English 1301: Rhetoric and Composition I Instructor: Yaroslav Malyuta Course Information: ENGL 1301 – 062 TR 7.00-8.20 pm PH 302 Office/Hours: TR 11.00-12.30 Email: malyuta@uta.edu Phone (Messages Only): 817-272-2692 ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument. ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, students should be able to: Rhetorical Knowledge * Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts * Compose texts in a variety of genres, expanding their repertoire beyond predictable forms
Assignment 303 Principles of diversity, equality and inclusion in adult social care settings Task A Short answer questions Ai Explain in your own words what each term means. Give one example from care practice to illustrate your explanations. * Diversity * Equality * Inclusion * Discrimination Aii For each of the following people/groups of people, describe two different possible effects of discrimination. * An Individual * Their Families * Wider society * Those who discriminate Aiii Identify three ways of challenging discrimination, and describe how each will promote change. Task B Leaflet Bi Your work setting is running an induction course for new social care workers in an adult social care setting.
Adult relationships are therefore effected by the internal working model according to early attachment styles; this is a concept referred to as the continuity hypothesis, i.e. later emotional behaviour is a continuation of early attachment styles. A study by Hazan and Shaver (1987), entitled the Love Quiz, identified just how early attachment styles effect adult relationships. They published a questionnaire in an American newspaper assessing early attachment type and adult relationship behaviour, to which they received 620 replies. They found the three attachment types consistently lead to certain adult relationships: securely attached individuals who remembered a close and warm relationship with their parents and between their parents also reported stable and loving adult relationships in addition to beliefs like love is enduring, whereas insecurely attached individuals who remembered an unfair and rejecting relationship with their parents also reported difficult relationships, falling in and out of love frequently in addition
Do not submit work under your name that you did not do yourself. You may not submit work for this class that you did for another class. If you are found to be cheating or plagiarizing, you will be subject to disciplinary action. Writing/Reading/Study Help. The Learning Assistance and Resource Center (LARC), located in 126 Walker Hall, is open to all students Monday through Friday from 9 a.m. until 5 p.m. Certified, trained tutors provide help with basic study skills, writing, reading, and contentspecific material.
The article mainly examines (a) how graduate students frequently procrastinate, and (b) the association of academic procrastination and the six dimensions of statistics anxiety. A survey was conducted with 135 graduate students, who were studying different education disciplines, at a small university in the United States. The students were asked to participate voluntarily and their identities were kept anonymous, with none of the students declining. Although it is not exactly indicated when the study was conducted, it would be assumed that it was done in 2004, the same year the article was
When seeking assistance from the instructor, your notes will enable him/her to offer suggestions and correct any misunderstandings that are troubling. Methods of Evaluation: Four (4) exams, including the final exam, will be administered during the semester. Each exam has a value of 110 points. The letter grade awarded for each exam is based on the following: Points Earned = Letter Grade Earned 90+ = A 89 - 80 = B 79 - 70 = C 69 - 60 = D 59 - 0 =
MONTGOMERY COUNTY COMMUNITY COLLEGE ENG 101 KC, English Composition I Spring 2014 – T-TH 12:45-2:10 PM – Room PH 109 Course Requirements Instructor: Judith Shabbat Email: jshabbat@mc3.edu Office Hours: By appointment Course Prerequisite: A score of 86 on the Accuplacer English placement test or 07 on the writing sample, or a grade of C in English 011. Course Overview and Objectives: ENG 101 is based on the premise that critical thinking generates clear writing. In this course, the student learns to read critically, a skill that involves distinguishing central ideas from supporting material and identifying an author's purpose, assumptions, attitudes, and biases. Additionally, the student in ENG 101 learns a writing
2013-2014 Columbia College Financial Aid Office 1001 Rogers St. Columbia, MO 65216 Phone: (573) 875-7252 (800) 231-2391, ext. 7252 Fax: (573) 875-7452 FinancialAid@ccis.edu Web site: www.ccis.edu/financialaid Parent Verification Newsletter A. What is verification? Verification is the process of confirming the accuracy of information reported by the student and/ or parent on the Free Application for Federal Student Aid (FAFSA). Applicants are selected for verification through system edits by the Department of Education .
Sensory Integration Inventory for Individuals with Developmental Disabilities PSYCH 4213 – Psychological Tests and Measurements Ms. Brooke Beams East Central University 11/20/2012 FUTURE CAREER FIELD The career path I have chosen is Occupational Therapy. I hope to enter the Master’s program this next fall. I chose the Sensory Integration Inventory for Individuals with Developmental Disabilities (SI Inventory) because it was the only test in the Mental Measurements Yearbook that is specific to Occupational Therapists. As an Occupational Therapist, I hope to work with people, especially young children, who have developmental disorders and would benefit from my help. PURPOSE OF TEST The SI Inventory test is not a standardized test nor is it to be used to evaluate an individual’s current level of disability or to compare individuals.
Bachelor of Science in Nursing [RN-BSN Academic Partnership Program (AP)] Advising Syllabus Response required within 2 business days Academic Advising: Academic Advising is an educational process that, by intention and design, facilitates students’ understanding of the meaning and purpose of higher education and fosters their intellectual and personal development toward academic success and lifelong learning (National Academic Advising Association, 2004). Statement of Academic Advisor Responsibility: Responsibilities in the advising process by UT Arlington College of Nursing (CON) Academic Advisors include: • Provide accurate, timely responses (24-48hrs), via email or phone, to student questions and concerns. • Assist students in planning their schedule, registration