Thursday, June 28, 2007
Java Resource Link
http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
Tuesday, June 26, 2007
Unit 5: Weather Vocabulary
from http://www.bom.gov.au/info/wwords/
Description of Phenomena
Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.
Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.
Mist: Similar to fog, but visibility remains more than a kilometre.
Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.
Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)
Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.
Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.
Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.
Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.
Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface.
A severe thunderstorm produces one or more of :-
hail at the ground with diameter of 2 cm or more;
wind gusts at the ground of 90 km/h or more;
tornadoes; or
very heavy rain likely to cause flash flooding.
Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.
Precipitation
Duration
Brief: Short duration.
Intermittent: Precipitation which ceases at times.
Occasional: Precipitation which while not frequent, is recurrent.
Frequent: Showers occurring regularly and often.
Continuous: Precipitation which does not cease, or ceases only briefly.
Periods of Rain: Rain is expected to fall most of the time, but there will be breaks.
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Intensity
Slight or Light:
Rain: Individual drops easily identified, puddles form slowly, small streams may flow in gutters.
Drizzle: Can be felt on the face but is not visible. Produces little run off from roads or roofs. Generally visibility is reduced, but not less than 1000 m.
Snow: Small sparse flakes. Visibility generally reduced but not less than 1000 m.
Hail: Sparse hailstones of small size, often mixed with rain.
Moderate:
Rain: Rapidly forming puddles, down pipes flowing freely, some spray visible over hard surfaces.
Drizzle: Window and road surfaces streaming with moisture. Visibility generally between 400 and 1000 m.
Snow: Large numerous flakes and visibility generally between 400-1000 m.
Hail: Particles numerous enough to whiten the ground.
Heavy:
Rain: Falls in sheets, misty spray over hard surfaces, may cause roaring noise on roof.
Drizzle: Visibility reduced to less than 400 m.
Snow: Numerous flakes of all sizes. Visibility generally reduced below 400 m.
Hail: A proportion of the hailstones exceed 6 mm diameter.
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Distribution of Showers(or other weather phenomena)
Few: Indicating timing, not an area.
Isolated: Showers which are well separated in space during a given period.
Local: Restricted to relatively small areas.
Patchy: Occurring irregularly over an area.
Scattered: Irregularly distributed over an area. Showers which, while not widespread, can occur anywhere in an area. Implies a slightly greater incidence than isolated.
Sporadic: Scattered or dispersed in respect of locality or local distribution. Characterised by occasional or isolated occurrence.
Widespread: Occurring extensively throughout an area.
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Wind Terms
The wind is a continuous succession of gusts and lulls associated with equally rapid changes of direction over a range which may exceed 30°. The mean wind speed over a period of time is therefore the mean of many gusts and lulls. Usually only the mean wind is forecast, unless the gusts are expected to be a significant feature. For instance, Fresh, gusty southwest winds indicates that the mean wind speed will be between 17 and 21 knots and the mean wind direction will be from the southwest, but that there will also be gusts to speeds significantly higher than the mean.
Gust: A gust is any sudden increase of wind of short duration, usually a few seconds.
Squall: A squall comprises a rather sudden increase of the mean wind speed which lasts for several minutes at least before the mean wind returns to near its previous value. A squall may include many gusts.
Wind descriptions (derived from the Beaufort Wind Scale) Wind speeds are given as the equivalent speed at a standard height of 10 metres above open flat ground
Description of Phenomena
Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.
Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.
Mist: Similar to fog, but visibility remains more than a kilometre.
Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.
Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)
Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.
Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.
Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.
Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.
Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface.
A severe thunderstorm produces one or more of :-
hail at the ground with diameter of 2 cm or more;
wind gusts at the ground of 90 km/h or more;
tornadoes; or
very heavy rain likely to cause flash flooding.
Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.
Precipitation
Duration
Brief: Short duration.
Intermittent: Precipitation which ceases at times.
Occasional: Precipitation which while not frequent, is recurrent.
Frequent: Showers occurring regularly and often.
Continuous: Precipitation which does not cease, or ceases only briefly.
Periods of Rain: Rain is expected to fall most of the time, but there will be breaks.
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Intensity
Slight or Light:
Rain: Individual drops easily identified, puddles form slowly, small streams may flow in gutters.
Drizzle: Can be felt on the face but is not visible. Produces little run off from roads or roofs. Generally visibility is reduced, but not less than 1000 m.
Snow: Small sparse flakes. Visibility generally reduced but not less than 1000 m.
Hail: Sparse hailstones of small size, often mixed with rain.
Moderate:
Rain: Rapidly forming puddles, down pipes flowing freely, some spray visible over hard surfaces.
Drizzle: Window and road surfaces streaming with moisture. Visibility generally between 400 and 1000 m.
Snow: Large numerous flakes and visibility generally between 400-1000 m.
Hail: Particles numerous enough to whiten the ground.
Heavy:
Rain: Falls in sheets, misty spray over hard surfaces, may cause roaring noise on roof.
Drizzle: Visibility reduced to less than 400 m.
Snow: Numerous flakes of all sizes. Visibility generally reduced below 400 m.
Hail: A proportion of the hailstones exceed 6 mm diameter.
Back to Menu
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Distribution of Showers(or other weather phenomena)
Few: Indicating timing, not an area.
Isolated: Showers which are well separated in space during a given period.
Local: Restricted to relatively small areas.
Patchy: Occurring irregularly over an area.
Scattered: Irregularly distributed over an area. Showers which, while not widespread, can occur anywhere in an area. Implies a slightly greater incidence than isolated.
Sporadic: Scattered or dispersed in respect of locality or local distribution. Characterised by occasional or isolated occurrence.
Widespread: Occurring extensively throughout an area.
Back to Menu
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Wind Terms
The wind is a continuous succession of gusts and lulls associated with equally rapid changes of direction over a range which may exceed 30°. The mean wind speed over a period of time is therefore the mean of many gusts and lulls. Usually only the mean wind is forecast, unless the gusts are expected to be a significant feature. For instance, Fresh, gusty southwest winds indicates that the mean wind speed will be between 17 and 21 knots and the mean wind direction will be from the southwest, but that there will also be gusts to speeds significantly higher than the mean.
Gust: A gust is any sudden increase of wind of short duration, usually a few seconds.
Squall: A squall comprises a rather sudden increase of the mean wind speed which lasts for several minutes at least before the mean wind returns to near its previous value. A squall may include many gusts.
Wind descriptions (derived from the Beaufort Wind Scale) Wind speeds are given as the equivalent speed at a standard height of 10 metres above open flat ground
Student Blogs
Mathew's Blog for Reading Comprehension:
http://4rc.blogspot.com
Eve's Blog for Reading Comprehension:
http://eve4rc.blogspot.com/
http://4rc.blogspot.com
Eve's Blog for Reading Comprehension:
http://eve4rc.blogspot.com/
Inference discussion items
Humans automatically "fill-in the blanks" whenever we hear a story, and don't usually try to separate what we know "for sure" from what we infer "for sure". Once a person makes an inference, s/he is reluctant to accept that it might not be true.
Uncritically accepting an inference makes it easier to accept related inferences as true.
Uncritically accepting an inference makes it likely a person will reject conflicting inferences.
Arguments, even wars, can result from a failure to examine and verify inferences.
Any given inference can prove to be true.
Any given inference can prove to be false.
Once you begin thinking about an observation, many possible inferences from it come to mind.
Contradictory inferences can be drawn from the same observation.
Uncritical Inference Test: Billy and Tom
The Story
Billy and Tom were lifelong friends. Everything they did was with the other in mind. They had even considered going into the ministry together, but had decided against it at the last minute.
Both were happy with the way things had worked out for them in the army. They had joined on the "buddy system" to insure that they could stay together, and that their friendship would continue. Currently, they were stationed at Camp Bingo, a minor supply base in a war zone, miles away from enemy action.
Things couldn't have been more perfect for the two of them.
One day while the two were on a routine patrol just outside the camp, an enemy soldier suddenly appeared in the bushes and opened fire. At least one of the bullets hit Billy.
Seeing Billy fall, Tom turned just in time to witness the sniper run off. Tom raised his rifle and took aim. He pulled the trigger, but there was no shot. His rifle had jammed. In an instant, he was in pursuit.
Moments later, he spotted the sniper who lay writhing in pain on the ground. The sniper had fallen after breaking a leg when he tripped on a prominent tree root overgrown with weeds. As Tom approached, the sniper began to yell, "I surrender! I surrender!"
Tom glanced over his shoulder in Billy's direction, then approached the sniper.
The Statements
____ 1. Billy and Tom had been friends all of their lives.
____ 2. Both had doubts about their religious beliefs.
____ 3. The sniper spoke English well.
____ 4. Tom and Billy graduated high school together.
____ 5. When the sniper opened fire, Billy and Tom were side by side.
____ 6. Tom walked with a limp.
____ 7. In his anger over Billy's death, Tom wanted to kill the sniper with his bare hands.
____ 8. Tom and Billy were unhappy in the Army.
____ 9. Had the sniper not lost his rifle when he tripped, he would not have wanted to surrender.
____ 10. Tom cleaned his rifle regularly.
____ 11. Camp Bingo was not in the United States.
____ 12. Camp Bingo was a dangerous place.
____ 13. The sniper was working alone.
____ 14. Another member of Billy and Tom's patrol stopped the sniper by shooting him as he was running off.
____ 15. Tom approached the sniper as he lay writhing in pain on the ground.
Billy and Tom were lifelong friends. Everything they did was with the other in mind. They had even considered going into the ministry together, but had decided against it at the last minute.
Both were happy with the way things had worked out for them in the army. They had joined on the "buddy system" to insure that they could stay together, and that their friendship would continue. Currently, they were stationed at Camp Bingo, a minor supply base in a war zone, miles away from enemy action.
Things couldn't have been more perfect for the two of them.
One day while the two were on a routine patrol just outside the camp, an enemy soldier suddenly appeared in the bushes and opened fire. At least one of the bullets hit Billy.
Seeing Billy fall, Tom turned just in time to witness the sniper run off. Tom raised his rifle and took aim. He pulled the trigger, but there was no shot. His rifle had jammed. In an instant, he was in pursuit.
Moments later, he spotted the sniper who lay writhing in pain on the ground. The sniper had fallen after breaking a leg when he tripped on a prominent tree root overgrown with weeds. As Tom approached, the sniper began to yell, "I surrender! I surrender!"
Tom glanced over his shoulder in Billy's direction, then approached the sniper.
The Statements
____ 1. Billy and Tom had been friends all of their lives.
____ 2. Both had doubts about their religious beliefs.
____ 3. The sniper spoke English well.
____ 4. Tom and Billy graduated high school together.
____ 5. When the sniper opened fire, Billy and Tom were side by side.
____ 6. Tom walked with a limp.
____ 7. In his anger over Billy's death, Tom wanted to kill the sniper with his bare hands.
____ 8. Tom and Billy were unhappy in the Army.
____ 9. Had the sniper not lost his rifle when he tripped, he would not have wanted to surrender.
____ 10. Tom cleaned his rifle regularly.
____ 11. Camp Bingo was not in the United States.
____ 12. Camp Bingo was a dangerous place.
____ 13. The sniper was working alone.
____ 14. Another member of Billy and Tom's patrol stopped the sniper by shooting him as he was running off.
____ 15. Tom approached the sniper as he lay writhing in pain on the ground.
Monday, June 25, 2007
SQ3R - A Reading and Study Skill System
SQ3R - A Reading and Study Skill System
Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html
SURVEY - gather the information necessary to focus and formulate goals.
- Read the title - help your mind prepare to receive the subject at hand.
- Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
- Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
- Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
- Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.
QUESTION - help your mind engage and concentrate.
One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.
READ - fill in the information around the mental structures you've been building.
Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.
RECITE - retrain your mind to concentrate and learn as it reads.
After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.
REVIEW - refine your mental organization and begin building memory.
Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.
REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!
Critical Thinking Links from Text
Text Online site:
http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/
http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/
Sunday, June 24, 2007
Friday, June 22, 2007
Student Blogs
Joey's CT Blog:
http://joeyblink.blogspot.com/
Irene's CT Blog:
http://aiyuncheng.blogspot.com/
Arleigh's Blog:
http://ablog4ct.blogspot.com/
Mathew's Blog:
http://mathewct.blogspot.com/
Yolanda's Blog:
http://yolandayuan.blogspot.com/
Bobby's Blog:
http://bmopn.blogspot.com/
Josh's Blog:
http://mycriticalthinking.blogspot.com/
Mogi's Blog:
http://onon-onon.blogspot.com/
Cook's Blog:
http://2cookie.blogspot.com/
Noom's Blog:
http://noomcthink.blogspot.com/
Fuat's Blog:
http://fuatscritic.blogspot.com/
Jade's Blog:
http://jadequianalearn.blogspot.com/
Benji's Blog:
http://tempo-benji.blogspot.com/
http://joeyblink.blogspot.com/
Irene's CT Blog:
http://aiyuncheng.blogspot.com/
Arleigh's Blog:
http://ablog4ct.blogspot.com/
Mathew's Blog:
http://mathewct.blogspot.com/
Yolanda's Blog:
http://yolandayuan.blogspot.com/
Bobby's Blog:
http://bmopn.blogspot.com/
Josh's Blog:
http://mycriticalthinking.blogspot.com/
Mogi's Blog:
http://onon-onon.blogspot.com/
Cook's Blog:
http://2cookie.blogspot.com/
Noom's Blog:
http://noomcthink.blogspot.com/
Fuat's Blog:
http://fuatscritic.blogspot.com/
Jade's Blog:
http://jadequianalearn.blogspot.com/
Benji's Blog:
http://tempo-benji.blogspot.com/
Thursday, June 21, 2007
Extreme Sports
Definitions of extreme sports on the Web:
Extreme sports (now also known as action sports) is a general, somewhat hazily-defined term for a collection of newer sports involving adrenaline-inducing action. They often feature a combination of speed, height, danger and spectacular stunts. Levels of danger vary widely, but there is always an element — an "extreme" factor — that causes an adrenaline rush which keeps participants loyal to their sport. ...
en.wikipedia.org/wiki/Extreme_Sports
Extreme sports (now also known as action sports) is a general, somewhat hazily-defined term for a collection of newer sports involving adrenaline-inducing action. They often feature a combination of speed, height, danger and spectacular stunts. Levels of danger vary widely, but there is always an element — an "extreme" factor — that causes an adrenaline rush which keeps participants loyal to their sport. ...
en.wikipedia.org/wiki/Extreme_Sports
TFY Text Link
Companion site for TFY 7th Edition
http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=141301772X&discipline_number=300
http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=141301772X&discipline_number=300
Wednesday, June 20, 2007
Student Work (examples: Picasa, html, Flash)
Map album at Picasa:
Irene CRCB C1 PDF:
http://www.docsyl.com/Cthink%20Maps/CRCB%20C1.pdf
Irene Flash:
http://www.docsyl.com/Cthink%20Maps/Irene%20CRCB%20C1%20f9%20flash1.html
Joey TFY C1 Gloss PDF:
http://www.docsyl.com/Cthink%20Maps/Critical_Thinking_[Joey][1].pdf
 |
| CThink Maps |
Irene CRCB C1 PDF:
http://www.docsyl.com/Cthink%20Maps/CRCB%20C1.pdf
Irene Flash:
http://www.docsyl.com/Cthink%20Maps/Irene%20CRCB%20C1%20f9%20flash1.html
Joey TFY C1 Gloss PDF:
http://www.docsyl.com/Cthink%20Maps/Critical_Thinking_[Joey][1].pdf
Links
To get Freemind:
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Links for getting Java Runtime:
From Sun -- http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
From Download -- http://java.sun.com/j2se/1.4.2/download.html
Link for prepositions: http://www2.actden.com/writ_den/tips/sentence/preposit.htm:
Link for Freemind tutorial: http://www.geocities.com/shaila_kishore/Freemind
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Links for getting Java Runtime:
From Sun -- http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
From Download -- http://java.sun.com/j2se/1.4.2/download.html
Link for prepositions: http://www2.actden.com/writ_den/tips/sentence/preposit.htm:
Link for Freemind tutorial: http://www.geocities.com/shaila_kishore/Freemind
Tuesday, June 19, 2007
Friday, June 15, 2007
Reading Exercise: Sehtolc Gnihsaw
Sehtolc Gnihsaw
The procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
The procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
Box Quiz
1. exxposure | 2. dashotrk | 3. left chicken | 4. the ears wet |
5. gegs sgeg ggse | 6. YYY men | 7. f f r r i standing i e miss e n n d d s s | 8. s t street e e t |
9. fi$$$st | 10. p i a n o | 11. dark fun | 12. sec ond |
13. nia g a r a | 14. tified with iron tified with iron tified with iron tified with iron | 15. p a y m e n t | 16. Get me |
17. s a n d s a a n n d d s a n d s | 18. cycle cycle cycle | 19. 0 Ph.D. M.A. B.A. | 20. t o w n |
Thursday, June 14, 2007
Work Ethic
The Protestant work ethic, or sometimes called the Puritan work ethic, is a Calvinist value emphasizing the necessity of constant labor in a person's calling as a sign of personal salvation. Protestants beginning with Martin Luther had reconceptualised work as a duty in the world for the benefit of the individual and society as a whole. The Catholic idea of good works was transformed into an obligation to work diligently as a sign of grace.
from: http://en.wikipedia.org/wiki/Protestant_work_ethic
from: http://en.wikipedia.org/wiki/Protestant_work_ethic
Unit 3: Work
work
NOUN: 1. Something done: act, action, deed, doing, thing. See DO. 2. Activity pursued as a livelihood: art, business, calling, career, craft, employment, job, line, métier, occupation, profession, pursuit, trade, vocation. Slang : racket. Archaic : employ. See ACTION. 3. Something that is the result of creative effort: composition, opus, piece, production. See MAKE. 4. Physical exertion that is usually difficult and exhausting: drudgery, labor, moil, toil, travail. Informal : sweat. Chiefly British : fag. Idioms: sweat of one's brow. See WORK. 5. An issue of printed material offered for sale or distribution: opus, publication, title, volume. See WORDS. 6. Informal. An amount or quantity from which nothing is left out or held back. Used in plural: aggregate, all, entirety, everything, gross, sum, total, totality, whole. Idioms: everything but (or except) the kitchen sink, lock, stock, and barrel, the whole ball of wax (or kit and caboodle) (or megillah) (or nine yards) (or shebang) . See PART. 7. A building or complex in which an industry is located. Used in plural: factory, mill, plant. See MAKE, PLACE. 8. The technique, style, and quality of working: craftsmanship, workmanship. See WORK.
VERB: 1. To react in a specified way: act, behave, function, operate, perform. See ACTION. 2. To introduce gradually and slyly: edge, foist, infiltrate, insinuate, wind2, worm. See ENTER. 3. To exert one's mental or physical powers, usually under difficulty and to the point of exhaustion: drive, fag, labor, moil, strain1, strive, sweat, toil, travail, tug. Idioms: break one's back (or neck) . See WORK. 4. To control or direct the functioning of: manage, operate, run, use. See CONTROL. 5. To turn out well: come off, go, go over, pan out, succeed, work out. Slang : click. See THRIVE. 6. To prepare (soil) for the planting and raising of crops: cultivate, culture, dress, tend2, till. See PREPARED, TOUCH. 7. To arrive at an answer to (a mathematical problem): solve, work out. Informal : figure out. See REASON. 8. To force to work: drive, task, tax. Idioms: crack the whip. See WORK. 9. To handle in a way so as to mix, form, and shape: knead, manipulate. See TOUCH. 10. To perform a function effectively: function, go, operate, run, take. See THRIVE.
PHRASAL VERB: work out To plan the details or arrangements of: arrange, lay out, prepare, schedule. See PLANNED. work out 1. To form a strategy for: blueprint, cast, chart, conceive, contrive, design, devise, formulate, frame, lay1, plan, project, scheme, strategize. Informal : dope out. Idioms: lay plans. See PLANNED. 2. To subject to or engage in forms of exertion in order to train, strengthen, or condition: drill, exercise, practice, train. See WORK. 3. To turn out well: come off, go, go over, pan out, succeed, work. Slang : click. See THRIVE. 4. To arrive at an answer to (a mathematical problem): solve, work. Informal : figure out. See REASON. work up To stir to action or feeling: egg on, excite, foment, galvanize, goad, impel, incite, inflame, inspire, instigate, motivate, move, pique, prick, prod, prompt, propel, provoke, set off, spur, stimulate, touch off, trigger. See CAUSE, EXCITE.
Roget’s II: The New Thesaurus, Third Edition. Copyright © 1995 by Houghton Mifflin Company. Published by the Houghton Mifflin Company. All rights reserved.
NOUN: 1. Something done: act, action, deed, doing, thing. See DO. 2. Activity pursued as a livelihood: art, business, calling, career, craft, employment, job, line, métier, occupation, profession, pursuit, trade, vocation. Slang : racket. Archaic : employ. See ACTION. 3. Something that is the result of creative effort: composition, opus, piece, production. See MAKE. 4. Physical exertion that is usually difficult and exhausting: drudgery, labor, moil, toil, travail. Informal : sweat. Chiefly British : fag. Idioms: sweat of one's brow. See WORK. 5. An issue of printed material offered for sale or distribution: opus, publication, title, volume. See WORDS. 6. Informal. An amount or quantity from which nothing is left out or held back. Used in plural: aggregate, all, entirety, everything, gross, sum, total, totality, whole. Idioms: everything but (or except) the kitchen sink, lock, stock, and barrel, the whole ball of wax (or kit and caboodle) (or megillah) (or nine yards) (or shebang) . See PART. 7. A building or complex in which an industry is located. Used in plural: factory, mill, plant. See MAKE, PLACE. 8. The technique, style, and quality of working: craftsmanship, workmanship. See WORK.
VERB: 1. To react in a specified way: act, behave, function, operate, perform. See ACTION. 2. To introduce gradually and slyly: edge, foist, infiltrate, insinuate, wind2, worm. See ENTER. 3. To exert one's mental or physical powers, usually under difficulty and to the point of exhaustion: drive, fag, labor, moil, strain1, strive, sweat, toil, travail, tug. Idioms: break one's back (or neck) . See WORK. 4. To control or direct the functioning of: manage, operate, run, use. See CONTROL. 5. To turn out well: come off, go, go over, pan out, succeed, work out. Slang : click. See THRIVE. 6. To prepare (soil) for the planting and raising of crops: cultivate, culture, dress, tend2, till. See PREPARED, TOUCH. 7. To arrive at an answer to (a mathematical problem): solve, work out. Informal : figure out. See REASON. 8. To force to work: drive, task, tax. Idioms: crack the whip. See WORK. 9. To handle in a way so as to mix, form, and shape: knead, manipulate. See TOUCH. 10. To perform a function effectively: function, go, operate, run, take. See THRIVE.
PHRASAL VERB: work out To plan the details or arrangements of: arrange, lay out, prepare, schedule. See PLANNED. work out 1. To form a strategy for: blueprint, cast, chart, conceive, contrive, design, devise, formulate, frame, lay1, plan, project, scheme, strategize. Informal : dope out. Idioms: lay plans. See PLANNED. 2. To subject to or engage in forms of exertion in order to train, strengthen, or condition: drill, exercise, practice, train. See WORK. 3. To turn out well: come off, go, go over, pan out, succeed, work. Slang : click. See THRIVE. 4. To arrive at an answer to (a mathematical problem): solve, work. Informal : figure out. See REASON. work up To stir to action or feeling: egg on, excite, foment, galvanize, goad, impel, incite, inflame, inspire, instigate, motivate, move, pique, prick, prod, prompt, propel, provoke, set off, spur, stimulate, touch off, trigger. See CAUSE, EXCITE.
Roget’s II: The New Thesaurus, Third Edition. Copyright © 1995 by Houghton Mifflin Company. Published by the Houghton Mifflin Company. All rights reserved.
Tuesday, June 12, 2007
Spelling and Pronunciation
| Spelling Rules | |
| syllables | Every syllable has one vowel sound. |
| c | C can be pronounced as /k/ or /s/. |
| c | C is pronounced as /s/ before an e, i, or y (cent, city, cycle). |
| c | It is pronounced as /k/ before everything else (cat, clip). |
| g | G is pronounced as /g/ or /j/. |
| g | G may be pronounced as /j/ before an e, i, or y (gem, giant, gym). |
| g | It is pronounced as /g/ before everything else (garden, glad). |
| q | Q is always followed by a u (queen). |
| f, l,s | Double the consonants f, l, and s at the end of a one-syllable word that has just one vowel (stiff, spell, pass). |
| k | To spell the sound of /k/ at the end of a word, we use ck or k. Use ck after a short vowel (sick). After everything else, use a k (milk). |
| a,e,o,u | A, e, o, and u usually say their name at the end of a syllable (a-pron, me, go, u-nit). |
| v, j | Words do not end in v or j. We add a silent-e at the end of the word (have). |
| I,o | I and o may be pronounced as /i/ and /o/ before two consonants (kind, sold). |
| j | /J/ is spelled dge after a short vowel (edge). |
Mind Maps Links
Freemind link
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Cmind from Institute for Human and Machine Cognition
http://cmap.ihmc.us/
Theory underlying concept maps and how to construct them
Tony Buzan's Mind Map:
http://www.buzan.com.au/
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Cmind from Institute for Human and Machine Cognition
http://cmap.ihmc.us/
Theory underlying concept maps and how to construct them
Tony Buzan's Mind Map:
http://www.buzan.com.au/
Thursday, June 7, 2007
Musical Instrument Vocabulary
From http://www.manythings.org/vocabulary/lists/c/words.php?f=musical_instruments
accordion
agogo bells
bagpipes
banjo
baritone
bass drum
bassoon
bell lyre
bongos
bugle
castanets
celeste
cello
chimes
clarinet
claves
conga
cornet
cowbell
crash cymbal
cymbal
drum
drum set
electric guitar
euphonium
flugelhorn
flute
French horn
glockenspiel
gong
grand piano
guitar
harmonica
harp
kettledrum
lute
mandolin
maracas
marimba
oboe
orchestra bells
piano
piccolo
recorder
ride cymbal
saxophone
scraper
sizzle cymbal
snare drum
sousaphone
splash cymbal
steel drums
tenor drum
timbales
timpani
tom-tom
triangle
trombone
trumpet
tuba
vibraphone
violin
xylophone
accordion
agogo bells
bagpipes
banjo
baritone
bass drum
bassoon
bell lyre
bongos
bugle
castanets
celeste
cello
chimes
clarinet
claves
conga
cornet
cowbell
crash cymbal
cymbal
drum
drum set
electric guitar
euphonium
flugelhorn
flute
French horn
glockenspiel
gong
grand piano
guitar
harmonica
harp
kettledrum
lute
mandolin
maracas
marimba
oboe
orchestra bells
piano
piccolo
recorder
ride cymbal
saxophone
scraper
sizzle cymbal
snare drum
sousaphone
splash cymbal
steel drums
tenor drum
timbales
timpani
tom-tom
triangle
trombone
trumpet
tuba
vibraphone
violin
xylophone
Required text for class
Required text:
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ISBN: 0521555809.
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ISBN: 0521555809.
Where do you stand?
Where do you stand
FEET: What do I stand for as a foundation of reading comprehension?
STOMACH: What upsets me about reading comprehension?
HEART: What do I love about reading comprehension?
HANDS: What do I feel about reading comprehension?
EARS: What do I hear about reading comprehension?
EYES: What do I see about reading comprehension?
BRAIN: What do I think about reading comprehension?
FEET: What do I stand for as a foundation of reading comprehension?
STOMACH: What upsets me about reading comprehension?
HEART: What do I love about reading comprehension?
HANDS: What do I feel about reading comprehension?
EARS: What do I hear about reading comprehension?
EYES: What do I see about reading comprehension?
BRAIN: What do I think about reading comprehension?
Wednesday, June 6, 2007
Syllabus
ENGLISH 75 Syllabus Lincoln University
CRITICAL THINKING
Dr. Sylvia Y. R. Schoemaker profsylvia@gmail.com
Units: 3
Office hours: T-Th, 9-9:30, 12:15-1, by arrangement
Phone: 510.628.8036
Course Blog: 4cthink.blogspot.com
Objectives:
Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Catalog Course Description
ENG 75- CRITICAL THINKING (UNIVERSITY COURSE LISTING) Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)
Methods and Materials
A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, class discussions and applications.
Emphasis will be on a systems approach to analysis and solution of complex problems, a conceptual approach to issues in problem definition, goal determination and measurement of effectiveness.
Required Texts:
(TFY) Mayfield, Marlys. Thinking for Yourself. 6th Edition. Boston: Heinle, 2004. (ISBN: 0-8384-0735-8)
(CRCB) Daiek,Deborah and Macomb, Nancy. Critical Reading for College and Beyond. McGraw-Hill, 2004. (ISBN: 0072473762)
Recommended Text:
(CPS) Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4
Student Responsibilities:
Students are expected to attend class, be punctual, follow classroom decorum, complete assignments, participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation
Students will be evaluated on the basis of all assignments, exercises, class participation, portfolios, midterm and final presentations; extra credit work/journals. Student course productivity will be averaged in appropriate proportions in determining the final grade along the following guidelines:
Classroom work:
Attendance, punctuality, decorum 10%
Productive classroom participation 10%
Class quizzes, exercises 15%
Individual/ group presentations 10%
CRITICAL THINKING
Dr. Sylvia Y. R. Schoemaker profsylvia@gmail.com
Units: 3
Office hours: T-Th, 9-9:30, 12:15-1, by arrangement
Phone: 510.628.8036
Course Blog: 4cthink.blogspot.com
Objectives:
Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Catalog Course Description
ENG 75- CRITICAL THINKING (UNIVERSITY COURSE LISTING) Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)
Methods and Materials
A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, class discussions and applications.
Emphasis will be on a systems approach to analysis and solution of complex problems, a conceptual approach to issues in problem definition, goal determination and measurement of effectiveness.
Required Texts:
(TFY) Mayfield, Marlys. Thinking for Yourself. 6th Edition. Boston: Heinle, 2004. (ISBN: 0-8384-0735-8)
(CRCB) Daiek,Deborah and Macomb, Nancy. Critical Reading for College and Beyond. McGraw-Hill, 2004. (ISBN: 0072473762)
Recommended Text:
(CPS) Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4
Student Responsibilities:
Students are expected to attend class, be punctual, follow classroom decorum, complete assignments, participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation
Students will be evaluated on the basis of all assignments, exercises, class participation, portfolios, midterm and final presentations; extra credit work/journals. Student course productivity will be averaged in appropriate proportions in determining the final grade along the following guidelines:
Classroom work:
Attendance, punctuality, decorum 10%
Productive classroom participation 10%
Class quizzes, exercises 15%
Individual/ group presentations 10%
| Week | TFY | CRCB | ||
| 1 Th 6/7 | Observation | 1 | Reading | 1 |
| Word Precision | 2 | Vocabulary | 2 | |
| 2 Th 6/14 | Facts | 3 | Memory | 3 |
| Inferences | 4 | Time | 4 | |
| 3 Th 6/21 | Assumptions | 5 | Main Ideas | 5 |
| Opinions | 6 | Details | 6 | |
| 4 Th 6/28 | Evaluations | 7 | Inference | 7 |
| MT Portfolio | Review | Texts | 8 | |
| Viewpoints | 8 | PSR Strategies | 9 | |
| 5 Th 7/5 | Argument | 9 | Marking Advanced Strategies | 10. 11 |
| 6 Th 7/12 | Fallacies | 10 | Arguments | 12 |
| Inductive Reasoning | 11 | Cognitive Domain | 13 | |
7 T /17
| Deductive Reasoning Final | 12 | Evaluating Internet Resources | 14 |
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