Thursday, January 19, 2012

IAEP 3 Required text -- Reading Book

Strategic Reading 1 Student's book: Building Effective Reading Skills [Paperback]

Jack C. Richards (Author), Samuela Eckstut-Didier (Author)

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My Interests:
Semester at Lincoln University:
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Contact Information

Name (full name)

Phone number

Address

Birth date

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Notes

Place of Birth:

Family Background:

My Interests:

Semester at Lincoln University:

Program:

Courses this Semester:

Future Plans

Wednesday, January 18, 2012

Letter of Introduction

Assignment – Letter of Introduction

Email – profsylvia@gmail.com

Indicate your name (first, last and short/nickname)
Using appropriate business letter format, introduce yourself: (include personal, social, cultural, economic/professional areas current and future).

Letter of Introduction

Welcome

Welcome to this blog at http://bcomclnmatters.blogspot.com

Welcome

Welcome to this blog at http://bcomclnmatters.blogspot.com

Monday, January 9, 2012

Suffixes

Suffixes	Inflexional and Derivational Suffixes
Suffixes	Suffix links
Suffixes	Suffix List
Suffixes	Suffixes
Suffixes	Suffixes -- List

Suffixes

Suffixes	Inflexional and Derivational Suffixes
Suffixes	Suffix links
Suffixes	Suffix List
Suffixes	Suffixes
Suffixes	Suffixes -- List

Saturday, December 31, 2011

First Impression

How to Make a Great First Impression

From http://www.positivityblog.com/index.php/2007/03/16/how-to-make-a-great-first-impression/

By Henrik Edberg

First impressions can be quite important.

Everyone stereotypes everyone on first impression, even if we are reluctant to do it.

We all get a first impression of a new person that creates a mental image of his or her personality in our minds.

That image of you often lasts and can affect the relationship that follows.

Another thing is that we often play different roles in relationships. With our parents we play one role, with friends another, with someone we are interested in/in love with a third, when shopping for clothes in a store a fourth. And so on.

A good or great first impression can create a positive role in the minds of the new people we meet. When we meet them again, we are often drawn back into this role. Sometimes it happens almost unconsciously until you after a few minutes notice that you have fallen into your old role – like when you meet friends you haven’t seen in years – in that dynamic once again. You may not always be drawn into that role. But if you do it sure is better to have a positive than a negative role saved for you.

Here are some of the things I’ve learned about improving first impressions. Of course, different environments like business meetings with suits and ties or parties with umbrella-drinks come with different goals and expectations so figure out what’s appropriate and useful in each meeting.

Act as if you are meeting a good friend
If you just imagine that the person you have just met and are talking to is one of your best friends you’ll probably adjust unconsciously and start to smile, open up your body-language to a very friendly and warm position and reduce any nervousness or weirdness in your tone of voice and body-language. Don’t overdo it though, you might not want to hug and kiss right away.

The nice thing about this is that you may also start to feel positive feelings towards this new person, just as you do with your friend when you meet him/her. This is a pretty good starting-point for getting them to reciprocate and for developing a good relationship.

Keep you body language open
Smile. Don’t cross your arms or legs. Turn your body towards the people you’re are shaking hands with or talking to so that your body language is friendly and open. Make relaxed eye contact – don’t stare – when talking or listening. Don’t look the person in the eye all the time. When you break eye-contact try to do it kind of slow, don’t let your eyes just dart away. Making eye-contact can be a bit hard or scary but if you work at it you’ll get used to it.

For more tips, you may want to have a look at 18 Ways to Improve Your Body Language.

Stand up straight
Keeping a good posture certainly improves on the impression one makes. Don’t slouch. Sit or stand up straight.

Be positive
Sometimes you can go in all positive in a first meeting. Sometimes it may not be the best approach to go in too positive as it can be seen as bit abrasive or inappropriate. A better way to convey a positive attitude in a first meeting can then be to read the mood of person(s) before you start talking – by just watching them – and then match it for a short while. Then – when you have an emotional connection and the other person feels you are similar to him/her – you can let your positivity arise a bit more.

Regardless if you start out positive from the get-go or a short, short while into the meeting, be sure to positive. If you, for instance, start a first meeting by complaining, there’s a big chance the people you meet will mentally label you as a complainer or a negative person.

Don’t think too much
Try, as much as possible, to stay outside of your head and focus on the people you are talking to rather than focusing on yourself.

Mentally rehearse before you even enter the room
Visualize how great the events will unfold – see and hear it – and also how great will you feel at this meeting.

See yourself smiling, being positive, open and having a great time. See the excellent outcome in your mind. Then release by visualizing that it has already happened, that the meeting is over with the desired result. This is surprisingly effective and will get you into a great and relaxed mood before even stepping into the first, second or twentieth meeting.

You may also want to check out the ever-popular Do you make these 10 mistakes in conversation? for more information on stuff like listening, hogging the spot-light, what to talk about (and not to talk about) and the very common need to be right.

What you say isn’t that important
I’d say that mental rehearsal followed by acting as if you’re meeting a friend are the most important parts of all of this. They often solve the rest of pointers in this article unconsciously and automatically and keeps your thoughts focused outwards instead of inwards.

The problem with an inward-focused meeting – where you focus on what you just said, how you look and what the other person thinks of you right now – can reduce anyone to a bumbling, second-guessing, fidgeting shadow of their former self as the self-consciousness becomes almost paralyzing.

Also, as long as you try to use the first and the last point it doesn’t really matter too much what word or phrase you use to start the conversation. The words are only 7 percent of your communication. 93 percent is in your tone of voice and your body-language.

So, a simple “Hi!” may do just fine.

Wednesday, December 21, 2011

This is the new Blogger interface, It also does not have compose in iPad.

Saturday, December 17, 2011

-- 15 -- Final Exam

3-May

Final

-- 15 -- Final Exam

3-May

Final

Thursday, December 1, 2011

Reading Comprehension Video

Reading Skills Link

http://esl.about.com/od/englishreadingskills/a/readingskills.htm

Reading Skills Link

http://esl.about.com/od/englishreadingskills/a/readingskills.htm

APA Guidelines Overview -- Purdue Poster

Thursday, November 17, 2011

Writing improvement -- General Rubrics

Adapted from http://danaleeling.blogspot.com/2011/04/writing-improvement-in-physical-science.html

The rubric is based on that rubric used to mark entrance test essays for the college. As such, the rubric is well understood by a broad constituency at the college.

The following paragraphs look at the impact on grammar, vocabulary, organization, and cohesion.

The grammar section of the rubric is as follows.

[G] Grammar and Syntax [-2 if conclusion too short to judge grammar properly]
5	No errors of grammar or word order. Correct use of tense.
4	Some errors of grammar or word order but communication not impaired.
3	Fairly frequent errors of grammar or word order; occasional re-reading necessary for full comprehension.
2	Frequent errors of grammar or word order; efforts of interpretation sometimes required on reader's part.
1	Very frequent errors of grammar or word order; reader often has to rely on own interpretation.
0	Errors of grammar or word order so severe as to make comprehension virtually impossible.

Typical grammar errors include tense shifts and unclear antecedents for pronouns. Bear in mind that a student effectively has to score a four or five to gain entrance to the college. A score of two or less is likely to lead to non-admission.

The following is the rubric used for vocabulary.

[V] Vocabulary [-2 if conclusion too short - taken as evidence of vocabulary limitations]
5	Appropriate terms used consistently, clear command of vocabulary with a focus on correct usage of physical science vocabulary, no misspelled words.
4	Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words.
3	Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary, or many misspelled words.
2	Limited vocabulary and frequent errors clearly hinder expression of ideas.
1	Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
0	Vocabulary limitations so extreme as to make comprehension virtually impossible.

Organization is primarily determined by whether the students have the correct sections in the correct order.

[O] Organization
5	All sections present in the proper order. Material exceptionally well organized. Conclusion well structured with introductory and concluding phrases.
4	One section out of sequence or omitted. Material well organized; structure could occasionally be clearer but communication not impaired.
3	Multiple sections out of sequence, some lack of organization; re-reading required for clarification of ideas. For example, tables and graphs printed from a spreadsheet and then stapled to the back of a lab write-up printed from a word processing program.
2	Multiple sections omitted. Little or no attempt at connectivity, though reader can deduce some organization.
1	Individual ideas may be clear, but very difficult to deduce connection between them.
0	Lack of organization so severe that communication is seriously impaired.

[C] Cohesion [0 if text too short to judge cohesion]
5	Consistent choices in cohesive structures. Ideas flow logically. Conclusion remains on topic. Connector words assist the reader.
4	Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired.
3	Patchy, with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay, or written as a list of answers to questions without connector words and phrases generating a choppy, disjoint style
2	Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. Connector words and phrases confuse and mislead the reader, but sense can be made of the conclusion.
1	Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items making it difficult to make scientific sense of the conclusion.
0	A 'hodgepodge' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible.

Quick Reference Guide -- U of Minnesota

Research Writing -- Quick Study Guide

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Writing Skills: Six Things to Improve Your Writing

Six Things to Improve Your Writing
from http://writing.umn.edu/tww/discipline/physisci/Ast1001act.pdf
Eric Hallman
Astronomy 1001: Exploring the Universe

1. Use Active Voice. Rewrite all passive verb constructions (was done, would be, is
thought) using active verbs. This brightens your writing; the reader will have a better,
clearer impression of your subject and exposition.
2. Develop a thesis before you begin writing. For part C of the first essay, for example, the
thesis could be as simple as "There is a strong well-coordinated program of impact
prevention in the United States today."
3. Develop a logical framework to support your thesis. For part A of the first essay, for
example, you could organize your thoughts as follows
1. Topic/thesis sentence to give overall preview of paragraph
2. Summary of evidence from craters
3. Summary of evidence about known impactors
4. Models of origins and early stages of solar system and why impacts fit into this
picture
4. Spend time writing your conclusion! The conclusion offers a last impression to your
readers, so it is important to end well. Use an interesting fact or introduce a concept that
helps draw the content of your paper together.
5. Remove unnecessary clauses. They obscure your point and chop up the flow of your
writing.
6. Read your paper out loud. Then have someone else read your paper out loud. This will
allow you to identify awkward phrases or paragraphs. I can not emphasize enough how
important this is: if you choose to do only one thing to improve your writing, READ IT
OUT LOUD!

Physical Science Report Writing

The following are guidelines for writing reports. For each topic, there are instructions for writing the report and, for most, an accompanying rubric designed to help the student check the work, and for the teacher's final assessment of the report.

Science Research Report Topics:
Animal Research Report: How to write a paper about an animal; describe its anatomy, diet, habitat, range, life cycle, enemies, and other interesting facts about the animal. Or go to the grading rubric alone.
Dinosaur (or other Extinct animal) Research Report: How to write a paper about a dinosaur; write about its anatomy, where it lived, when it lived, when it went extinct, and other interesting facts about the dinosaur and the period in which it lived.

Planet Research Report: How to write a paper about a planet, describing its orbit, atmosphere, internal structure, mass, gravitational pull at the surface, moons (if there are any), and any special attributes (like rings, an extremely-tilted axis, an odd rotation, or spots). Or go to the grading rubric.

Historical Research Reports:
Invention Research Report: How to write a paper about an invention, describing the function of the invention, when it was invented, who invented it, and how the invention changed people's lives. Or go to the grading rubric.
Explorer Research Report: Write a paper about a famous explorer, describing the area(s) that the person explored, when the expedition(s) traveled, highlights of the trip(s), why they chose the routes they did, and the results of the exploration. Or go to the grading rubric.

Presidential Biography Report: How to write a paper about a US President, writing about the President's early life, the presidency, and the post-presidency. Or go to the grading rubric.

Reports on Geography:
State/Province Research Report: How to write a paper on a state or province. Write about the land, location, capital city, bodies of water, population, flag, and symbols of the area.

from http://www.enchantedlearning.com/report/