The document discusses the writing process and provides tips for effective writing. It outlines the main stages of the writing process as invention, collection, organization, drafting, revising, and proofreading. Each stage is described, such as brainstorming ideas during invention and creating an outline during organization. Tips are provided for each stage, like taking breaks while drafting and exchanging papers with friends during proofreading. The document emphasizes that having an established writing process can help writers organize their thoughts and use time efficiently.
This presentation is a Research Paper Guideline where you will find useful information as for writing your Research Paper and will probably bookmark this presentation for your future writings. Additional information you can find here https://essay-academy.com/account/blog/a-research-paper-guidelines
Get your essays and research papers written from the leader in the writing industry. We have in the academic writing field since 2001. We have customers from across the world. All orders will be provided with free draft before making any payment and payment details
Technology is a growing part of our lives - but how can it help graduate school level academic writing? These slides help you, the graduate student, be more efficient
This presentation is a Research Paper Guideline where you will find useful information as for writing your Research Paper and will probably bookmark this presentation for your future writings. Additional information you can find here https://essay-academy.com/account/blog/a-research-paper-guidelines
Get your essays and research papers written from the leader in the writing industry. We have in the academic writing field since 2001. We have customers from across the world. All orders will be provided with free draft before making any payment and payment details
Technology is a growing part of our lives - but how can it help graduate school level academic writing? These slides help you, the graduate student, be more efficient
An objective of organizing a research paper is to allow people to read your work selectively. Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. To know more visit http://www.classessays.com/
Are there any secrets which professional writers use for the essay? You can find the answer in this presentation as well as read an article https://essay-academy.com/account/blog/secrets-of-research-paper-writing
كوانزو وهى واحدة من اهم المدن التجارية الصينية العريقة التى اصبحت محط انظار العديد من رجالى الاعمال الكبار والصغار لما لهذه المدينة من تاريخ حافل بالإضافة الى التطور المعاصر الكبير وهى مصدر رئيسى للعديد من المنتجات
An objective of organizing a research paper is to allow people to read your work selectively. Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. To know more visit http://www.classessays.com/
Are there any secrets which professional writers use for the essay? You can find the answer in this presentation as well as read an article https://essay-academy.com/account/blog/secrets-of-research-paper-writing
كوانزو وهى واحدة من اهم المدن التجارية الصينية العريقة التى اصبحت محط انظار العديد من رجالى الاعمال الكبار والصغار لما لهذه المدينة من تاريخ حافل بالإضافة الى التطور المعاصر الكبير وهى مصدر رئيسى للعديد من المنتجات
ما يشغل المشتري هو مشاكله العملية والتحديات التي تمنعه من تحقيق أرباح أكثر وذلك إما بزيادة الإنتاج أو تقليل الفاقد أو السيطرة على المصروفات، الى آخره مما يعاني منه أصحاب الأعمال. لكن مع الأسف ينصرف الغالبية من البائعين عن هذا العالم (عالم المشترين أو العملاء ) و لا يشغلون أنفسهم إلا بعالمهم الذي يتمثل في منتجاتهم و خدماتهم و ميزاتها الفنية، أو بحجم شركاتهم و كيف أنهم " أول , أحسن, أكبر, أفضل", الخ.
Negotiation skills exercises إختبار مهارات التفاوض Ashraf Osman
أحمد الله أن من علي بالقدره على الكتابه والتعبير باللغتين العربيه والإنجليزيه , ولما كان من المهم أن يفهم المتدرب المطلوب من الإختبار فقد رأيت أن أترجم أي تدريب أقوم به
في الدورات التدريبيه ليكون باللغتين, العربيه والإنجليزيه
, هذه عينه من تدريبات أعدها الآن للدوره القامه عن فنون التفوض المتقدمه... المنتج النهائي جزء من دورات شركة LEORON والتي أتعامل معها بصفه حصريه www.leoron.com
This workshop discusses resources (style manuals, usage dictionaries, librarians, biostatisticians), organizing to write, overcoming writer\'s block, and problems common to technical/scientific writing.
This set of slides deals with the common question that budding researchers or students have regarding how to write in a scientific journal. It briefly showcases the importance of planning and productivity to become better in the writing process.
Slides from the NW part-time researcher workshop on 1 November featuring sessions on academic writing styles and getting the best from a part-time supervisor. This workshop was hosted by the University of Chester (Warrington campus) and facilitated by Emma Gillaspy and Moira Peelo
نظرية التطور عند المسلمين (بروفيسور محمد علي البار
ويقدم فيها سردا تاريخيا لنظريات نشأة الخلق وخلق آدم وكيف ان نظرية التطور هي نظرية علمية وليس دينية لكن تم استغلالها لمحاربة الكنيسة
Ethical considerations in research during armed conflicts.pptxDr Ghaiath Hussein
My talk @AUBMC Salim El-Hoss Bioethics Webinar Series. In this webinar, we have discussed the following points:
1- How armed conflicts affect the planning and conduct of research?
2- What is ethically unique about research during armed conflicts?
3- How did my doctoral project approach these ethical issues both at the normative and the empirical levels?
4- What are the lessons learned from the conflicts in the middle east (Sudan, Syria, Yemen, etc.) and how do they differ from the situation in Ukraine?
Acknowledgement: This talk is based on my doctoral thesis (http://etheses.bham.ac.uk/8580/), which was fully funded by Wellcome Trust, UK.
Research or Not Research? This Is Not the Question for Public Health Emergencies
November 17, 2021 @ 4:00 pm - 5:00 pm EST
Speaker:
Ghaiath Hussein, Assistant Professor, Medical Ethics and Law, Trinity College Dublin, Ireland
About this Seminar:
Public health emergencies, whether natural or man-made, local or global, in peacetime or during armed conflicts are always associated with the need to collect data (and sometimes biological samples) about and from those affected by these emergencies. One of the central questions in the relevant literature is whether the activities that involve the collection of data and/or biological samples are considered ‘research’, with the subsequent endeavour to define what ‘research’ is and whether they should be submitted for ethical approval or not. In this seminar, I will argue that this is not the central question when it comes to research/public health/humanitarian ethics. Using the findings of a systematic review on the research conducted in Darfur and findings from a qualitative project that aimed at defining what constitutes ‘research’ in public health emergencies I will, alternatively, present what I refer to as the ‘ethical characterization’ of these research-like activities and how they can be ethically guided.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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.
6. Brainstorming: coming up with ideas that interest you Listing: Political apathy Animal abuse NFL instant replay Air pollution Telemarketing scams Internet censorship NBA salary caps Paper Topics Brainstorming
7. Clustering: mapping out ideas ME Internet censorship telemar- keting scams NFL instant replay NBA political apathy three-party system salary caps sportsmanship animal abuse First Amendment Flag Burning Amend-ment
8.
9. Organizing: putting information in an outline OUTLINE I. Introduction A. Grab attention B. State thesis II. Body A. Build points B. Develop ideas C. Support main claim III. Conclusion A. Reemphasize main idea I. II. III. Outline
Rationale: When students spend time thinking about the writing process, they will be able to plan their writing strategies more effectively. Activity: The facilitator may ask students about their own writing processes and invite them to share with the group. While students may follow a “process” for writing, they may not be able to identify all of the steps they go through to write a paper.
Rationale: Though students engage in a writing process, they may not be conscious of the steps it entails. Some students who have trouble organizing their thoughts struggle because they do not follow a consistent writing process or they skip steps within the process. This slide presents some important reasons to identify the steps in the writing process. By thinking about the writing process, students may be able to make the process more effective and efficient for themselves. Activity: The facilitator may choose to invite participation by asking students why they need a writing process. Each reason is activated with a mouse click.
Rationale: This slide previews the six steps of the writing process. Each element forms a part of a successful writing experience. Key Concept: The facilitator may explain that the writing process is not necessarily sequential--a linear path from invention to proofreading. Writers may generate a topic, collect some information, organize their notes, go back and collect more information, invent subtopics for their work, go back to organization, etc. The writing process is recursive --it often requires going back and forth between steps to create the strongest work possible. Knowing these steps and strategies, however, can be a great help to writers who struggle with their work.
Key Concept: The first step in the writing process is invention --developing a topic. Students often make the mistake of latching onto the first idea that comes their way. However, by doing some invention exercises, students can give themselves some options for their writing assignments and allow themselves to consider the ideas that are the most manageable, appropriate to the assignment, and, above all, interesting to the writer. If the writer is bored with the topic, it will show through in the final product.
Key Concept: Brainstorming is a method for coming up with ideas for a project. The key to brainstorming is to write down everything that pops into your head--the idea you are the least certain about may be the one you use for your paper! Brainstorming is a way writers can provide themselves with topic options. One brainstorming technique is called listing . This strategy involves a simple list of every idea that pops into the writer’s mind. From this list, writers might choose to narrow down their topics or branch into a related topic. The important thing is that all of these ideas are down on paper so they won’t be forgotten and potentially useful ideas are not lost in the process. Activity: To involve students, the facilitator might ask students the definitions of “brainstorming” and “listing.” Ask students about the writing situations in which they have found listing to be a useful technique. These experiences may inspire other students to give it a try. Click the mouse after “Listing:” to reveal the brainstormed list.
Key Concept: Clustering is another terrific brainstorming idea. Visual learners may find this technique more effective than listing because of the manner in which ideas are spatially arranged. To start, write the word “ME” in the center of your paper and draw a circle around it. Then branch out from the center circle with any ideas that interest you. If more ideas pop into your head, draw branches stemming from your outer circle. Again, the key is to write down as many ideas as possible. Students may find that two smaller branched ideas may work together well to form one solid topic. Or, students may find that their branch circles form supporting ideas or arguments for their main ideas. It is important not only to find a topic, but to find an angle about that topic that can be argued within an essay. Once students find an idea they like, they might form a new cluster by putting their main idea in the center, and then build supporting claims in branched circles. Activity: If the class is about to work on a new writing assignment, it might be a good idea to pause here and have them do some brainstorming by creating their own lists or clusters. The facilitator might ask students to share the results of their lists or come around the room and hold up examples of good clusters. Click the mouse after the “ME” circle to see additional branches.
Key Concept: Once students decide on a topic, their next step is to collect information. Activity: The facilitator may ask students where they might go to collect research. Answers will likely include such things as books, magazines, and the Internet. Examples: The facilitator might suggest other forms of research, including indexes for periodicals, newspapers, and academic journals (these can be located through the index link on ThorPlus). In particular, the INSPIRE database and the Academic FullText Search Elite database will provide students with a number of printable periodical sources. Interviews can also be useful, whether by phone, through e-mail, or in person. Often, web authors can be contacted through e-mail links on their web pages and may agree to be interviewed through e-mail. Activity: If students are engaged in a particular research assignment, the facilitator may choose to offer guidance on the best places to locate research for the project. For more information on collection strategies, see the presentation titled “Research and the Internet,” located on this CD-ROM.
Key Concepts: After writers collect information pertaining to their topics, a useful next step is to organize it--decide where to place information in the argument, as well as which information to omit. One easy way to do this is outlining . Argumentative and narrative papers generally have three main sections. The introduction is used to grab the readers’ attention and introduce the main idea or claim, often in the form of a thesis statement. The body consists of several supporting paragraphs that help to elaborate upon the main claim. Finally, the conclusion serves to wrap up the argument and reemphasize the writer’s main ideas. After gathering information in the collection stage, the writer should think about where each piece of information belongs in the course of an argument. By taking time to organize and plan the paper, writers save time and frustration in the drafting stage; they find that they can follow the pattern they have established for themselves in their outlines.
Rationale: Many students struggle with drafting because they make it the second component of their writing process--right after coming up with a topic-- instead of the fourth, after collecting and organizing. Students also struggle because they do not give themselves enough time to complete the drafting process. Key Concepts: With a little bit of pre-planning and organization, the drafting stage can be both a rewarding and efficient experience. First of all, students can avoid the dreaded procrastination by beginning their projects early. A comfortable place to write--whether with a keyboard or a pencil--also aids concentration. Avoiding distractions, such as television, noisy friends, or computer solitaire, will keep writers focused on their projects. Finally, writers should take breaks, preferably leaving off at a place where they know what comes next. This will make it easier to pick up again after the break. Sometimes completing a draft and coming back to it the next day helps students to look at their work with a fresh pair of eyes and a rejuvenated attitude. Writers should not feel compelled to write chronologically. Sometimes the conclusion can be an easier place to begin than with the thesis statement. With each writing assignment, students will be able to find a personal system that works best for them. Activity: The facilitator may ask students to share tips that they have learned about their own successful drafting habits.
Rationale: Students tend to view revising as a process of altering word choices and correcting spelling errors. Rather, this presentation separates revising--the revaluation of higher-order concerns --from proofreading--the correction of later-order concerns . Key Concepts: Revising is a process of reviewing the paper on the idea-level. It is a process of re-vision --literally re-seeing the argument of the paper. The revising process may involve changes such as the clarification of the thesis, the reorganization of paragraphs, the omission of unneeded information, the addition of supplemental information to back a claim, or the strengthening the introduction or conclusion. The key to revising is the clear communication of ideas from the writer to the intended audience. This is an important step to take following the drafting stage. Following the completion of an entire draft, students may have a stronger conception of their purpose, intended audience, and thesis statement. Feedback from other readers may also contribute toward the need to re-vision (or re-see) the project. Rather than feeling chained to every printed word, students should be encouraged to look at their writing as an evolving piece of work, subject to change. Sometimes a first draft is just that--a first draft. Again, students must be sure to allow themselves enough time to complete the revising process.
Key Concepts: After improving the quality of the content in the revising stage, writers then need to take care of mechanics, including corrections of spelling, punctuation, sentence structure, and documentation style. For more information on sentence structure and punctuation, see “Sentence Clarity and Combining” and “Conquering the Comma,” included on this CD-ROM. For presentations on documentation styles, see “Cross-referencing: Using MLA Format” and “Documenting Sources: Using MLA Format,” also on this CD-ROM.
Examples: Here are a few tips students can use to proofread their papers: The best tip is to read your paper out loud. Reading aloud forces the writer to engage each word verbally. Often typos, spelling errors, and sentence structure problems can be caught this way. If spelling is a big problem, checking through the paper backwards can also help writers to correct errors. Again, checking backwards will help writers to engage every word. Exchanging papers with a friend can also be a good way to check for errors. Sometimes a fresh pair of eyes helps. However, writers need to remember that the paper belongs to them and they are responsible for their work. If a friend corrects something that you don’t think is correct, double check with a grammar book, the OWL web site, or the Writing Lab Grammar Hotline. Sometimes students can develop an overreliance upon technology to correct spelling and grammar errors. However, if you meant to type “Good spelling is important in college” and instead type “Good smelling is important in college,” spell check will not catch the error because “smelling” is a correctly spelled word. Also, many grammar checks function on computer-programmed patterns of words. Often, they cannot process long or complicated sentences. Just because sentences are long or complicated does not mean they are wrong. Having an understanding of grammar yourself is the best way to check over your work.
Rationale: This slide reviews the six components to the writing process. Activity: The facilitator may choose at this time to answer questions or get feedback from students about their own writing processes. Students may share strategies about their own successful writing process tips.
Key Concept: If your students are struggling with developing a writing process, they can find help at the Purdue University Writing Lab. By making a half-hour appointment with a tutor, students can receive help with any area of the writing process, from invention to proofreading. Click mouse after the title question.