Synonyms and confuse word

Exercise 1

Write a sentence with each of the following words that illustrates the specific meaning of each synonym. You will have a total of 20 sentences.

  1. leave, abandon
  2. mad, insane
  3. outside, exterior
  4. poor, destitute
  5. quiet, peaceful
  6. riot, revolt
  7. rude, impolite
  8. talk, conversation
  9. hug, embrace
  10. home, residence

Exercise 2

Correct the following sentences by replacing the underlined words with an antonym.

  1. The pilot who landed the plane was a coward because no one was injured.
  2. Even though the botany lecture was two hours long, Gerard found it incredibly dull.
  3. My mother says it is impolite to say thank you like you really mean it.
  4. Although I have learned a lot of information through textbooks, it is life experience that has given me ignorance.
  5. When our instructor said the final paper was compulsory, it was music to my ears!
  6. My only virtues are coffee, video games, and really loud music.
  7. Elvin was so bold when he walked in the classroom that he sat in the back row and did not participate.
  8. Maria thinks elephants who live in freedom have a sad look in their eyes.
  9. The teacher filled her students’ minds with gloomy thoughts about their futures.
  10. The guest attended to every one of our needs.

Exercise 1

Complete the following sentences by selecting the correct word.

  1. My little cousin turns ________(to, too, two) years old tomorrow.
  2. The next-door neighbor’s dog is ________(quite, quiet, quit) loud. He barks constantly throughout the night.
  3. ________(Your, You’re) mother called this morning to talk about the party.
  4. I would rather eat a slice of chocolate cake ________(than, then) eat a chocolate muffin.
  5. Before the meeting, he drank a cup of coffee and ________(than, then) brushed his teeth.
  6. Do you have any ________(loose, lose) change to pay the parking meter?
  7. Father must ________(have, of) left his briefcase at the office.
  8. Before playing ice hockey, I was ________(suppose, supposed) to read the contract, but I only skimmed it and signed my name quickly, which may ________(affect, effect) my understanding of the rules.
  9. Tonight she will ________(set, sit) down and ________(right, write) a cover letter to accompany her résumé and job application.
  10. It must be fall, because the leaves ________(are, our) changing, and ________(it’s, its) getting darker earlier.

Exercise 2

The following paragraph contains eleven errors. Find each misused word and correct it by adding the proper word.

The original United States Declaration of Independence sets in a case at the Rotunda for the Charters of Freedom as part of the National Archives in Washington, DC. Since 1952, over one million visitors each year of passed through the Rotunda too snap a photograph to capture they’re experience. Although signs state, “No Flash Photography,” forgetful tourists leave the flash on, an a bright light flickers for just a millisecond. This millisecond of light may not seem like enough to effect the precious document, but supposed how much light could be generated when all those milliseconds are added up. According to the National Archives administrators, its enough to significantly damage the historic document. So, now, the signs display quit a different message: “No Photography.” Visitors continue to travel to see the Declaration that began are country, but know longer can personal pictures serve as mementos. The administrators’ compromise, they say, is a visit to the gift shop for a preprinted photograph.

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Team Dynamics Summary

Team dynamics are made up of many different aspects, and can be quite complex. This assignment allows you to bring together the concepts that you have learned this week to summarize and apply them to your own life.

Complete the worksheet located in Student Materials to the right.

Carefully read the instructions and notes at the top, answer all questions, include a minimum of two citations with references from the Learning Team Toolkit materials, and proofread/edit your work, then review the grading sheet at the end of the worksheet and make changes as needed before posting your final work.

Incorporate and format citations and references from research/sources with correct APA formatting (see APA formatting guidelines in the Centers for Writing Excellence for assistance).

Review the Plagiarism Policy and Written Work sections in the Instructor’s Policies document to help you avoid problems.

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ENG 316 Strayer Frequently Asked Question Website

If you are using the Blackboard Mobile Learn App, please click “View in Browser”.
Click the link above to submit your assignment.

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.
Instructors, training on how to grade is within the Instructor Center.

Assignment 2: “Creating an FAQ for a Website”

Review the Strayer University Website to find an opportunity to write a FAQ that does not exist but would be useful to an intended audience. You will format the document as if it would be going on the Website, but you will write the document in Microsoft Word or equivalent word processing software.

Write a one to two (1-2) page FAQ sheet for the intended audience and purpose. On a separate page within the same document, write a paragraph that identifies the intended audience and purpose of the FAQ sheet you have created. (Submit one document in total with both components included.) Your assignment cannot be graded without this analysis. In your document, you should:

  1. Match the intended audience and purpose for situation and tone.
  2. Format FAQ Web page(s) accurately and according to the details in the textbook.
  3. Ensure that content is measured, concise, and applicable.
  4. Craft a document that is easy to read.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Illustrate the relationship between how audience characteristics match the context of technical writing.
  • Explain ideas in proper format using accurate details and relevant examples.
  • Use syntax, tone, and word choice appropriate to technical communications.
  • Employ correct Edited Standard Written English (ESWE).
  • Use technology and information resources to research issues in technical writing.
  • Write clearly and concisely about technical writing using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

Please click here to view the grading rubric.

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Delivering Human Services: Consumers, Agencies and Communities

M4 Discussion C – Program Effectiveness

  1. Briefly describe how The NYS Division of Juvenile Justice and Opportunities for Youth (DJJOY) measures effectiveness with consumers and what type of outcomes your agency looks for.
  2. Discuss why networking, system interface, and integration are intimately tied to an agency’s effectiveness and discuss the problems resulting when these concepts are not utilized in the delivery of human services.

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Week 8 forum post responses

In need of a 250 word response/discussion to each of the following forum posts. Agreement/disagreement/and/or continuing the discussion.

Original forum discussion/topic post is as follows:

Forum post #1

Memory is a big part of who we become. It hold our memories and our knowledge. Children and adults who suffer from learning disabilities also suffer from memory loss in certain ways. As w know, while learning something, it then gets filtered and is stored in our memory for later use. This is how we memorize and hold onto that information that came through. of course we sometimes loose it as we go through life and don’t practice what we’ve learned but the memory is there and is able to be added to for future. One learning disability is Dyslexia. I had the privilege of working with some Dyslexia students this past year. it is a learning disability that causes problems with reading and decoding text material. Often times they swap letters or sounds and often cannot comprehend what they have read. While reading we use our short term memory, where our information is help for processing. Our short term memory also includes our visual sequential memory therefore students with dyslexia often have trouble holding onto things they have learned in a sequence. As they read, they have trouble going from one word to another and holding onto it for a later date. Another learning disability is Language processing disorder. With this disability, a student has trouble interpreting language they hear. This is due to an interference between he sound and how it is heard in the brain (Learning disabilities association, 2018). For this reason, it is hard for them to recall anything they have heard because what they heard becomes distorted. The next learning disability is Dyscalculia. This disability is like dyslexia but instead involves math. Students have trouble decoding math problems or do not understand the numbers. When completing math problems, our minds sue our working memory. It has been shown that students with this disability have an underperforming working memory (Learning disabilities association, 20180. Finally there is visual perceptual deficit. This learning disability provides trouble with eye hand coordination and being able to distinguish differences between objects. This disability too uses the visual short term memory and it becomes affected by not properly getting in information.

To be able to distinguish if it is a learning disability rather than test taking anxiety is to see how the student does without testing. A lot of times people only mess up while testing but there are a number of other daily assessments that can be done through observation, questioning, or playing that can tell whether they remember what they have just read or were told. For instance, a dyslexia student would have trouble remembering what they just read so it would be caught onto quickly rather than if they waited to take a test.

Using dyslexia as an example, a teacher can most often use logic instead of memory. It is hard for them to comprehend what they have read or to understand the letters so instead of them memorizing the words, they would have to stargaze. This can include using their skills for decoding letters as they read. It may be going back to basics but will help them understand. In addition, they can pull out key words for comprehension rathe retain remember everything in the paragraph.

Forum post #2

Memory is essential for the process of learning. Learning is impacted greatly for individuals with learning disabilities because they often struggle with remembering tasks, understanding the order of words and numbers, or processing different types of instruction.

Individuals with Auditory Processing Disorder have difficulties processing and interpreting sound. People with this disorder often have trouble detecting the location of the sound, finding the specific order of sound, blocking out sound, as well as many other problems related to sound. Studies have shown that individuals with Auditory Processing Disorder have a pervasive issue with auditory short-term memory (Maerlender, 2010). Auditory short-term memory is the ability to process and interpret oral information and later recall the information. This can be tested simply by asking an individual to repeat numbers, words, or letters after the information has been transmitted orally. Language Processing Disorder is a sub-type of Auditory Processing Disorder. As described in its name, individuals with Language Processing Disorder have troubles with processing and interpreting language. A strategy to help individuals learn with Auditory or Language Processing Disorder could be to provide visuals as opposed to verbalizing instructions. By using visuals, these individuals would be able to see cues and direction rather than struggle to hear and process the oral instruction.

Dyslexia is a fairly common learning disorder that involves difficulties with reading, spelling, and/or writing out words. People with dyslexia may have trouble remembering general instructions or recalling exactly where they left off on a particular task.

Alexia is another learning disorder similar to dyslexia. This concept is also known as acquired dyslexia. Alexia occurs when an individual loses their ability to read. People with alexia can have the same issues with memory as people with dyslexia.

Researchers would distinguish between memory impairment due to a learning disability and memory impairment due to test taking anxiety by conducting tests and observing the individual with memory problems. The researcher could create tests in the form of games or activities geared towards challenges that one might face if they had a learning disability. By masking the intent of the game or task, the individual would be unaware that he or she was being tested. If the individual performed well on the test, then he or she probably would not have a learning disability. However, if the individual performed poorly on the test, he or she could have some type of learning disability.

Forum post #3

The three types of memory that play vital roles in learning by processing both verbal and non-verbal information are the working memory, short-term memory, and long-term memory. While individuals with learning disabilities have deficits in one or more cognitive processes, research has found that children with learning disabilities show poor working memory performance, specifically in verbal and executive working memory (Malekpour, Aghababaei & Abedi, 2013). Some of the learning disabilities affected by poor working memory include Dyslexia, Dysgraphia, Discalculia, and Visual Perceptual/Visual Motor Deficit.

In Dyslexia, a reading learning disability, impairments to the working memory is a defining characteristic, specifically, verbal working memory, phonological processing, and central executive functioning (Malekpour, Aghababaei & Abedi, 2013). The executive functioning component of the acts as a management system that carries out tasks such as planning, organizing, strategizing, paying attention, remembering details, and managing time and space. Deficits in the executive working memory are also seen in Discalculia, a mathematics learning disability. Children with this disorder also have problems with their verbal and visuospatial working memory, where the verbal working memory is the ability to remember something and perform accordingly, and visuospatial working memory is responsible for physical simulation, calculation, and optical memory recall. An individual with a Visual Perceptual/Visual Motor deficit will have trouble understanding information that they see, and drawing or copying it. Finally, in Dysgraphia, individuals are affected by having trouble with fine motor skills. They may have trouble with handwriting, spacing, spelling, composing writing, and thinking and writing at the same time.

According to Malekpour, Aghababaei, and Abedi (2013), improving working memory can be very beneficial to individuals with learning disabilities with use of remedial strategies such as chunking, rehearsal, and meta-cognitive strategies. Additionally, for a student with dyslexia, I would try to incorporate more short-term activities to reduce the working memory processing. I would also try having them using a ruler or highlighter to help them keep track of their place in reading or math problems, and be sure to repeat instructions as necessary.

As discussed above, while learning disabilities are often associated with deficits in memory, test anxiety is not a learning disability, but rather a temporary freeze in our brain when faced with the anxiety that comes before or during a test. Once the test is over, a student will walk out of the classroom and most likely to be able to recall the answers that they could not due to the stress and anxiety associated with the test. This would not be true for someone with a learning disability.

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Abnormal Psychology

I agree here that it is tricky to narrow down what’s considered abnormal psychology and that the word “abnormal” has a negative connotation. This is reminiscent of early, more barbaric, forms of mental health “treatment”. It seems like feeling bouts of depressed or anxiety mood is somewhat common for most people but the line tends to be when the person is having difficulty functioning in key areas of life, such as at work, school, relationships, and emotions. Do folks feels that “functional impairment” should be included in our class definition of abnormal psychology?

What else should be included in our definition? Is it easier to think of factors for our definition for abnormal psychology than it is to define what’s considered normal behavior? Why or why not?

There is no one definition for normal or abnormal behavior. It all seems to depend on the situation and variables at play. That said, there are parameters for what’s expected. Themes like safety come to mind and how at times people are not able to keep self or others safe. This might only be a temporary situation and hence defined as “abnormal” for the duration in which the individual is a safety risk. Abnormal, in other words, is not permanent or lasting but rather a state. How about some of the others themes to add to our cumulative definition?

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How are these state terrorist methods related: warfare, genocide, assassination, and torture?

Absolutely NO PLAGIARISM !!!
This will be 2 page essay(it can and should be longer), based on a Chapter Question, starting with the textbook then at least three other sources from any legitimate mainstream book, journal article, periodical, or newspaper.
No dictionaries or encyclopedias, especially Wikipedia, are allowed. You must properly cite a source using the APA Style for anything that is not common knowledge, let alone if you quote from it. The more sources and citations, the better your grade will be (good social science needs cited facts to back it up).
DO NOT do a Title Page or sub-headings. Do a Works Cites section (which will not count for length).

In the book is just some basic info, mostly it needs outside sources and the more sources, the better it will get.
And citation is extremely important as well. Do at least 3 citation s and references. Just remember, we need to cite from the book, but not much, mainly looking for outside sources.

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Essay on “one hundred per cent American”

Essay 3 — worth 8 points

Suppose Ralph Linton were to rewrite his essay “One Hundred Per Cent American.” Suppose he were to focus on those “Ameri­can” items used by his fictional middle-class person that originat­ed with or were heavily influenced by gifts from ancient China?

How would his new essay read?
500 to 600 words.

Start your essay like this:

[Choose a name] wakes up unaware of how many aspects of her/his day were developed in China….

Your essay is due no later than noon on Wednesday, December 19, 2018. Late submissions may receive reduced credit and could result in your missing the grades submission deadline.

Hint #1: Since this assignment is worth 8 points, you might want to include at least 8 Chinese contributions in your essay.
Hint #2: To make sure all your items get counted, you might want to boldface or underline them in the text.

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