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Transcript Graduate student association Interview with president of Graduate student association M. Abdullah Alghafes 1) What are the shared goals of the community? Why does this group exist? What does it do? · Focusing on graduate students · Help them with their academic life · Offered the graduate students the academic assistant · Make an activities for the graduate students like · Help the graduate students to get a scholarship from the university 2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)? -They are using 1- email 2- Face book 3- Twitter 4- cellphones (only emergence calls) 3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)? · They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other 4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)? · Emails, because if they have any problem they can go back and check the emails between the members 5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)? -board = executive board of the club - Officer = the meeting between the members and the club advisor -they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club. 6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group? · The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track. 2 RAAB Discourse Community Ethnography (DCE) Assignment Goals for this assignment: 1. Learn and use tools for analyzing a discourse community’s practices 2. Begin to understand empirical research (develop an understanding through observation/experimentation) 3. Practice writing about primary research The Task: · Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?” · The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...
Transcript Graduate student association Interview with preside.docx
Transcript Graduate student association Interview with preside.docx
edwardmarivel
You need to know Concept of Discourse Communities ( GOOGLE IT ) You need to know Genre : G enre canTells me how people in the group relate to each other: Relationships range: personal to formal Leaders/experts Become clearer Genre Can help me organize my paper: Arrange By social media, formal electronic communication, printed documents,etc. Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users) OUT LINE 1) INTRODUCTION Answer: Why do we use a discourse community to understand language? End with thesis statement. EX. Consistent observation, [specific documents], and an interview with [expert/novice name & title] reveal [discourse community name]’s mechanisms/ communicative aims/goals/ideas about [concept] (2 SUMMARIZE SWALES’S CHARACTERISTICS One strategy: • Introduce a characteristic (w/citation) • Explain characteristic (w/citation) • Provide examples Ex. Swales requires “specific lexis” of any group th at might be called a discou rse community (222). He does not rule out terms that can be used in other contexts (222). For instance, a group of roommates might be just as concerned with parking as a communi ty of factory workers, and words related to that idea can be found in both communities. His em phasis, however, is on “shared and specialized terminology” as a way to understand group dynami cs through communicative formats (222). It would be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common abbreviation for a major assignment than to know that instructor uses the phrase “freak out” frequently. 3 BASIC INFO • Consider • What makes this group a discourse community? • What makes the analysis of this DC unique or interesting? • What matters to members of the community? What do they do? What do they value? 3) METHODOLOGY • How did I gather my data? • How often did I observe my DC? In what setting? • Whom did I interview? Why was this person selected? 4) APLY SWALES’S CHARACTERISTICS TO MY DC • Why does the group exist? What does th e group do? What are its shared goals? • How do group members communicate with one anot her (e.g., meetings, phone calls, e-mail, text messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)? • What are the purposes of the group’s communicati ons (share information, reinforce values, make money, improve performance, offer support, declare identity, etc.)? • Which of the above communications can be considered genres (i.e., textual responses to recurring situations that all group members recognize and understand)? • What kinds of specialized language ( lexis ) do group members use in their conversations and in their written genres? • Who are the “old timers” in the group with expert ise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, ge.
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
shantayjewison
Instructions Analyze: Discourse Communities Evaluation Title: Discourse Communities Before starting a research project it is imperative to recognize your discourse community. This will lead you to suitable places to conduct your research and will assist you in communicating with your audience in a language that they recognize and relate to. To complete this assessment, consider the discourse communities or groups of people with whom you share common interests. Consider the individuals that discuss topics important to the group. List all learning and social discourse communities that you are a member of. Respond to the questions below in an essay that provides an analysis of your discourse communities. What topics of discussion, issues, problems, or concerns keep these communities together? What constitutes new knowledge for your group? Is it created experimentally, through discussion, or through a combination of these two and other methods? How would you characterize the kinds of language which each of these communities uses? Is it formal, informal, complex, simple, and so on? How are the community’s reasons for existence you listed in the first question reflected in their language? When you entered into the community, did you have to change your discourse, both oral and written, in any way, to be accepted and to participate in the discussions of the community? Does your community or group produce any written documents? These may include books, professional journals, newsletters, and other documents. What is the purpose of those documents, their intended audience, and the language that they use? How different are these documents from one community to the next? How often does a community you belong to come into contact with other intellectual and discourse groups? What kinds of conversations take place? How are conflicts and disagreements negotiated and resolved? How does each group adjust its discourse to hear the other side and be heard by it? Validate your statements and opinions with supporting evidence (citations and references) in APA form. .
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
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Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers. Intercultural competence includes : Knowledge of your own culture and how it has shaped your world view. Knowledge of significant characteristics of other cultures. Awareness of differences and similarities in cultures. Ability to adjust your actions to successfully interact with someone of another culture. How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set. Mindset is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness. Heart set is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set: Self esteem Self-monitoring Empathy Open mindedness Reserved judgment Social relaxation Listening Skill set involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management. Review the power point on eCampus, and watch the following videos: Defining Intercultural Competence https://www.youtube.com/watch?v=SJqBhLgSNQY The danger of a single story | Chimamanda Ngozi Adichie https://www.youtube.com/watch?v=D9Ihs241zeg Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology Laura Johnson | TEDxUM https://www.youtube.com/watch?v=l0x4GPNz4Ho If I Could Change the World https://www.youtube.com/watch?v=wuRURJ9E3iQ Knowledge of civic responsibility includes: Recognizing your civic responsibility to a specific community: locally, nationally, globally. Identifying actions you will take as a citizen to address the pertinent issues within your community. Engagement in a community includes: Describing effective participation in civic engagement activities. Understanding the purpose and benefits of your engagement in the community. Intercultural Competence Questions PART I 1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special? 2. Discuss and record the things that you love about your culture. How has your culture shaped your identity and how you feel about your place in the world? 3. Discuss the misconceptions about your culture – what bothers you the most? 4. Discuss the contr.
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***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.*** Group Influence This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group. Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment. Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group. Study how the group members interact and influence one another. Analyze how the group behaviors and communication patterns influence social facilitation. Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: How were the people arranged in the physical environment (layout of room and seating arrangement)? What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on? What are the group’s purpose, mission, and goals? What is the duration of the group (short- or long-term)? Explain. Did the group structure its discussion around an agenda, program, or rules of order? Describe the structure of the group. How is the group organized? Who are the primary facilitators of the group? What subject or issues did the group members examine during the meeting? What types of information did members exchange in their group? What were the group's norms, roles, status hierarchy, or communication patterns? What communication patterns illustrated if the group was unified or fragmented? Explain. Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)? Was there any indication that members might be vulnerable to groupthink? Why or why not? In your opinion, how did the collective group behaviors influence individual atti ...
I have attached this file with all of the questions briefly a.docx
I have attached this file with all of the questions briefly a.docx
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Impact culture: motivating change in the metricised academy
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Research Paper Statement of the Problem: How can a teacher be encouraging and motivating to students during challenging times ie. (COVID)? The problem is not being able to keep children motivated long enough to complete and submit assignments · Title Page (Title of Your Study) Use the following headings in your research paper---You can use subheadings as well: · Statement of Problem /Purpose/Research Question and Introduction- No more than 1 page · Literature Review- 3-5 pages (You may have to condense the literature; Remember this is not just summarizing one study after another; synthesize the literature; Make it flow · Methodology- 1 pages · Findings- About 2 paragraphs to 1 Page · Conclusion- Limitations/Implications/Suggestions/Recommendations/Possible Resolutions- 1 page · References- Reference Page · Appendix (include the instrument you will use…one that you have found or one that you created) Remember to cite work that is not yours…even instruments (Your paper should be 8 pages this does not include the Title Page, Reference pages, and Appendix) Refrain from using “I” and “My” as much as possible to ensure scholarly writing **Use APA format. **Almost every paragraph should have a citation. **Include facts, not opinions. **Include citations (studies/articles/research) to support what you write. Power point Instructions Slide 1-Intro Slide/Name/Topic Your Powerpoint should include 1-3 slides each for the following: · Statement of Problem /Purpose/Research Question · Literature Review Highlights (Concise)- About 3 slides · Methodology · Findings · Conclusion- Limitations/Implications/Suggestions/Recommendations/Possible Resolutions *Slide with references (APA format)- Up to 3 slides Ethnography Project Module For this class you will get to work on a fun and amazing project. You will need to write an ethnography on a culture of your choice that you do not belong to. To help you work through the project there will be discussions boards set up help you with ideas and to make sure you are progressing. They will be part of the points toward the final project. If you press next you will find the instructions for the project. You will need to first be able to answer what is a subculture. The first chapter should give you a good sense of this. You can also start looking around on the internet about subcultures to add to your information. Ethnography Project Intructions For this assignment, you’ll learn about a subculture by observing and experiencing it firsthand and participating in it. Be you begin, review the following terminology in your textbook and/or lesson; ascribed vs. achieved status, cultural materialism, cultural relativism, dialect, emic and etic, ethnograph.
Research PaperStatement of the Problem How can a teacher be e.docx
Research PaperStatement of the Problem How can a teacher be e.docx
DustiBuckner14
Group Influence Instructions This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to: • Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group • Study how the group members interact and impact one another • Analyze how the group behaviors and communication patterns influence social facilitation • Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: Part I • How were the people arranged in the physical environment (layout of room and seating arrangement)? • What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.? • What are the group purpose, mission, and goals? • What is the duration of the group (short, long-term)? Explain. • Did the group structure its discussion around an agenda, program, rules of order, etc.? • Describe the structure of the group. How is the group organized? • Who are the primary facilitators of the group? • What subject or issues did the group members examine during the meeting? • What types of information did members exchange in their group? • What were the group's norms, roles, status hierarchy, or communication patterns? • What communication patterns illustrated if the group was unified or fragmented? Explain. • Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)? • Was there any indication that members might be vulnerable to Groupthink? Why or why not? • In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis. Part II Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the ...
Group Influence InstructionsThis required Portfolio assignme.docx
Group Influence InstructionsThis required Portfolio assignme.docx
whittemorelucilla
prompt
Research paper ( 2500 words or 8 pages)
Research paper ( 2500 words or 8 pages)
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Transcript Graduate student association Interview with president of Graduate student association M. Abdullah Alghafes 1) What are the shared goals of the community? Why does this group exist? What does it do? · Focusing on graduate students · Help them with their academic life · Offered the graduate students the academic assistant · Make an activities for the graduate students like · Help the graduate students to get a scholarship from the university 2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)? -They are using 1- email 2- Face book 3- Twitter 4- cellphones (only emergence calls) 3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)? · They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other 4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)? · Emails, because if they have any problem they can go back and check the emails between the members 5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)? -board = executive board of the club - Officer = the meeting between the members and the club advisor -they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club. 6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group? · The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track. 2 RAAB Discourse Community Ethnography (DCE) Assignment Goals for this assignment: 1. Learn and use tools for analyzing a discourse community’s practices 2. Begin to understand empirical research (develop an understanding through observation/experimentation) 3. Practice writing about primary research The Task: · Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?” · The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...
Transcript Graduate student association Interview with preside.docx
Transcript Graduate student association Interview with preside.docx
edwardmarivel
You need to know Concept of Discourse Communities ( GOOGLE IT ) You need to know Genre : G enre canTells me how people in the group relate to each other: Relationships range: personal to formal Leaders/experts Become clearer Genre Can help me organize my paper: Arrange By social media, formal electronic communication, printed documents,etc. Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users) OUT LINE 1) INTRODUCTION Answer: Why do we use a discourse community to understand language? End with thesis statement. EX. Consistent observation, [specific documents], and an interview with [expert/novice name & title] reveal [discourse community name]’s mechanisms/ communicative aims/goals/ideas about [concept] (2 SUMMARIZE SWALES’S CHARACTERISTICS One strategy: • Introduce a characteristic (w/citation) • Explain characteristic (w/citation) • Provide examples Ex. Swales requires “specific lexis” of any group th at might be called a discou rse community (222). He does not rule out terms that can be used in other contexts (222). For instance, a group of roommates might be just as concerned with parking as a communi ty of factory workers, and words related to that idea can be found in both communities. His em phasis, however, is on “shared and specialized terminology” as a way to understand group dynami cs through communicative formats (222). It would be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common abbreviation for a major assignment than to know that instructor uses the phrase “freak out” frequently. 3 BASIC INFO • Consider • What makes this group a discourse community? • What makes the analysis of this DC unique or interesting? • What matters to members of the community? What do they do? What do they value? 3) METHODOLOGY • How did I gather my data? • How often did I observe my DC? In what setting? • Whom did I interview? Why was this person selected? 4) APLY SWALES’S CHARACTERISTICS TO MY DC • Why does the group exist? What does th e group do? What are its shared goals? • How do group members communicate with one anot her (e.g., meetings, phone calls, e-mail, text messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)? • What are the purposes of the group’s communicati ons (share information, reinforce values, make money, improve performance, offer support, declare identity, etc.)? • Which of the above communications can be considered genres (i.e., textual responses to recurring situations that all group members recognize and understand)? • What kinds of specialized language ( lexis ) do group members use in their conversations and in their written genres? • Who are the “old timers” in the group with expert ise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, ge.
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
shantayjewison
Instructions Analyze: Discourse Communities Evaluation Title: Discourse Communities Before starting a research project it is imperative to recognize your discourse community. This will lead you to suitable places to conduct your research and will assist you in communicating with your audience in a language that they recognize and relate to. To complete this assessment, consider the discourse communities or groups of people with whom you share common interests. Consider the individuals that discuss topics important to the group. List all learning and social discourse communities that you are a member of. Respond to the questions below in an essay that provides an analysis of your discourse communities. What topics of discussion, issues, problems, or concerns keep these communities together? What constitutes new knowledge for your group? Is it created experimentally, through discussion, or through a combination of these two and other methods? How would you characterize the kinds of language which each of these communities uses? Is it formal, informal, complex, simple, and so on? How are the community’s reasons for existence you listed in the first question reflected in their language? When you entered into the community, did you have to change your discourse, both oral and written, in any way, to be accepted and to participate in the discussions of the community? Does your community or group produce any written documents? These may include books, professional journals, newsletters, and other documents. What is the purpose of those documents, their intended audience, and the language that they use? How different are these documents from one community to the next? How often does a community you belong to come into contact with other intellectual and discourse groups? What kinds of conversations take place? How are conflicts and disagreements negotiated and resolved? How does each group adjust its discourse to hear the other side and be heard by it? Validate your statements and opinions with supporting evidence (citations and references) in APA form. .
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
maoanderton
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers. Intercultural competence includes : Knowledge of your own culture and how it has shaped your world view. Knowledge of significant characteristics of other cultures. Awareness of differences and similarities in cultures. Ability to adjust your actions to successfully interact with someone of another culture. How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set. Mindset is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness. Heart set is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set: Self esteem Self-monitoring Empathy Open mindedness Reserved judgment Social relaxation Listening Skill set involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management. Review the power point on eCampus, and watch the following videos: Defining Intercultural Competence https://www.youtube.com/watch?v=SJqBhLgSNQY The danger of a single story | Chimamanda Ngozi Adichie https://www.youtube.com/watch?v=D9Ihs241zeg Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology Laura Johnson | TEDxUM https://www.youtube.com/watch?v=l0x4GPNz4Ho If I Could Change the World https://www.youtube.com/watch?v=wuRURJ9E3iQ Knowledge of civic responsibility includes: Recognizing your civic responsibility to a specific community: locally, nationally, globally. Identifying actions you will take as a citizen to address the pertinent issues within your community. Engagement in a community includes: Describing effective participation in civic engagement activities. Understanding the purpose and benefits of your engagement in the community. Intercultural Competence Questions PART I 1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special? 2. Discuss and record the things that you love about your culture. How has your culture shaped your identity and how you feel about your place in the world? 3. Discuss the misconceptions about your culture – what bothers you the most? 4. Discuss the contr.
Social responsibility includes intercultural competence, knowled.docx
Social responsibility includes intercultural competence, knowled.docx
samuel699872
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics. In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Using discussion forums to engage students in critical thinking
Using discussion forums to engage students in critical thinking
LearningandTeaching
Www2013 budak
Www2013 budak
Ceren Budak
***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.*** Group Influence This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group. Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment. Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group. Study how the group members interact and influence one another. Analyze how the group behaviors and communication patterns influence social facilitation. Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: How were the people arranged in the physical environment (layout of room and seating arrangement)? What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on? What are the group’s purpose, mission, and goals? What is the duration of the group (short- or long-term)? Explain. Did the group structure its discussion around an agenda, program, or rules of order? Describe the structure of the group. How is the group organized? Who are the primary facilitators of the group? What subject or issues did the group members examine during the meeting? What types of information did members exchange in their group? What were the group's norms, roles, status hierarchy, or communication patterns? What communication patterns illustrated if the group was unified or fragmented? Explain. Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)? Was there any indication that members might be vulnerable to groupthink? Why or why not? In your opinion, how did the collective group behaviors influence individual atti ...
I have attached this file with all of the questions briefly a.docx
I have attached this file with all of the questions briefly a.docx
delciegreeks
Slides from the Fast Track Impact course. Find out more at: https://www.fasttrackimpact.com/impact-culture-online
Impact culture: motivating change in the metricised academy
Impact culture: motivating change in the metricised academy
Mark Reed
Research Paper Statement of the Problem: How can a teacher be encouraging and motivating to students during challenging times ie. (COVID)? The problem is not being able to keep children motivated long enough to complete and submit assignments · Title Page (Title of Your Study) Use the following headings in your research paper---You can use subheadings as well: · Statement of Problem /Purpose/Research Question and Introduction- No more than 1 page · Literature Review- 3-5 pages (You may have to condense the literature; Remember this is not just summarizing one study after another; synthesize the literature; Make it flow · Methodology- 1 pages · Findings- About 2 paragraphs to 1 Page · Conclusion- Limitations/Implications/Suggestions/Recommendations/Possible Resolutions- 1 page · References- Reference Page · Appendix (include the instrument you will use…one that you have found or one that you created) Remember to cite work that is not yours…even instruments (Your paper should be 8 pages this does not include the Title Page, Reference pages, and Appendix) Refrain from using “I” and “My” as much as possible to ensure scholarly writing **Use APA format. **Almost every paragraph should have a citation. **Include facts, not opinions. **Include citations (studies/articles/research) to support what you write. Power point Instructions Slide 1-Intro Slide/Name/Topic Your Powerpoint should include 1-3 slides each for the following: · Statement of Problem /Purpose/Research Question · Literature Review Highlights (Concise)- About 3 slides · Methodology · Findings · Conclusion- Limitations/Implications/Suggestions/Recommendations/Possible Resolutions *Slide with references (APA format)- Up to 3 slides Ethnography Project Module For this class you will get to work on a fun and amazing project. You will need to write an ethnography on a culture of your choice that you do not belong to. To help you work through the project there will be discussions boards set up help you with ideas and to make sure you are progressing. They will be part of the points toward the final project. If you press next you will find the instructions for the project. You will need to first be able to answer what is a subculture. The first chapter should give you a good sense of this. You can also start looking around on the internet about subcultures to add to your information. Ethnography Project Intructions For this assignment, you’ll learn about a subculture by observing and experiencing it firsthand and participating in it. Be you begin, review the following terminology in your textbook and/or lesson; ascribed vs. achieved status, cultural materialism, cultural relativism, dialect, emic and etic, ethnograph.
Research PaperStatement of the Problem How can a teacher be e.docx
Research PaperStatement of the Problem How can a teacher be e.docx
DustiBuckner14
Group Influence Instructions This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to: • Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group • Study how the group members interact and impact one another • Analyze how the group behaviors and communication patterns influence social facilitation • Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: Part I • How were the people arranged in the physical environment (layout of room and seating arrangement)? • What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.? • What are the group purpose, mission, and goals? • What is the duration of the group (short, long-term)? Explain. • Did the group structure its discussion around an agenda, program, rules of order, etc.? • Describe the structure of the group. How is the group organized? • Who are the primary facilitators of the group? • What subject or issues did the group members examine during the meeting? • What types of information did members exchange in their group? • What were the group's norms, roles, status hierarchy, or communication patterns? • What communication patterns illustrated if the group was unified or fragmented? Explain. • Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)? • Was there any indication that members might be vulnerable to Groupthink? Why or why not? • In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis. Part II Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the ...
Group Influence InstructionsThis required Portfolio assignme.docx
Group Influence InstructionsThis required Portfolio assignme.docx
whittemorelucilla
prompt
Research paper ( 2500 words or 8 pages)
Research paper ( 2500 words or 8 pages)
Caitlin Palmer
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others. For part 2 of this assignment you will first , interview three people you know well and ask them questions about what it is like to have a conversation with you. Challenge yourself to: (1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation (2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart. As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself. You will ask your interviewee's the following questions: How am I at articulating my needs, opinions, views, or concerns? How am I as a listener? What aspects of my nonverbal behavior are effective? What can be improved? What are my communication strengths? What are my communication weaknesses? What is it like to have a conversation with me? Make sure to take notes during your interview. A good set of notes will help you complete your write up. After you have interviewed three people , you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you. Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics . Articulating needs, opinions, views or concerns Listening Nonverbal communication Communication strengths Communication weaknesses Having a conversation with me Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future. FORMAT: 4 pages 1-inch margins Double spaced Times New Roman font Student Example .
You have already looked at your communication from your own pers.docx
You have already looked at your communication from your own pers.docx
maxinesmith73660
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others. For part 2 of this assignment you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you. Challenge yourself to: (1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation (2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart. As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself. You will ask your interviewee's the following questions: How am I at articulating my needs, opinions, views, or concerns? How am I as a listener? What aspects of my nonverbal behavior are effective? What can be improved? What are my communication strengths? What are my communication weaknesses? What is it like to have a conversation with me? Make sure to take notes during your interview. A good set of notes will help you complete your write up. After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you. Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics. Articulating needs, opinions, views or concerns Listening Nonverbal communication Communication strengths Communication weaknesses Having a conversation with me Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future. FORMAT: 4 pages 1-inch margins Double spaced Times New Roman font Student Example .
You have already looked at your communication from your own perspect.docx
You have already looked at your communication from your own perspect.docx
maxinesmith73660
You have already looked at your communication from your own perspective. This assignment will give you even greater insight into your communication, but from the perspective of others. For part 2 of this assignment, you will first, interview three people you know well and ask them questions about what it is like to have a conversation with you. Challenge yourself to: (1) seek out individuals who are willing to take this assignment seriously and not hold back to avoid a difficult conversation (2) choose individuals from different aspects of your life (e.g. not all family members), and (3) go into this assignment with an open mind and a gracious heart. As you complete your interviews, encourage your interviewees to answer each question thoroughly and give examples to support their answers. You may have to ask them lots of questions to get good answers from them. Be humble and listen. Don’t take it personally or defend yourself. You will ask your interviewee's the following questions: How am I at articulating my needs, opinions, views, or concerns? How am I as a listener? What aspects of my nonverbal behavior are effective? What can be improved? What are my communication strengths? What are my communication weaknesses? What is it like to have a conversation with me? Make sure to take notes during your interview. A good set of notes will help you complete your write up. After you have interviewed three people, you will write and submit a self-reflection. In your reflection make sure to cite your sources. Whether that is from an interview, the textbook, or the self-assessments, your sources should be cited correctly. Use this resource (Links to an external site.) and “citations and references” (Links to an external site.) to help you. Use the following bold headings for your reflection paper and include what you learned from each of your interviews about each of these topics. Articulating needs, opinions, views or concerns Listening Nonverbal communication Communication strengths Communication weaknesses Having a conversation with me Summary (for this part, reflect on what you learned, how this assignment impacted you, and what changes (if any) you might explore for the future. FORMAT: 4 pages 1-inch margins Double spaced Times New Roman font Student Example ...
You have already looked at your communication from your own perspect
You have already looked at your communication from your own perspect
anitramcroberts
English 202 March15 & 17
English 202 March15 & 17
lisyaseloni
SO308 Principles of Social Research Data Analysis 4: Interview Directions: Choose one participant that will agree to an administration of the interview schedule. Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic! Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations. Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through. Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun! INTERVIEW NOTES Data Collector ID: Location of Interview: Date: Time: Duration of Interview: Description of S.
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
jensgosney
This powerpoint is designed for graduate students interested in starting writing groups, as well as address some of the major issues facing these writers.
Writing and Research Strategies
Writing and Research Strategies
Spelman College
· Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group · Study how the group members interact and impact one another · Analyze how the group behaviors and communication patterns influence social facilitation · Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: Part I · How were the people arranged in the physical environment (layout of room and seating arrangement)? · What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.? · What are the group purpose, mission, and goals? · What is the duration of the group (short, long-term)? Explain. · Did the group structure its discussion around an agenda, program, rules of order, etc.? · Describe the structure of the group. How is the group organized? · Who are the primary facilitators of the group? · What subject or issues did the group members examine during the meeting? · What types of information did members exchange in their group? · What were the group's norms, roles, status hierarchy, or communication patterns? · What communication patterns illustrated if the group was unified or fragmented? Explain. · Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)? · Was there any indication that members might be vulnerable to Groupthink? Why or why not? · In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis. Part II Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewed journal articles, and additional scholarly sources. Format your paper consistent with APA guidelines. .
·Observe a group discussing a topic of interest such as a focus .docx
·Observe a group discussing a topic of interest such as a focus .docx
budbarber38650
This is a special Valentine's Day edition of my communication strategy talk. It focuses on the potential value of communication aimed at shaping warmth, competence, perceived listening, identity, attitudes, norms, and efficacy beliefs. The presentation is adapted from a talk I also give as part of Michigan State University's science communication training initiative. Delivered to Forestry graduate students, February 9, 2017.
Science Communication and Looking For Love
Science Communication and Looking For Love
John C. Besley
Semelhante a Enc1101 collecting data unit3
(20)
Discourse communities -authorityanddata-1
Discourse communities -authorityanddata-1
Transcript Graduate student association Interview with preside.docx
Transcript Graduate student association Interview with preside.docx
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
You need to know Concept of Discourse Communities( GOOGLE IT ).docx
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
InstructionsAnalyze Discourse CommunitiesEvaluation Tit.docx
Social responsibility includes intercultural competence, knowled.docx
Social responsibility includes intercultural competence, knowled.docx
Using discussion forums to engage students in critical thinking
Using discussion forums to engage students in critical thinking
Www2013 budak
Www2013 budak
I have attached this file with all of the questions briefly a.docx
I have attached this file with all of the questions briefly a.docx
Impact culture: motivating change in the metricised academy
Impact culture: motivating change in the metricised academy
Research PaperStatement of the Problem How can a teacher be e.docx
Research PaperStatement of the Problem How can a teacher be e.docx
Group Influence InstructionsThis required Portfolio assignme.docx
Group Influence InstructionsThis required Portfolio assignme.docx
Research paper ( 2500 words or 8 pages)
Research paper ( 2500 words or 8 pages)
You have already looked at your communication from your own pers.docx
You have already looked at your communication from your own pers.docx
You have already looked at your communication from your own perspect.docx
You have already looked at your communication from your own perspect.docx
You have already looked at your communication from your own perspect
You have already looked at your communication from your own perspect
English 202 March15 & 17
English 202 March15 & 17
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
Writing and Research Strategies
Writing and Research Strategies
·Observe a group discussing a topic of interest such as a focus .docx
·Observe a group discussing a topic of interest such as a focus .docx
Science Communication and Looking For Love
Science Communication and Looking For Love
Mais de Heather Wayne
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
Englwrit112: Strategies for revising Unit 2
Englwrit112: Strategies for revising Unit 2
Heather Wayne
Contexts of writing, rhetorical triangle, generative writing for first assignment.
Englwrit112: Writing Contexts
Englwrit112: Writing Contexts
Heather Wayne
Anita Desai, "The Artist of Disappearance" and Earth Art
Eng131: The Artist of Disappearance Lesson Plan
Eng131: The Artist of Disappearance Lesson Plan
Heather Wayne
Eng755 Frank Norris presentation
Eng755 Frank Norris presentation
Heather Wayne
Enc1101 drafting unit 3
Enc1101 drafting unit 3
Heather Wayne
Enc1101 drafting unit 3
Enc1101 drafting unit 3
Heather Wayne
Enc1101 unit3 data analysis
Enc1101 unit3 data analysis
Heather Wayne
Wardle
Wardle
Heather Wayne
Mirabelli
Mirabelli
Heather Wayne
Swales discourse communities
Swales discourse communities
Heather Wayne
Enc1101 drafting unit2
Enc1101 drafting unit2
Heather Wayne
Coding together
Coding together
Heather Wayne
Berkenkotter Murray
Berkenkotter Murray
Heather Wayne
Perl
Perl
Heather Wayne
Enc1101 Drafting Unit 1
Enc1101 Drafting Unit 1
Heather Wayne
Haas and Flower
Haas and Flower
Heather Wayne
Kantz
Kantz
Heather Wayne
Grant-Davie
Grant-Davie
Heather Wayne
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Heather Wayne
Enc1101 unit3 data analysis
Enc1101 unit3 data analysis
Heather Wayne
Mais de Heather Wayne
(20)
Englwrit112: Strategies for revising Unit 2
Englwrit112: Strategies for revising Unit 2
Englwrit112: Writing Contexts
Englwrit112: Writing Contexts
Eng131: The Artist of Disappearance Lesson Plan
Eng131: The Artist of Disappearance Lesson Plan
Eng755 Frank Norris presentation
Eng755 Frank Norris presentation
Enc1101 drafting unit 3
Enc1101 drafting unit 3
Enc1101 drafting unit 3
Enc1101 drafting unit 3
Enc1101 unit3 data analysis
Enc1101 unit3 data analysis
Wardle
Wardle
Mirabelli
Mirabelli
Swales discourse communities
Swales discourse communities
Enc1101 drafting unit2
Enc1101 drafting unit2
Coding together
Coding together
Berkenkotter Murray
Berkenkotter Murray
Perl
Perl
Enc1101 Drafting Unit 1
Enc1101 Drafting Unit 1
Haas and Flower
Haas and Flower
Kantz
Kantz
Grant-Davie
Grant-Davie
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 unit3 data analysis
Enc1101 unit3 data analysis
Último
In this webinar, nonprofits learned how to delve into the minds of funders, unveiling what they truly seek in qualified grant applicants, and tools for success. Learn more about the Grant Readiness Review service by Remy Consulting at TechSoup to help you gather, organize, and assess the strength of documents required for grant applications.
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
TechSoup
SGK
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
Mehran University Newsletter is a Quarterly Publication from Public Relations Office
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University of Engineering & Technology, Jamshoro
General introduction about Microwave assisted reactions.
microwave assisted reaction. General introduction
microwave assisted reaction. General introduction
Maksud Ahmed
As Odoo is a comprehensive business management software suite, the Calendar view is a powerful tool used to visualize and manage events, tasks, meetings, deadlines and other time-sensitive activities across various modules such as CRM, Project management, HR modules and more. In this slide, we can just go through the the steps of creating a calendar view for a module in Odoo 17.
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Celine George
Advance Mobile application development -(firebase Auth) for faculty of computers stuents seiyun University , yemen class - 07
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
Dr. Mazin Mohamed alkathiri
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Thiyagu K
Z Score,T Score, Percentile Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Thiyagu K
.
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
MateoGardella
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
EduSkills OECD
test
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
Psychiatric Nursing History collection format
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
PoojaSen20
Students will get the knowledge of : - meaning of marketing channel - channel design, channel members - selection of appropriate channel, channel conflicts - physical distribution management and its importance
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
VishalSingh1417
How Bosna and Herzegovina prepares for CBAM
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Admir Softic
In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of ECOLOGICAL SUCCESSION under the ECOSYSTEM point in this presentation points like ecological succession , types of ecological succession like primary and secondary explain with diagram. Students having deep knowledge about Ecological Succession after studying this presentation.
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Shubhangi Sonawane
INDIA THAT IS BHARAT IN 2024 The preliminary round of Swadesh, The india quiz conducted on 30th April, 2024.
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.
APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Association for Project Management
Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Denish Jangid
Pie
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
heathfieldcps1
This slide will show how to set domains for a field in odoo 17. Domain is mainly used to select records from the models. It is possible to limit the number of records shown in the field by applying domain to a field, i.e. add some conditions for selecting limited records.
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Celine George
Último
(20)
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
microwave assisted reaction. General introduction
microwave assisted reaction. General introduction
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Enc1101 collecting data unit3
1.
Collecting data Discourse
Community Ethnography
2.
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6.
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8.
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10.
11.
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Bring all your
data to class on Tuesday, July 26
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