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
4. 5. 6. Scores will be calculated as follows: • After the total for each student has been added together and divided by the number of team members rating him/her, calculate the following: ___/100 x 2% =____ out of 2 points for this
• Unless otherwise stated, use a significance level of α = 5%. • Round all numeric answers to 4 decimal places. Question 1 [20 marks] (a) [5 marks] A student answers a multiple-choice examination question that offers four possible answers. Suppose that the probability that he knows the answer to the question is 0.8 and the probability that he guesses is 0.2. Assume that if the student guesses, the probability of selecting the correct answer is 0.25.
RES 341 week 2 Res 341 Learning Team Assignment: Research Process Paper • Resources: Data sets available on your student website • Identify a research issue, opportunity, or problem from one of the data sets available on your student website. The data should consist of at least 30 or more observations of ratio or interval scale data from one of the provided data sets. This issue or problem will serve as the basis for this and subsequent Learning Team assignments, so be sure to obtain instructor approval before completing your Research Process Paper. • Prepare a 1,050- to 1,750-word paper describing your selected research issue or problem. • Include a definition of your selection using quantifiable measures.
S.W.O.T. ANALYSIS Strengths, Weaknesses, Opportunities, and Threats (S.W.O.T.) Office of the Institutional Effectiveness (11-12 / 2009) Halifax Community College S.W.O.T. ANALYSIS WITH LIST OF ACCOMPLISHMENTS BY UNITS TABLE OF CONTENTS Strengths, Weaknesses, Opportunities and Threats (S.W.O.T.) OFFICE OF THE PRESIDENT ADMINISTRATIVE SERVICES Administrative Services Auxiliary Services-Book store Child Care Center Information Technology Resources Personnel Office ACADEMIC AFFAIRS Academic Affairs Early College STUDENT SERVICES Student Services Admissions Counseling Financial Aid Joblink 1 5 8 11 14 17 20 23 26 30 33 38 41 STUDENT SERVICES Registrar Student Support Services Testing / Job Placement CURRICULUM PROGRAMS
| |Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources | | |key questions | | | | |4 |Diversity and multiculturalism in the|To understand the concepts of diversity|Students discuss what is meant by a |See the Edexcel GCSE Citizenship Studies Student Book, Chapter 1, and the Edexcel | | |UK: different identities. |and multiculturalism. |‘multicultural society’ and decide how |Teacher’s Guide or Citizenship Today 1.1. | | |What is diversity and |To know how, and for what reasons, the |diverse society is in their own area — |Two BBC news reports provide helpful starting points. ‘So what exactly is
The Checklist is based on the rubric that will be used to grade the final draft. Copies of the Checklist and the rubric are attached. Read over the Checklist and the rubric before you submit your draft to your teacher. The first draft assignment is worth 120 points, so be sure your draft includes everything in the Checklist. For example, one of the Checklist items states, “The research paper has an introduction.” If your draft has an introduction, you will receive 10 points.
What was your overall impression of this individual? What was your overall impression of the job of a media specialist? How would you use the media specialist in your school as a resource for the classroom? RDG 350 Week 5 Learning Team Assignment Anticipation and Reaction Guides and Summary Discuss each team member’s answers to the Anticipation and Reaction Guide. • Write a 350-word summary of your group’s discussions covering any themes, similarities, or differences that you found.
400763 Self Directed Learning Activity 5 2014 SDLA Topic: Caring for Aboriginal and Torres Strait Islander People with life limiting conditions Developed by: L. Metcalfe 2012 Reviewed by: T. Northall 2014 Week Due: Week 14 all campuses LEARNING OUTCOMES On completion of this SDLA students will be able to: 1. Describe the practice principles of caring for Aboriginal people with life‐limiting illnesses 2. Consider how you can ensure the care you provide is culturally safe Activity 1: Construct a computer generated 1 page summary of key points from the Week 14 prescribed reading: Aranda, S. (2008). The cost of caring. Surviving the culture of niceness, occupational stress and coping strategies.
PSYC 1101 Course Syllabus Spring Semester FY2011 (Online) Semester: 201202 Spring 2011 Instructor: Leisa Dukes Course Title: Introduction to Psychology Office Hours: 4:00-5:00 (T/Th) Course Number: PSYC 1101 Office Location: Room 6215, Bld. 6 Credit Hours/Minutes: 2/1500 Email: ldukes@southeasterntech.edu Class Location: GVTC/ANGEL Phone: 478-289-2345 Class Meets: Via Internet/15 weeks Fax: 478-289-2224 CRN: 40159 Tutoring Hours: 4:00-5:00 (T/Th) REQUIRED TEXTS: Psychology, Saundra K. Ciccarelli, J. Noland White,