For L.T. #2 I will have my students describe the main event in 2 ways using only one sentence that will retell that particular scene using the illustrations in one and use only their descriptions in the other. In L.T. #3 I will have 2 pictures of a setting and illustration in the book and the students will have to explain/ describe what is happening based on the picture. In L.T. #4 the students will describe what they think the main theme or message is of the story, the students must explain why they feel that
Dear Ms. Zimmer, My name is Alexandria Zwarts and I am in your GIG class. I was wondering if you could clear up a question I have about the Learning Log assignment. The assignment asks for us to use an analysis tool and a brain teaser for the last phase of our assignment. Are we supposed to do A-E or are we only supposed to choose one of the parts do write, such as only the A part?
2 of the Walton text - and critique how well your two debate choices conformed (or not) to the principles of informal logic The Unbelievers This posting is in regards to the documentary movie The Unbelievers, but more so the questions in dialogue. Through chapter two we find that our book takes a look at the topic of questions in dialogue. In their words we find “Normally in reasonable dialogue one is obliged to try to give a direct answer to a question” going on to say “if one knows the answer, and if the question is reasonable and appropriate” (Walton, 2008).
I thought these words are key words of the lecture, but I missed these words. If I missed some words, I could image the meaning of the sentence with my experience. The my second error is that I could not understand the meaning of goat when she said. “ I am the luckiest girl alive because of a goat.”
She speaks about how the author could have used a first name, last name, an Mrs. That he had a lot of different choices he could of made but decided to merely “reducing her to her role in the family as does the fact that her daughter in law is never called anything but the children’s mother.” (356). Prose then generates another idea from reading the first sentence which is the fact that “the first sentence is a refusal which in very simplicity, emphasizes the force with which the old woman is digging in her
Do you think because I missed some of your lecture on chapter 4 I will be completely lost, or will studying the power points in conjunction with the chapter and learnsmart be enough? I had an issues accessing learnsmart at first, but have found it extremely beneficial in my test preparations. I wish the issue were resolved before the first test; it really gives me a lot of confidence in my absorption of the information. Sorry for the long-winded email. I realize this is a college course, which means lots of independent study and figuring things out on your own.
Developed by Steve de Shazer and Insoo Kim Berg, Solution-Focused Brief Therapy (SFBT), is a behavior based, goal oriented, treatment system that focuses on the present and future, rather than past experiences, to find solutions to problems (Goodtherapy.org, 2016). This paper will explore Solution-Focused Therapy, its core constructions, approach, and techniques. Core constructs Berg and de Shazer (as cited by Fiske, 1998), used three principles to direct their philosophy when creating SFBT: (1.) “If it isn’t broke, don’t fix it” (p. 186). (2.)
student perception of residents because of debrief debrief should be debriefing strategies and lack of studies found- studied Search was limited to randomized studies Reed, 2013 Debrief- video-assisted s nursing students N=64 IV both types produced differences existed versus oral debrief alone completed a debriefing learning on questions about experience scale facilitator Lavoie, 2015 developed to design post- 3 phase review of N=19 IV Best practice remains From this study the SIM debriefing educational education, theory, and without empirical evidence testing method of REsPoND intervention to prepare modeling process will be used in another nurses and nursing study students to intervene with deteriorating patients Shinnick, 2011 Two-group experimental prelicensured nursing students N=162 II No difference in pre-test improvement after debriefing repeated study
Explain why gender differences were seen in the next 3 studies. Be sure to explain the 3 studies, and Ickes interpretation, as well as the difference between empathetic ability and empathetic motivation. 10. Discuss the Klien and Hodges study. In the Klein and hodges study it 's mentioned that they give an accuracy test on empathy, which the partipcants watched a video about a women talking about her failure to getting a high enough score to get into graduate school she wanted to go to.
But by that time, Liz and I had a system where I would get through the survey with the client then have them talk to her, where she would referral them with resources. I think one of the most awkward situations for me when interviewing people was when I’d get to the part where I asked them if they had any mental health issues or disabilities. The reason is, I had no idea how to spell half the words they were saying and to be honest it made me feel kind of dumb. There was once where Liz had to ask me what I wrote because it probably looked like chicken scratch or something, my face turned red from
Eleonora Hasani Comm 145 Online “Just Bag it” Speech Self-Evaluation 1. I gained my audience’s attention through an ironic joke. By asking my audience if they hated when people answered their own questions, and then proceeded to answer my own question saying I hated it, I got them interested in what else I had to say. 2. I feel like I introduced by topic clearly by stating in my introduction paragraph that I wanted to give the audience a “glimpse of my life” and then followed it with my thesis that included the three items I was going to talk about. 3.
Francis had to experience many different things when moving to America. Any person from another country that speaks a different language would have trouble in a new place. I am going to tell you about the changes you have to make to come in a different placed. The hardest thing to get used to is the language; everything is more difficult when you don’t know the language. Even to get a job is harder you might not know what your boss is asking and get fired.
AP English III proved itself to be a very challenging class, but throughout the semester, I greatly improved my writing skills and ability to comprehend and analyze pieces of literature. I believe that my writing skills have greatly progressed since the beginning of AP English III. Most notably, I learned to use word choices to my advantage and write in a mature and academic way in order to make my purpose clear and impact the reader with my words. I also learned another fundamental aspect of good writing; I learned to draw the reader in with an exceptional and detailed introduction paragraph, and that without this “fluffed up” paragraph, the writing to follow in the paper will lose meaning and importance. Once I learned the importance of word
Reflective Essay 2. In the first group presentation, our group made the presentation with organized process. We conducted teamwork well and made a presentation that efficiently present the social and political thesis of the Poem by Jenny Zhang.