This document provides guidance on organizing and delivering an impromptu speech. It discusses the key features of an impromptu speech, including having little preparation time. It then outlines strategies for organizing an impromptu speech, such as using the past-present-future framework or a point-reason-example structure. The document also provides tips for effective speech delivery, including establishing eye contact, using transitional phrases, and observing time limits. The overall purpose is to help readers understand how to effectively prepare and present an impromptu speech with little advance notice.
Here are my evaluations of the example thesis statements:
1. This is a good thesis statement. It clearly identifies the topic (whether mathematics can replace human languages) and presents the writer's point/opinion (that it will be explored) in a focused way.
2. This is a good thesis statement. It identifies the topic (long distance relationships) and presents the writer's opinion (that they are not impossible despite a common myth) in a clear, focused statement.
3. This is a good thesis statement. It identifies the topic (genetically modified food production) and presents the writer's opinion (that it should not be encouraged due to health and ethical concerns) in a focused statement.
4. This
The slideshow contains tips and techniques on how to develop great ideas, how to choose topic, how to maintain good posture and avoid bad ones. It also consists of several activities like Tree Map for speech, cards for creative elevator pitch and some suggestions on how to improve your speech. This slideshow is compiled and created by Sirhajwan Idek.
This document provides instructions for tasks and activities related to analyzing a poem called "The Seven Ages of Man" by William Shakespeare. The objectives are to understand recognizing and performing roles in life, and to develop language and literary skills. Students will discuss images in the poem, identify rhyme schemes and sound devices, and reflect on how the poem depicts the human experience through its portrayal of the seven stages of life. Completing these analysis activities will help students answer focus questions about shaping themselves and performing roles to make a difference.
This video is about how to learn skillfully: the science of study.
If you duplicate and apply these methods in your study of Skillful Living, you will get much more out of the materials.
Most schooling deliberately teaches you the wrong way to learn. First, you should not approach a subject because someone else is making you study it. You should approach it because you want to learn it and put it into practical use in your life. In other words, you should learn to acquire skills.
The first necessary skill in the art of Skillful Living is how to learn skillfully.
This document discusses strategies for teaching higher order thinking skills in social studies classrooms. It describes several activities teachers can use, including Taboo, where students describe key terms without using common associated words, developing deeper understanding. Opinion Corners ask students to physically position themselves based on their views on different issues and explain their reasoning. Mysteries present students with clues to solve a mystery together, building evidence-based explanations. These techniques encourage skills like inquiry, reasoning, and creative thinking, benefiting both student learning and teaching.
This document provides guidance for learners on continuing their education during disruptions like the pandemic. It outlines a self-learning module to help students realize the importance of lessons from school and community. The module contains 6 tasks to help students get ready to learn, explore what they need to learn, understand important lessons, apply lessons learned, evaluate their learning, and share their thoughts. Completing the tasks will help students appreciate lessons from school and community and understand how others can influence their knowledge and skills.
The document provides instructions for a portfolio midterm with three sections. Section one involves writing an intention statement for the class and college education. Section two includes three learning style inventories - VARK, Myers-Briggs, and True Colors - where the student analyzes their results and answers questions. Section three is an emotional intelligence activity where the student reflects on typical college situations and the lessons learned from emotional responses.
DIRECTIONS PLEASE FOLLOW INSTRUCTIONS ON THE BULLETS EXPLICITLY A.docxlynettearnold46882
DIRECTIONS: PLEASE FOLLOW INSTRUCTIONS ON THE BULLETS EXPLICITLY AND ANY OTHER USEFUL INFORMATION. PLEASE NOTE THAT THERE IS ALSO A UNIT 4 QUIZ AS WELL. THANK YOU KINDLY. CITE ALL REFERENCES PLEASE AND SEND COPY OF COMPLETED QUIZ WHEN DONE.
[u04d2] Unit 4 Discussion 2
Selecting a Meaningful Test
Resources
· PSY7610 Library Research Guide.
Your second assignment, Evaluation of Technical Quality, is due at the end of Unit 5. This assignment includes searching peer-reviewed journal articles for research on your selected test's psychometrics, which includes evidence of validity.
For this discussion, describe one journal article's findings on validity. In your post, synthesize the data and information and interpret it yourself based on the information you are learning about evidence for validity in this course.
· The specific category of validity.
· The author's overall interpretation of the results.
You are not required to report the statistic, if any, reported in the journal article.
Be sure to include any difficulties you may be experiencing with searching for information in the peer-reviewed journal articles.
[u04q1] Unit 4 Quiz 1
Unit 4 Learning Check
This learning check is designed to help you understand how well you have grasped the learning concepts in this unit. You may take as long as you like to complete this learning check. A good estimate is 10–20 minutes. You may complete it as many times as you like. While this is an ungraded learning check, be aware that questions from this learning check will be included in the final graded quiz you will take in Unit 10.
Your top three intelligences:
Intelligence
Score (5.0 is highest)
Description
4.43
Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as:
· Reading a dialogue or a play with other people
· Doing team learning/investigating projects
· Setting up interview questions and interviewing your family, and writing down the interview
· Writing notes to another instead of talking.
4.29
Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas:
· Go on "guided imagery" tours.
· Set aside time to reflect on new ideas and information.
· Encourage journal writing.
· Work on the computer.
· Practice breathing for relaxation.
· Use brainstorming methods before reading..
This document provides instructions for a portfolio midterm with three sections. Section one instructs students to write a positive reflection on their goals and progress. Section two includes three learning style inventories (VARK, Myers-Briggs, and True Colors) for students to complete. It asks students to analyze their results and consider how the learning strategies could help them. Section three involves an emotional intelligence activity where students reflect on common stressful college situations and identify lessons learned.
Trinity Integrated Skills in English II Sample Paper 2 (with answers)Limerick English TV
The document provides instructions for a 2-hour ISE II exam consisting of 4 tasks - a long reading with comprehension questions, a multi-text reading with associated questions, a writing task using information from the readings, and an extended writing essay. It details the time allotted for each section and provides guidance on completing the exam, including writing the candidate's information, not opening the paper until instructed, using pen not pencil, and not using outside resources like dictionaries.
1. The document provides details of an activity for a student named John Rick D. Lucero to observe partnership and dialogue at Juan Amparo Elementary School. It includes instructions to visit the school, observe interactions, write observations, discuss with classmates and teacher, and reflect.
2. John observes student-student, student-teacher, student-staff, and teacher-teacher interactions. He notes both positive and negative interactions, such as some students being talkative while others participate well. Overall, interactions seem respectful.
3. The activity aims to help students understand the importance of partnership and dialogue in curriculum design by observing real examples in a school setting.
This document provides guidance on developing speaking skills for academic and non-academic presentations. It outlines objectives of being able to sustain conversations, present ideas orally, and develop, organize and link ideas. It then provides examples of speaking expressions and conventions for asking and giving opinions, agreeing, disagreeing and asking questions. Next, it discusses developing ideas through examples, organizing ideas, and using transitional markers like "firstly" and "furthermore" to link ideas. The document aims to equip readers with best practices for effective oral presentations.
This document discusses potential problems that may arise in classroom discussions and provides suggestions to promote student participation. It notes that students may lack motivation, knowledge, or time to think if thrown into an open discussion. To address this, the document recommends framing the activity well, allowing preparation time, using role cards or specific topics, and varying seating arrangements. Sample discussion activities are also provided such as interviews, comparing information, finding differences in pictures, and planning a group activity. The goal is to encourage meaningful communication over accuracy.
O r g a n i z e Y o u r S p e e c h Organizing a speech is.docxhopeaustin33688
The document provides guidance on organizing a speech into an introduction, body, and conclusion. It discusses how to structure each section, including focusing the audience in the introduction, developing 2-3 main ideas in the body using a signpost, statement, support, and summary structure for each, and summarizing and calling the audience to action in the conclusion. Questions are provided to help evaluate the organization of each section.
In this session, author Angela Peery shares writing strategies that can be used across the curriculum in order to heighten engagement, increase critical thinking, and refine craft.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
1. O r g a n i z i n g
a n d
D e l i v e r i n g
a n
I m p r o m p t u
S p e e c h
2. By the end of the lesson you will
have been able to:
• identify the features of impromptu speech;
• write topics appropriate for an impromptu speech;
• develop and deliver an effective impromptu speech;
• evaluate and critique an impromptu speech;
• apply learning and thinking skills, life skills, and ICT literacy
in organizing and delivering an impromptu speech;
• reflect on your learning on organizing and delivering an
impromptu speech
3. ACTIVITY
TIMEE
1. Think of one thing that makes you happy. Write
in on a 1/8 sheet of paper.
2. Fold the paper and submit it to your teacher.
Your teacher will collect all the folded pieces of
paper and place them in a box
3. Your teacher will call a volunteer to pick a piece
of paper. He/she will be given a minute to say
something about the word or phrase on that
paper.
4. Everyone in class will be given the opportunity
to speak in front.
3
4. IMPROMPTU SPEECH
Impromptu speeches are delivered with little
or no time for preparation. In most instances,
you are called to speak at the spur at the
moment because you are expected to be
knowledgeable about the subject.
For example, your teacher assigned you to
read an article before the class starts. Then,
during the class you were asked to deliver an
impromptu speech about what you have
learned from the article.
5. S T R A T E G I E
S i n
O R G A N I Z I N
G a n d
D E L I V E R I N
G a n
I M P R O M P T U
S P E E C H
6. 1. Past, Present, Future
EXAMPLE: In the past, I was not comfortable in making
impromptu speeches because I could not think right away
of what to say, maybe it was because of nervousness and
lack of time to prepare. At present, however, I am enjoying
it because I constantly practice and keep on exposing
myself to any speaking situation. In the future, I look
forward to teaching others how to survive impromptu
speech situation.
7. 2. Point - Reason –
Example/Explanation - Point
POINT I love Facebook
REASON
I have two reasons for this : one, it helps me to easily reconnect
with old friends; and, two, I am update on the happenings around
me.
EXAMPLE / EXPLANATION
Through Facebook, I am able to contact my old friends from other
countries and reminiscing about wonderful memories. I am glad to
be able to reconnect with friends even if it’s online means. Also,
through post on Facebook, I learn about the current events in the
country – a fact which has a bearing on my role as a citizen of this
nation.
POINT
Facebook, indeed, is a useful social network site. That is why I love
it.
EXAMPLE:
8. 8
3. Opening, Rule of Three,
Clincher
OPENING
Every time I see homeless family, it breaks my heart. That’s why I try to do
at least three little things to help them.
RULE OF THREE
First, I feature them in my writings which submit to editors for
publication. I highlight their sad and bad experiences living in the
streets and their dreams and aspirations in life.
Second, I actively participate in organizing and facilitating livelihood
programs for these families.
Finally, I join different nonprofit organization in campaigns and
awareness activities against
poverty.
CLINCHER
Three are my baby steps toward achieving my vision of helping homeless
people and freeing this nation from the bondage of poverty.
EXAMPLE:
9. a. Bridging
TOPIC You are asked about your reaction on the conflict in Russia.
PROBLEM
You have no knowledge about the existing conflict in Russia because
you do not follow it.
SOLUTION Find a way to bridge what you don't know and what you do know.
RESPONSE
''I would imagine the conflict in Russia to be like a conflict in my own
family. The following are some steps that I observed in patching up the
conflict, which, in a micro level, maybe considered by the Russian
government...''
- this entails building a connection
between what you do know and what you
do not know.
EXAMPLE:
10. b. Reframing
This means rephrasing or redefining the topic into
something that you want to talk about. This usually
occurs if you think the topic is inappropriate or it is not
meant for you.
TOPIC
You are asked to compare two forms of government: democratic and
parliamentary
PROBLEM You think that it is not right for you because you are a science major.
SOLUTION
Find a pair of anything that you think is worth comparing. You can
compare natural science and social science in terms of concepts and
processes, or computers and human science and humans in terms of
capacity and efficiency.
RESPONSE
''This question reminds me of the complexities in differentiating two
concepts in science. These are natural science and social science. Just
like democratic and parliamentary, these two differ in term of concepts and
processes...''
EXAMPLE:
11. c. Playing the devils advocate
TOPIC
You are sked whether or not the government should allocate a
bigger budget for national defense.
PROBLEM
You have no idea about the defense system and you are more
knowledgeable with education.
SOLUTION Say no to defense and yes to education.
RESPONSE
'' Instead of allocating more money to national defense, why not
allot it to education? Let me tell you why education should be
prioritized...''
- this refers to you standing on the opposite
side.
EXAMPLE:
12. S O M E
U S E F U L
T I P S i n
E F F E C T I V E
S P E E C H
D E L I V E R Y
12
13. BEFORE
1. Smile
2. Relax by thinking about positive things. Keep
telling yourself that, “ I am a brilliant speaker. I will
nail this presentation.”
3. Identify your purpose. Is it to inform, to
entertain, to welcome, to congratulate, to
apologize, or to give birthday greetings?
4. Think of one big word that can serve as your
main point. If you think you have enough, think of
the rule three.
5. Start outlining in your head. Focus on what to
say first. Be reminded that your first few words are
crucial, so make them strong, powerful and catchy.
14. DURING
1.When you are called, keep composed. Walk
slowly to the lectern or the center stage.
2. Shake hands with the one who introduced
you, if necessary
3. As you stand to deliver, establish eye contact,
and begin right away with your opening
statements. Part of your opening is greeting
your audience.
4. From your initial idea to the next, use
appropriate transitional devices.
5. Observe appropriate and effective nonverbal
cues.
6 . Observe time limit. Remember,
you barely have five minutes to say
something.
16. T H A N K
Y O U F O R
L I S T E N I N G
B Y: R AI M E L D R O K E N C H
AR C H I VA L & AS T R I D
D O M I N I Q U E A. S AL A N I O
AB M - 1 I N T E G R I T Y
S U B J E C T: O R AL C O M .
AD V I S E R : M A’ AM G R E C I E L
E N T E R A C O R S I N O