This document provides the course syllabus for ENG 1301: College Reading and Writing at Texas A&M University-Commerce during Summer II 2015. The course is taught by Instructor TL Nugent and introduces students to writing as an extended process, preparing them for ENG 1302. Students will write weekly essays and learn about essay organization, development, and close reading/analysis of texts. Major assignments include a literacy narrative, reflection essay, rhetorical analysis photo essay, argument analysis essay, and argument essay. The syllabus outlines grading policies, technology requirements, communication policies, attendance policies, and academic honesty policies.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
We live in a globalized world where nationalities and geographies are no longer a barrier. You can pursue your education in the US, UK, or any country. You can learn Economics-Biology, Sociology-Mathematics or any other combination of your favorite subjects.
However, there is a gap – a gap of knowledge and awareness. You are not aware of the plethora of global learning avenues.
CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
This document outlines the syllabus for a History of the 20th Century course at Hudson Valley Community College. The course will focus on totalitarian regimes of the 1930s and 1940s, World War II, post-war settlements, Third World development, and the intellectual response of the West to political and social turbulence. Students will demonstrate an understanding of 20th century history, major forces and ideas that shaped the century, and tensions between traditional and modern values. The syllabus details assignments including tests, an annotated bibliography, oral presentation, and final exam. Students are expected to attend class, participate respectfully, and adhere to academic integrity policies.
This document provides tips for perfecting college applications. It discusses the importance of grades, rigor of coursework, test scores, applications, essays, recommendations, activities, interviews, demonstrated interest, and having a strong senior year. Specific advice is given for each area, such as checking transcript accuracy, continuing extracurricular involvement, editing essays, preparing for interviews, and demonstrating interest in colleges. The overall message is that senior year performance and application materials are critical for college admissions.
Using Twitter as a student support and communication tool for project-based E...Syuhei KIMURA
This document discusses using Twitter as a student support tool for project-based English courses at Ritsumeikan University in Japan. It outlines how Twitter is used in Japan, describes the English program and traditional support methods, and summarizes the results of surveys given to students in 2010 and 2012 that showed growing Twitter use and its effectiveness in helping students with course-related questions. Guidelines are provided for proper Twitter use as a support tool.
This document provides information about an English composition course at Monroe County Community College during the winter semester of 2016. The course will focus on research writing and completing a research paper. It will meet on Mondays and Wednesdays from 9:30-10:50 am in room 229. Required texts include "They Say/I Say" and novels Hamlet, Maus, and optionally All the Light We Cannot See. Students will learn research strategies, proper documentation, and composition skills to complete a capstone research project. The grading breakdown and course schedule are also outlined.
This document provides the syllabus for a 1-credit seminar course called "FIGS: Exploring Law and Leadership" which aims to support first-year students' transition to college through mentorship, guidance on academic resources, and exploration of majors related to law and leadership. The course will meet weekly and cover topics like diversity, time management, and politics through readings, assignments like reflection papers and resumes, and a final group project presenting a legal case. Attendance is mandatory and students must earn at least 70 points through participation and assignments to pass the course.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
We live in a globalized world where nationalities and geographies are no longer a barrier. You can pursue your education in the US, UK, or any country. You can learn Economics-Biology, Sociology-Mathematics or any other combination of your favorite subjects.
However, there is a gap – a gap of knowledge and awareness. You are not aware of the plethora of global learning avenues.
CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
This document outlines the syllabus for a History of the 20th Century course at Hudson Valley Community College. The course will focus on totalitarian regimes of the 1930s and 1940s, World War II, post-war settlements, Third World development, and the intellectual response of the West to political and social turbulence. Students will demonstrate an understanding of 20th century history, major forces and ideas that shaped the century, and tensions between traditional and modern values. The syllabus details assignments including tests, an annotated bibliography, oral presentation, and final exam. Students are expected to attend class, participate respectfully, and adhere to academic integrity policies.
This document provides tips for perfecting college applications. It discusses the importance of grades, rigor of coursework, test scores, applications, essays, recommendations, activities, interviews, demonstrated interest, and having a strong senior year. Specific advice is given for each area, such as checking transcript accuracy, continuing extracurricular involvement, editing essays, preparing for interviews, and demonstrating interest in colleges. The overall message is that senior year performance and application materials are critical for college admissions.
Using Twitter as a student support and communication tool for project-based E...Syuhei KIMURA
This document discusses using Twitter as a student support tool for project-based English courses at Ritsumeikan University in Japan. It outlines how Twitter is used in Japan, describes the English program and traditional support methods, and summarizes the results of surveys given to students in 2010 and 2012 that showed growing Twitter use and its effectiveness in helping students with course-related questions. Guidelines are provided for proper Twitter use as a support tool.
This document provides information about an English composition course at Monroe County Community College during the winter semester of 2016. The course will focus on research writing and completing a research paper. It will meet on Mondays and Wednesdays from 9:30-10:50 am in room 229. Required texts include "They Say/I Say" and novels Hamlet, Maus, and optionally All the Light We Cannot See. Students will learn research strategies, proper documentation, and composition skills to complete a capstone research project. The grading breakdown and course schedule are also outlined.
This document provides the syllabus for a 1-credit seminar course called "FIGS: Exploring Law and Leadership" which aims to support first-year students' transition to college through mentorship, guidance on academic resources, and exploration of majors related to law and leadership. The course will meet weekly and cover topics like diversity, time management, and politics through readings, assignments like reflection papers and resumes, and a final group project presenting a legal case. Attendance is mandatory and students must earn at least 70 points through participation and assignments to pass the course.
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides instructions for a 3rd grade social studies assignment on trains. Students will research different train types, choose one to focus on, find facts and pictures about it, and write a 1 page essay in groups of 2. They will then present their findings to the class. The assignment aims to teach students online research, typing, and collaboration skills while learning about trains.
The document provides an overview of a lesson for 9th grade students on applying to college. It includes discussions on why education is important, what colleges look for in applicants, timelines for the application process, searching for potential colleges, and developing an individual "success action plan".
The document provides guidance to students and parents on planning for and applying to college. It recommends starting the process early in high school by creating a college file, researching colleges, preparing for standardized tests, becoming well-rounded through extracurricular activities, and discussing financial options. The college selection process involves finding the right academic fit and community. Admissions consider grades, test scores, essays, activities, and recommendations. Students should challenge themselves academically and explore interests to develop a strong application.
This document provides information for seniors at New Braunfels High School regarding graduation plans, college admission requirements, the application process, financial aid, and post-secondary options. It outlines the recommended and distinguished graduation plans, lists course requirements, and details how to qualify for automatic admission to Texas public universities. It also gives dates for standardized tests, instructions for requesting transcripts and letters of recommendation, and resources for researching scholarships, grants, and loans.
This WebQuest assignment provides students with information about different types of trains. Working in groups, students will research a particular train, write a one-page essay, and present their findings to the class. The assignment aims to teach students online research and typing skills while learning about various trains.
This document provides information about an English composition course titled EWRT 1C taught by Dr. Kim Palmore. The course objectives focus on developing analytical and comparative reading and writing skills using various literary texts. Requirements include formal papers, exams, posts to the class website, and other assignments. The class website and textbooks are listed. Student learning outcomes are assessed based on critical reading, use of evidence, writing style, and understanding of complexity in literature. Grading is based on essays, exams, website posts, participation, and other activities. Course policies outline expectations for essay submissions, attendance, conduct, late work, and use of student papers.
This document provides information about a Persuasion Analysis course taught at Morehead State University in Spring 2016. It outlines the course description, objectives, assignments, grading scale, policies, and tentative schedule. The instructor is Mr. Randy Manis and the course will examine foundations of persuasion through theory and practice in multiple contexts. Assignments include outlines, quizzes, papers, an exam, research paper, and presentation. The document provides details on attendance, electronics, academic honesty, disabilities, and inclement weather policies.
Tips on Email etiquette and Admissions Interviews 2021EducationUSAEgypt
This document provides guidance on email etiquette and interview tips for international students applying to universities in the United States. It discusses proper email formatting, content, and tone when contacting admissions officers. Key points include using formal English, including your name and intended major, asking clear and specific questions, and being polite and patient. The document also outlines how to prepare for and conduct oneself during an admissions interview, such as researching the school, practicing responses to common questions, maintaining good posture, and listening actively. The goal is to make a strong, professional impression on officers.
This document provides information about an English composition course titled EWRT 1C taught by Dr. Kim Palmore. The course objectives focus on developing analytical and comparative reading and writing skills using various literary texts. Requirements include regular attendance, keeping up with assignments, three formal papers, two exams, posts to the class website, and other tests or assignments. The class website and required texts are listed. Grading is based on essays, exams, website posts, participation, and other activities worth a total of 900 points. Course policies address essay submissions, academic dishonesty, attendance, conduct, participation, quizzes, exams, late work, appointments, adding/dropping the class, and educational use of student papers.
This document provides information about an English composition course titled EWRT 1C taught by Dr. Kim Palmore. It outlines the course objectives, requirements, texts, grading scale, policies, and learning outcomes. The main requirements include regular attendance, three formal papers, two exams, posts to the class website, and tests or quizzes. The grading is based on a 900 point scale divided among essays, exams, website posts, and participation. Academic dishonesty is strictly prohibited, and attendance is important for success in the course. Electronic devices should only be used for coursework, and late work will not be accepted.
This document provides information and advice to international students on preparing for academic success at Virginia Commonwealth University (VCU). It outlines key aspects of the American classroom including its student-centered approach and workload expectations. It also summarizes VCU's core curriculum requirements and honors system. The document concludes by offering tips on time management, seeking academic support, and career development.
This document provides information about applying to university through UCAS, including referencing styles, point systems for A-levels and BTECs, completing a UCAS application, writing a personal statement, application deadlines, funding options, and contacting the college HE bursar with questions. Key details include using the Harvard referencing style, researching course and university requirements and costs, applying by various deadlines between September and October, writing a personal statement highlighting relevant skills and experiences, and applying for tuition fee and maintenance loans once accepted to a university.
This document provides information about selective and non-selective college admissions processes. It discusses factors considered in selective admissions like transcripts, grades, test scores, recommendations, essays, and extracurricular activities. It also outlines timelines for the college planning and application process for juniors and seniors. The document gives details about ACT, SAT, and Subject tests and recommends test preparation. It provides guidance on creating college lists, researching colleges, conducting college visits, and applying to colleges through various deadlines and application types.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze texts, write college papers, and develop writing skills. Key requirements include participation, 4 essays, blog posts, and tests. Assigned texts are a writing guidebook and The Hunger Games novel. The class website provides an online space for student work. Grades are based on a 1000-point scale across essays, posts, tests, and other assignments. Course policies address submission of work, attendance, conduct, workshops, quizzes, tests, late work, and use of student papers.
This document provides the syllabus and policies for an English 1A course. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. The course is hybrid, meeting weekly for 2.5 hours and requiring 2.5 hours of online work. Students will write 4 papers, complete online posts, and actively participate. Grades are based on essays, posts, activities, and workshops. Policies cover submission, attendance, conduct, and late work.
Cwi crij 103 intro to law and justice summer 2012 syllabussevans-idaho
This document provides the syllabus for an online Introduction to Law and Justice course offered during the summer of 2012 at the College of Western Idaho. The syllabus outlines the course objectives, which include gaining an understanding of the criminal justice system and applying sociological and psychological principles to legal issues. Students will be assessed through exams, discussion posts, article responses, and individual posts. The course will be conducted entirely online and expects students to dedicate 12-16 hours per week to be successful.
This document provides an overview of the college admissions process and criteria that admissions counselors consider when reviewing applications. It discusses obtaining an application, collecting required materials like transcripts and test scores, and submitting all documents before the deadline. The main admissions criteria are then outlined as academic factors like class rank, coursework, and test scores, as well as personal factors such as essays, resume of extracurricular activities, and letters of recommendation. The presentation aims to help students understand what admissions offices evaluate so they can strengthen their applications.
This document analyzes the genetic factors that can lead to low resistivity reservoirs. It identifies six main factors: 1) low amplitude structure where differentiation of oil and water is poor, leading to high water saturation and low resistivity; 2) complex pore structure that increases fixed water content and decreases resistivity; 3) additional electrical conductivity from clays like montmorillonite that reduces resistivity; 4) thin sand-mud interlayers that limit logging tool resolution; 5) reservoirs containing conductive minerals like pyrite; and 6) low salinity formation water enhancing clay conductivity effects. The document concludes more research is needed on logging evaluation and identification methods for low resistivity reservoirs.
Dopo 24 anni abbiamo il nostro numero unico di emeregenzaGirolamo Savonarola
DISEGNO DI LEGGE n°: 1577-B
presentato dal Presidente del Consiglio dei ministri (RENZI) di concerto con il Ministro per la semplificazione e la pubblica amministrazione (MADIA) e con il Ministro dell’economia e delle finanze (PADOAN) (V. Stampato n. 1577).
Approvato dal Senato della Repubblica il 30 aprile 2015
(V. Stampato Camera n. 3098) modificato dalla Camera dei deputati il 17 luglio 2015.
Trasmesso dal Presidente della Camera dei deputati alla Presidenza il 20 luglio 2015
Deleghe al Governo in materia di riorganizzazione delle amministrazioni pubbliche.
Disegno di legge collegato alla manovra di finanza pubblica, ai sensi dell’articolo 126-bis del Regolamento.
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides instructions for a 3rd grade social studies assignment on trains. Students will research different train types, choose one to focus on, find facts and pictures about it, and write a 1 page essay in groups of 2. They will then present their findings to the class. The assignment aims to teach students online research, typing, and collaboration skills while learning about trains.
The document provides an overview of a lesson for 9th grade students on applying to college. It includes discussions on why education is important, what colleges look for in applicants, timelines for the application process, searching for potential colleges, and developing an individual "success action plan".
The document provides guidance to students and parents on planning for and applying to college. It recommends starting the process early in high school by creating a college file, researching colleges, preparing for standardized tests, becoming well-rounded through extracurricular activities, and discussing financial options. The college selection process involves finding the right academic fit and community. Admissions consider grades, test scores, essays, activities, and recommendations. Students should challenge themselves academically and explore interests to develop a strong application.
This document provides information for seniors at New Braunfels High School regarding graduation plans, college admission requirements, the application process, financial aid, and post-secondary options. It outlines the recommended and distinguished graduation plans, lists course requirements, and details how to qualify for automatic admission to Texas public universities. It also gives dates for standardized tests, instructions for requesting transcripts and letters of recommendation, and resources for researching scholarships, grants, and loans.
This WebQuest assignment provides students with information about different types of trains. Working in groups, students will research a particular train, write a one-page essay, and present their findings to the class. The assignment aims to teach students online research and typing skills while learning about various trains.
This document provides information about an English composition course titled EWRT 1C taught by Dr. Kim Palmore. The course objectives focus on developing analytical and comparative reading and writing skills using various literary texts. Requirements include formal papers, exams, posts to the class website, and other assignments. The class website and textbooks are listed. Student learning outcomes are assessed based on critical reading, use of evidence, writing style, and understanding of complexity in literature. Grading is based on essays, exams, website posts, participation, and other activities. Course policies outline expectations for essay submissions, attendance, conduct, late work, and use of student papers.
This document provides information about a Persuasion Analysis course taught at Morehead State University in Spring 2016. It outlines the course description, objectives, assignments, grading scale, policies, and tentative schedule. The instructor is Mr. Randy Manis and the course will examine foundations of persuasion through theory and practice in multiple contexts. Assignments include outlines, quizzes, papers, an exam, research paper, and presentation. The document provides details on attendance, electronics, academic honesty, disabilities, and inclement weather policies.
Tips on Email etiquette and Admissions Interviews 2021EducationUSAEgypt
This document provides guidance on email etiquette and interview tips for international students applying to universities in the United States. It discusses proper email formatting, content, and tone when contacting admissions officers. Key points include using formal English, including your name and intended major, asking clear and specific questions, and being polite and patient. The document also outlines how to prepare for and conduct oneself during an admissions interview, such as researching the school, practicing responses to common questions, maintaining good posture, and listening actively. The goal is to make a strong, professional impression on officers.
This document provides information about an English composition course titled EWRT 1C taught by Dr. Kim Palmore. The course objectives focus on developing analytical and comparative reading and writing skills using various literary texts. Requirements include regular attendance, keeping up with assignments, three formal papers, two exams, posts to the class website, and other tests or assignments. The class website and required texts are listed. Grading is based on essays, exams, website posts, participation, and other activities worth a total of 900 points. Course policies address essay submissions, academic dishonesty, attendance, conduct, participation, quizzes, exams, late work, appointments, adding/dropping the class, and educational use of student papers.
This document provides information about an English composition course titled EWRT 1C taught by Dr. Kim Palmore. It outlines the course objectives, requirements, texts, grading scale, policies, and learning outcomes. The main requirements include regular attendance, three formal papers, two exams, posts to the class website, and tests or quizzes. The grading is based on a 900 point scale divided among essays, exams, website posts, and participation. Academic dishonesty is strictly prohibited, and attendance is important for success in the course. Electronic devices should only be used for coursework, and late work will not be accepted.
This document provides information and advice to international students on preparing for academic success at Virginia Commonwealth University (VCU). It outlines key aspects of the American classroom including its student-centered approach and workload expectations. It also summarizes VCU's core curriculum requirements and honors system. The document concludes by offering tips on time management, seeking academic support, and career development.
This document provides information about applying to university through UCAS, including referencing styles, point systems for A-levels and BTECs, completing a UCAS application, writing a personal statement, application deadlines, funding options, and contacting the college HE bursar with questions. Key details include using the Harvard referencing style, researching course and university requirements and costs, applying by various deadlines between September and October, writing a personal statement highlighting relevant skills and experiences, and applying for tuition fee and maintenance loans once accepted to a university.
This document provides information about selective and non-selective college admissions processes. It discusses factors considered in selective admissions like transcripts, grades, test scores, recommendations, essays, and extracurricular activities. It also outlines timelines for the college planning and application process for juniors and seniors. The document gives details about ACT, SAT, and Subject tests and recommends test preparation. It provides guidance on creating college lists, researching colleges, conducting college visits, and applying to colleges through various deadlines and application types.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze texts, write college papers, and develop writing skills. Key requirements include participation, 4 essays, blog posts, and tests. Assigned texts are a writing guidebook and The Hunger Games novel. The class website provides an online space for student work. Grades are based on a 1000-point scale across essays, posts, tests, and other assignments. Course policies address submission of work, attendance, conduct, workshops, quizzes, tests, late work, and use of student papers.
This document provides the syllabus and policies for an English 1A course. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. The course is hybrid, meeting weekly for 2.5 hours and requiring 2.5 hours of online work. Students will write 4 papers, complete online posts, and actively participate. Grades are based on essays, posts, activities, and workshops. Policies cover submission, attendance, conduct, and late work.
Cwi crij 103 intro to law and justice summer 2012 syllabussevans-idaho
This document provides the syllabus for an online Introduction to Law and Justice course offered during the summer of 2012 at the College of Western Idaho. The syllabus outlines the course objectives, which include gaining an understanding of the criminal justice system and applying sociological and psychological principles to legal issues. Students will be assessed through exams, discussion posts, article responses, and individual posts. The course will be conducted entirely online and expects students to dedicate 12-16 hours per week to be successful.
This document provides an overview of the college admissions process and criteria that admissions counselors consider when reviewing applications. It discusses obtaining an application, collecting required materials like transcripts and test scores, and submitting all documents before the deadline. The main admissions criteria are then outlined as academic factors like class rank, coursework, and test scores, as well as personal factors such as essays, resume of extracurricular activities, and letters of recommendation. The presentation aims to help students understand what admissions offices evaluate so they can strengthen their applications.
This document analyzes the genetic factors that can lead to low resistivity reservoirs. It identifies six main factors: 1) low amplitude structure where differentiation of oil and water is poor, leading to high water saturation and low resistivity; 2) complex pore structure that increases fixed water content and decreases resistivity; 3) additional electrical conductivity from clays like montmorillonite that reduces resistivity; 4) thin sand-mud interlayers that limit logging tool resolution; 5) reservoirs containing conductive minerals like pyrite; and 6) low salinity formation water enhancing clay conductivity effects. The document concludes more research is needed on logging evaluation and identification methods for low resistivity reservoirs.
Dopo 24 anni abbiamo il nostro numero unico di emeregenzaGirolamo Savonarola
DISEGNO DI LEGGE n°: 1577-B
presentato dal Presidente del Consiglio dei ministri (RENZI) di concerto con il Ministro per la semplificazione e la pubblica amministrazione (MADIA) e con il Ministro dell’economia e delle finanze (PADOAN) (V. Stampato n. 1577).
Approvato dal Senato della Repubblica il 30 aprile 2015
(V. Stampato Camera n. 3098) modificato dalla Camera dei deputati il 17 luglio 2015.
Trasmesso dal Presidente della Camera dei deputati alla Presidenza il 20 luglio 2015
Deleghe al Governo in materia di riorganizzazione delle amministrazioni pubbliche.
Disegno di legge collegato alla manovra di finanza pubblica, ai sensi dell’articolo 126-bis del Regolamento.
The document provides instructions for a mathematics scholarship test. It explains that the test has 3 sections (Algebra, Analysis, Geometry), with 10 questions each for a total of 30 questions. Candidates should answer each question in the provided answer booklet, not on the question paper. Calculators are not allowed. The instructions also define various mathematical terms and notations used in the questions.
The document provides details about the Amrapali Verona Heights residential project located in Noida Extension, including information about the location, amenities, payment plans and contact details for the project. It mentions that the project will be located near the upcoming Noida Metro station and have features like a clubhouse, swimming pool, and parking facilities. Flexible payment plans starting at Rs. 3,300 per square foot are outlined.
This document analyzes the validity of the Capital Asset Pricing Model (CAPM) using data from the Karachi Stock Exchange (KSE) from 2011-2014. It finds that CAPM does not fully hold for the KSE. While expected and actual returns were slightly different for some stocks in some years, indicating CAPM may be applicable, there were large differences for many observations. Overall, CAPM did not accurately convey results for the KSE. The document reviews previous literature on CAPM which also found it does not always hold and may be more accurate for some stocks and time periods. The methodology used beta calculations to estimate expected returns for 30 KSE stocks which were then compared to actual returns.
1) Andy Nodaros began experiencing a limp and weakness in his right leg and foot during a family vacation, which prevented him from enjoying activities with his grandchildren.
2) Despite visits to a chiropractor and doctors, the cause of his symptoms was initially unknown. Tests and exams ruled out issues with his back but his problems progressed to falling.
3) He was eventually diagnosed with ALS (Amyotrophic Lateral Sclerosis), also known as Lou Gehrig's disease, after abnormal results from electrical muscle tests. The neurologist informed Andy he could expect to live 2-5 more years while providing information about the terminal disease.
1) The document analyzes factors affecting tourist satisfaction in South Khorasan Province, Iran using the TOPSIS technique.
2) It ranks 25 factors based on surveys of tourists, finding that information quality for tourists had the highest score of 0.861, while life and financial safety and environmental calmness also ranked highly.
3) The study aims to measure tourist satisfaction levels and prioritize influential factors to improve religious tourism in the region.
SHPE #NILA2015 - Social Media & Digital Organizing for Nonprofits Juan Sebastian Vasquez
This workshop was prepared for the Society of Hispanic Professional Engineers (SHPE) as part of their National Institute for Leadership Advancement (NILA 2015).
I presented this to a room of roughly 35 elected leaders for SHPE's various local professional chapters. In it I used origami to empower individuals to craft a path for their own social media efforts to help them achieve organizational goals.
The goal of this workshop was for the group to feel more comfortable using social media to accomplish organizational goals. To do this we covered three main concepts:
1. Create purpose in your social media content
2. Tell stories
3. Organize your community
To illustrate each of the three main concepts, I shared different stories that highlighted pro tips in leveraging social media.
Biografi Adi Prayitno menjelaskan latar belakang pendidikan dan karirnya. Ia lahir di Sumatera Selatan pada 1982, lulusan SMA dan Universitas Sriwijaya jurusan Matematika. Karirnya berawal dari berwirausaha warnet dan jasa internet hingga kini bekerja sebagai webmaster dan sistem administrator di PROXSIS.
The document provides contact information for the Lithuanian Maritime Foundation, a charity and sponsorship foundation focused on Lithuanian maritime heritage. The foundation is led by President John A. Nekus and Chief Financial Officer Marius Daugirdas. It is located at 1458 W. Monroe St. in Chicago, IL and can be contacted via phone, email, or their website.
اس رسالے میں آپ پڑھ سکیں گے : حالتِ احرام میں خوشبودار صابن کا استعمال، محرم اور مسجدین کریمین کے فرش کی دھلائی، خوشبو اور عطریات میں فرق، محرم کا عطر لگائے ہوئے شخص سے مصافحہ کرنا اور بہت کچھ۔ ۔ ۔ آپ کے لئے ایک بہت مفید اور اہم کتاب جس کو پڑھنے سے آپ کے علم اور نیکیوں میں ان شاء اللہ عزوجل اضافہ ہوگا۔آپ اس کتاب کو ویب سائٹ پر موجودرہتے ہوئے آن لائن پڑھنے کے لئے Read کے بٹن اور ڈاؤن لوڈ کرنے کے لئے Download کے بٹن پر کلک کریں۔اس کتاب کے بارے میں اپنے تاثرات نیچے دئیے ہوئے Comments Box میں دیں۔برائے کرم اس کتاب کوعلم دین حاصل کرنے کی نیت سے خود بھی پڑھیں اور دوسروں کے ساتھ بھیShare کریں۔
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1. ENG 1301: College Reading and Writing
COURSE SYLLABUS: Summer II 2015
Instructor: TL Nugent
Office Location: HL 112
Office Hours: M-Th 11-1130 or by Appointment
Office Phone: (903) 886.5266
Office Fax: (903) 886.5980
University Email Address: Terri.Nugent@tamuc.edu
COURSE INFORMATION
Materials – Textbooks, Readings, Supplementary Readings:
Textbook(s) Required:
Problem Posing: Readings for Democratic Learning. Eds. Mary Couzelis, J.D. Isip, and
Tabetha Adkins. Fountainhead Press, 2013.
ENG 1301 Course Pack- available from your instructor and online:
http://www.tamuc.edu/academics/colleges/humanitiesSocialSciencesArts/departments/
literatureLanguages/firstYearWriting/informationForStudents.aspx
Course Description:
English 1301 - Introduces students to writing as an extended, complex, recursive process
and prepares students for English 1302, which more rigorously examines the forms and
structures of argument and means to approaching multiple audiences. In 1301 students will
write weekly, and will work on essay organization and development. The course will
emphasize close reading, summarizing, and analysis of expository texts, including student
writing.
Student Learning Outcomes:
Students will be able to use rhetorical terminology to describe writing.
Students will be able to identify instances of plagiarism and explain why it is a serious
offense in academic writing.
Students will be able to interpret texts written for academic audiences.
Students will be able to use academic writing conventions in their own writing.
2. COURSE REQUIREMENTS
Instructional / Methods / Activities Assessments
Major Writing Assignments (WAs):
All writing assignments are to be turned in via email to Terri.Nugent@tamuc.edu . Margins all around
should be 1-inch and the font should be Times New Roman 12 point, in MLA format. I strongly advise
NOT waiting until the last minute – give yourself time to handle situations such as the printer dying or
running out of ink or running out of money on your leocard for printing. I do not accept late papers
unless under dire circumstances and procrastination is not an excuse. All writing assignments include
works cited pages and will utilize only those sources approved of in class.
WA1: Literacy Narrative – 700 words
WA2: Reflection Essay—900 words
WA3: Rhetorical Analysis Photo Essay—1000 words
WA4: Argument Analysis Essay—1200 words
WA5: Argument Essay—1500 words
Rhetorical Analysis Photo essay
Create a photo essay illustrating your understanding of how rhetoric is functioning in an issue.
Images you create and collect will comprise the skeleton of your essay. You will then write one
paragraph about each image explaining why that image illustrates the concept you chose. These
images and paragraphs will form the body. An introduction and a conclusion are also crucial.
Having a clear thesis statement and an argument, along with using proper grammar and
academic language will greatly improve the quality of your essay. You are free to choose the
format (PowerPoint, Prezi, video, etc.). TOPICS MUST BE APPROVED.
The essay should be more than a collection of images. Those images should help explain the
concept. Think about what essays involve: an argument, a beginning/introduction, a
middle/supporting points, and an end. In other words, you are using your images—a kind of
rhetoric—to tell a story about a concept. The way you present the images and arrange the
text around them is also going to make an impression on your reader. The quality of images (i.e.
high resolution vs. low resolution) is important. Remember that the final product will show
exactly how much knowledge, thought, and effort you put into this assignment.
Always bear in mind that this is an academic essay and should abide by the rules of scholarly
writing. You need to cite your sources at all times. Where are your definitions, concepts,
thoughts, images, etc. coming from? You are encouraged to cite the scholars that we read in
class, and have at least 5 citations in your references page. Use MLA. The essay should consist
of around 1000 words including the references.
In addition to submitting this essay to your instructor, you should also send a copy of this
assignment to writingprogramTAMUC@gmail.com upon completion.
3. Grading:
Here’s a breakdown of how your grade will be calculated:
WA1 20
WA2 20
WA3 20
WA4 20
WA5 20
Total Points = 100
Grading Scale:
90-100 A
89-80 B
79-70 C
69-60 D
59 and below F
TECHNOLOGY REQUIREMENTS
You will need:
•Flash drive or other means (dropbox.com account, for example) of storing digital
versions of the essays and other written material you generate (always, always keep a
backup of everything you turn in!)
•A valid, working email address that you check often (everyday). The primary form of
communication will always be through Leomail.
• Regular internet access (additional readings available online)
•Access to a computer with a word processing program and a printer (assignments must
be typed and printed)
•Ability to print 30-50 pages throughout the semester (funds, ink, paper, etc.)
4. •Many teachers require students to access a Learning Studio (formerly known as
eCollege) course shell for supplemental course information
ACCESS AND NAVIGATION
Some texts for this course exist exclusively online, so you must have Internet access to read
and/or view these texts.
COMMUNICATION AND SUPPORT
Interaction with Instructor Statement:
Please contact your instructor with any questions you may have. Your instructor’s
communication preference is e-mail: tnugent@leomail.tamuc.edu or
Terri.Nugent@tamuc.edu . Also, each instructor in the Department of Literature and
Languages is required to keep at least two office hours per course per week. My office
hours are posted along with my contact information in this syllabus.
Grievance Procedure:
Students who have concerns about their writing course or instructors should speak first to
the instructor about those concerns. If the student is unsatisfied with the outcome of that
conversation, the next person in the chain of command is the Director of the First-Year
Writing Program, Dr. Tabetha Adkins. Students should contact her via e-mail at
Tabetha.Adkins@tamuc.edu
See this website for details about these policies:
http://www.tamuc.edu/academics/colleges/humanitiesSocialSciencesArts/departments/literatu
reLanguages/firstYearWriting/informationForStudents.aspx
COURSE AND UNIVERSITY PROCEDURES/POLICIES
Course Specific Procedures:
Attendance Policy
For classes that meet 4 times/week, students may miss up to 4 times without penalty.
After the 4th absence, the student’s final grade will drop by one letter. After the
6th absence, the student cannot pass the course.
There is no such thing as “partial attendance”—students are either present for the entire
class or they are absent. Late arrivals will be marked absent.
5. The university has no policy for “excused absences” except for university sanctioned
events, so please save your absences for illness, court appearances, child care
arrangements, and other situations when you must miss class.
Academic Honesty
The official departmental policy: “Instructors in the Department of Literature and
Languages do not tolerate plagiarism and other forms of academic dishonestly. Instructors
uphold and support the highest academic standards, and students are expected to do
likewise. Penalties for students guilty of academic dishonesty include disciplinary
probation, suspension, and expulsion. (Texas A&M University-Commerce Code of Student
Conduct 5.b [1,2,3])
If you ever have any questions about a particular use of a source, always ask your
instructor. They want you to avoid plagiarism, too, so they will help you do so whenever
and wherever they can. Do what you can to take advantage of this support—to look
innocent in addition to being innocent when it comes to charges of plagiarism.
Students guilty of academic dishonesty of plagiarism can expect to fail the assignment in
question or the entire course depending on the nature of the incident. See your Writing at
Texas A&M University-Commerce Guide (a required text for this course) for more
information.)
On University-Sanctioned Activities
To accommodate students who participate in university-sanctioned activities, the First-
Year Composition Program offers sections of this course at various times of the day and
week. If you think that this course may conflict with a university-sanctioned activity in
which you are involved--athletics, etc.--please see your instructor after class on the first
day.
University Specific Procedures:
Statement on behalf of students with disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that
provides comprehensive civil rights protection for persons with disabilities. Among other
things, this legislation requires that all students with disabilities be guaranteed a learning
environment that provides for reasonable accommodation of their disabilities. If you
have a disability requiring an accommodation, please contact:
Office of Student Disability Resources and Services
Texas A&M University-Commerce
Gee Library 132
Phone (903) 886-5150 or (903) 886-5835
Fax (903) 468-8148
StudentDisabilityServices@tamuc.edu
Student Disability Resources & Services
6. Student Conduct
All students enrolled at the University shall follow the tenets of common decency and
acceptable behavior conducive to a positive learning environment. (See Code of Student
Conduct from Student Guide Handbook). Students should also consult the Rules of Etiquette
for more information regarding how to interact with students in an online forum:
http://www.albion.com/netiquette/corerules.html
Texas A&M University-Commerce will comply in the classroom, and in online courses,
with all federal and state laws prohibiting discrimination and related retaliation on the
basis of race, color, religion, sex, national origin, disability, age, genetic information or
veteran status. Further, an environment free from discrimination on the basis of sexual
orientation, gender identity, or gender expression will be maintained.
Cell Phone Policy – using your cell phone during class is disruptive and rude. I require your
cell phone to be on silent and PUT AWAY (out of sight). If you use your cell phone
during class, you will be asked to leave and points will be deducted from your
participation grade. If you have an emergency that requires your cell phone to be out on
the desk, you MUST talk to me before class.
Units and readings:
COURSE OUTLINE / CALENDAR
This calendar is likely to change in order to accommodate learning needs.
Week 1 FOUNDATIONS
Problem Posing “A Pedagogy of Multiliteracies: Designing Social Futures” pg 352 – 384
Wa1: Literacy Narrative
Week 2 RHETORIC: What is it and Why it Matters
Wa2: Reflection
Week 3 VIRTUOUS ARGUMENTS AND LOGICAL FALLACIES
Wa3: Rhetorical Analysis Photo Essay
Week 4 WRITING: Pulling it all together
Problem Posing "All Writing is Autobiography" pg 342
Wa4: Argument Analysis
Week 5 Wa5: Argument Essay