they work with students and colleagues to apply SFL and a genre-based pedagogy to language instruction. The discussion presents successes and challenges, strategies, students’ responses to the approach, collaboration experiences, and student performance data.
This document outlines steps for students to carry out a citizenship investigation into identity and diversity in their community. It includes creating a wiki list to define key terms, designing an appropriate questionnaire to gather information, and providing instructions for students to administer the questionnaire as homework and collect initial data. The goal is for students to gain understanding of identity and diversity through respectful investigation of their local community.
This document summarizes the key points from a presentation about the Montana Heritage Project. It discusses how people are shaped by the places they grow up and live. It provides examples of interview questions to understand how places influence identity. The presentation emphasizes using oral histories and story-based writing. It provides guidance on developing essential questions, outlines for writing stories, and tips for finding stories within communities.
Discourse analysis involves studying language use above the sentence level. It examines how language is structured and functions in real communication between speakers and listeners or writers and readers. There are various approaches to discourse analysis, such as studying conversational sequences, sociolinguistic meanings created in interactions, and how discourse constitutes cultural objects or realizes social actions. Analysing discourse requires considering factors like context, participants, and the implications of utterances for what follows in a discussion. While labor-intensive, discourse analysis provides insights into how language shapes social life and realities.
Navigating the academic culture in the U.S. by international students Part 1LearningandTeaching
The document discusses some of the challenges international students face in navigating academic culture in the U.S. It notes that language proficiency is just one factor, and cultural differences can exist in concepts like learning and teaching styles, teacher-student relationships, and expectations around class participation. The document reviews several studies on international students from China, India, and Japan that highlight issues around socializing into new academic discourse communities and negotiating identities within those communities. It cautions against overgeneralizing experiences and provides tips for international students to better understand concepts like critical thinking expectations in U.S. education.
The document provides guidance for conducting a research synthesis. It discusses the purpose of a research synthesis, which is to gain in-depth knowledge of studies in one's area of interest. It also lists several questions researchers should aim to answer when reviewing a research article, such as the problem investigated, debates in the field, research questions, methods used, findings, and how the article can contribute to one's own thesis. The document uses an example research article by García & López-Velásquez (2003) to illustrate how to extract these details and demonstrate understanding of the key elements of a research study.
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
Participants—district instructional leaders, principals, and teachers—will understand how to use key questioning strategies, exploration of ideas and writing instructions to support the National Core Standards for all middle school students.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Ell 615 final presentation shuning zhangShuningZhang3
This document discusses the impact of a Chinese speaking English language learner's first language on producing correct English sentences. It notes two main types of differences between Chinese and English grammar that can cause difficulties: principles that exist in English but not Chinese, and principles that are different between the languages. The findings section provides examples of morphological and syntactic differences like article usage, grammatical inflections, conjunctions, prepositions and word order. It recommends addressing these differences through practice to develop new habits for structures that don't exist in the first language and changing habits for structures that are different.
Seeing and Reading the City (Charitos & Welsh, GLoCALL 2015)ColumbiaLRC
This document discusses using linguistic landscapes and reading signs in cities as a teaching method. It defines linguistic landscapes as the language used in public signs and describes cities as ideal environments to study how languages are presented in public spaces. The document proposes activities for language students to collect signage data, analyze patterns, and discuss how signs construct space and identity. It suggests students can develop research questions and test hypotheses about language use. Finally, it describes a proposed online platform for students to upload and organize photos of signs from different locations and languages.
English language learners: This is a seven-slide presentation with additional information and examples to help you revisit information on question formation, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
international relations essay Why has International Relations be.docxdoylymaura
international relations essay
Why has International Relations been particularly unreceptive to addressing ethical questions? Is this changing?
'The theories [of IR] are not so much different views of the same world but actually views of different worlds’ (Baylis and Smith, p7). Do you agree?
Is International Relations a science or an art?
Is human nature a convincing explanation of the prevalence of conflict in international relations?
Critically evaluate the contribution of Kenneth Waltz’s theory of Neorealism to the study of International Relations.
T
o what extent can we speak of a coherent theory of Liberalism in International Relations?
DoesKeohane and Nye’s notion of complex interdependenceprovide us with a sound explanation of contermporary International Relations?
8.
To what extent is the English School of International Relations theory just another form of realism?
1. Introduction: clearly state the aims/objectives of the essay. How will
you approach the question? What issues will you include?
2. Main body of text: in a series of interlinked paragraphs address the
main methodological/philosophical issues necessary to answer the
questions e.g. IR paradigms etc
3. Critical analysis: establish the parameters of the methodological
debate; weigh up the merits of opposing arguments and state your
personal preference
4. Conclusion: link key strands of the essay together; summarise key
arguments
.
RW 11_12_Unit 1_Lesson 1_Definition and Purposes of Discourse.pptxREDENORIOLA3
This document provides an overview of discourse, including its definition, purposes, and how to analyze it. It defines discourse as a formal discussion of a topic presented in an organized, logical manner, whether spoken or written. Discourses can aim to inform, persuade, or entertain an audience. When analyzing a discourse, one should consider factors like the author's culture, social environment, and experiences that may influence their perspective. The document provides examples of different types of discourses and guides students through activities to identify discourse purposes and critique sample texts.
Rewriting the script about pedagogic research in HETansy Jessop
This seminar discusses rewriting the script about pedagogic research in higher education. It explores how pedagogic research and the Scholarship of Teaching and Learning (SOTL) have lower status than "real" research. The seminar will enable participants to examine debates about the merits of pedagogic research and SOTL, and underline the value of systematically examining teaching. Strategies are presented for moving pedagogic research forward, such as building writing communities, encouraging creative research methods, and addressing perceptions that pedagogic research is too local or new of a field.
The document discusses strategies for developing quality thinking in classrooms. It recommends:
1) Teaching self-talk and modeling thinking to develop metacognition.
2) Coding lessons and student thinking to assess the quality of thinking being facilitated.
3) Using a focus question to drive learning and inquiry for a study.
It also provides examples of thinking strategies and sequences that can be taught and used to resolve different types of issues.
This document discusses assessing and setting language goals for students. It provides examples of language challenges students face in different content areas like science, social studies and mathematics. These include specialized vocabulary, expository text structures, and unfamiliar concepts. The document also discusses levels of vocabulary complexity and designing instruction with clear goals, assessments and support for language development. Teachers are encouraged to consider language standards and student language needs when planning lessons to ensure both content and language goals are addressed.
This document provides information on lesson planning for teaching English as a foreign language. It defines lesson planning as a statement by the teacher of what will be covered in a class period. An effective lesson plan includes objectives, materials, procedures, and assessment. It discusses components like profiling the lesson, setting objectives, listing materials, outlining teaching procedures, and planning assessments. The document also presents models for lesson planning and recommends websites for finding lesson plan examples.
This document discusses social psychology and intergroup tolerance and intolerance. It covers topics such as love versus tolerance, hate crimes, intolerance towards transgenders, domestic violence, honour killings, mob crimes, and ways to promote tolerance such as meditation, respect, and interfaith harmony. The document is a presentation on social psychology and improving intergroup relations.
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Watch video: https://youtu.be/zFc3RRVKkxE
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Watch video and subscribe: https://youtu.be/KdnUIfyYJsM
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Watch video and subscribe the channel: https://youtu.be/OUu7FWIY4Mk
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This document discusses the four types of conditional sentences in English:
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2) First conditional sentences describe possible future situations using "if" and the simple present, and will for the consequence.
3) Second conditional sentences describe imaginary conditions using "if" and the simple past, and would for the consequence.
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This lecture teaches you how to write a book review, templates to write a book and a sample book review of 'Awaken the Gian Within'
Watch video: https://youtu.be/cPAIR8e9GYk
This lecture presents some more beautiful research phrases. It changes your simple writing to a trendy and academic writing. Watch video: https://youtu.be/YllW5Ly9NA8
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Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Significance of Question
● Raise the question
● Beauty of question is half knowledge.
● Problematize
● Newton
● Leonardo Da Vinci
2
3. Questions with Auxiliary Verbs
★ Is this a pen?
★ Do you play cricket?
★ Will you write a research paper?
★ Not a research Question
3
4. Questions with WH Words
★ What is your name?
★ Where do you live?
★ Why do you study linguistics?
★ No Research Question
★ Research Question starts with WH Words
4
6. Research Questions and Philosophy
Positivism: (PosEXr) Knowledge with experience and reasoning is truthful.
Epistemology: (EK) knowledge, nature, origin and scope of knowledge
Ontology: (OR) reality of knowledge, existence, being . It includes the questions
of how entities are grouped into basic categories.
● How, Why questions deal with epistemology
● What questions deal with ontology
6
7. Examples of Research Questions
Thesis Topic: Unveiling Knowledge Patterns in intermediate English textbooks
through Voyant Text Mining Tools: A Digital Humanities Study
i. How does text mining summary discover stylometric features from
intermediate English textbooks?
ii. How does an interactive word cloud/ Cirrus reveal major themes and
characters from intermediate English textbooks?
Mining Tools: A Digital Humanities Study
7
8. cont
iii. What types of collocation patterns/ n-grams have been unveiled to extract the
standard phraseology with its parts of speech?
iv. How do knowledge graphs present the interrelationship of various key
themes and characters for digital hermeneutics?
v. How does the context of certain ambiguous words disambiguate the word
sense by showing interactive bidirectional context?
8
9. Thesis: Semiotic Analysis of Print Media Advertisements
● Primary Research Question
i. Which semantic interpretations of features of certain ads do make them
symbolic piece of art?
● Subsidiary Research Questions
i. How are meanings of brand name interpreted in certain ads?
ii. What are the meanings of text or slogan of certain ads?
iii. What are semantic interpretations of “rhetoric of image” or photograph in
particular ads?
iv. How do coded iconic themes or monograms or company logos transmit the
multidimensional meanings?
9
10. Thesis Topic: Decoding Gender Biases in English
Textbooks at Primary Level
Primary Research Question
i. To what extent gender disparities in our socio cultural setting are
Delineated in English textbook at primary level?
Subsidiary Research Questions
i. In which parts of the textbook, imbalance in gender depiction is
presented in the English textbooks?
ii. Why is unreal picture of gender portrayed in the English
textbooks?
10
11. Thanks a lot
Training: Linguistics, Academia,
TEFL, Technology, Research etc
Tutoring: Linguistics,
Literature, IELTS, English for
All classes and all levels
Editing: proofreading
Translation: English, Urdu
Contact:
Whatsapp: 0092-3468620004
Email: zafarullah76@gmail.com 11