Education: Education: http://fast2earn.com/-60824.htm Basic Rules of Punctuatio

href="http://fernandobesteducation.blogspot.com/2011/11/education-httpfast2earncom-60824htm.html?spref=bl">Education: : Basic Rules of PunctuationBy Richard Nordquist, About.com Guide Filed In:1. Punctuation & Mechanics Like many of the so-called "laws" of grammar, the rules for using punctuation would never hold up in court. These rules, in fact, are conventions that have changed over the centuries. They vary across national boundaries (American punctuation, followed here, differs from British practice) and even from one writer to the next. Until the 18th century, punctuation was primarily related to spoken delivery (elocution), and the marks were interpreted as pauses that could be counted out. For example, in An Essay on Elocution (1748), John Mason suggested this sequence of pauses: "A Comma stops the Voice while we may privately tell one, a Semi-colon two; a Colon three; and a Period four." This declamatory basis for punctuation gradually gave way to the syntactic approach used today. Understanding the principles behind the common marks of punctuation should strengthen your understanding of grammar and help you to use the marks consistently in your own writing. As Paul Robinson observes in his essay "The Philosophy of Punctuation" (in Opera, Sex, and Other Vital Matters, 2002), "Punctuation has the primary responsibility of contributing to the plainness of one's meaning. It has the secondary responsibility of being as invisible as possible, of not calling attention to itself." With these goals in mind, we'll direct you to guidelines for correctly using the most common marks of punctuation: periods, question marks, exclamation points, commas, semicolons, colons, dashes, apostrophes, and quotation marks.1) End Punctuation: Periods, Question Marks, and Exclamation Points There are only three ways to end a sentence: with a period (.), a question mark (?), or an exclamation point (!). And because most of us state far more often than we question or exclaim, the period is by far the most popular end mark of punctuation. The American period, by the way, is more commonly known as a full stop in British English. Since around 1600, both terms have been used to describe the mark (or the long pause) at the end of a sentence. Until the 20th century, the question mark was more commonly known as a point of interrogation--a descendant of the mark used by medieval monks to show voice inflection in church manuscripts. The exclamation point has been used since the 17th century to indicate strong emotion, such as surprise, wonder, disbelief, or pain. Here are the present-day guidelines for using periods, question marks, and exclamation points. More About Periods, Question Marks, & Exclamation Points:• End Punctuation! • Punctuation Is What Love Is All About • Stock Up Now: Periods in Short Supply • End Punctuation: Periods, Question Marks, and Exclamation Points 2) Commas The most popular mark of punctuation, the comma (,) is also the least law-abiding. In Greek, the komma was a "piece cut off" from a line of verse--what in English today we'd call a phrase or a clause. Since the 16th century, comma has referred to the mark that sets off words, phrases, and clauses. Keep in mind that these four guidelines for using commas effectively are only guidelines: there are no unbreakable rules for using comma

Education: http://fast2earn.com/-60824.htm

Education: http://fast2earn.com/-60824.htm Problems Make a list of the problems that you have when you are speaking, and the situations where you have these problems. For example: Example Problem 1: I'm nervous when I am speaking English.I am worried that I will make a mistake and other people will laugh at me. (Click here for advice.) Example Problem 2: It's showing off to speak good English. (Click here for advice.) Example Problem 3: I can't remember all the grammar and vocabulary I need, so I speak very slowly and I sound stupid. (Click here for advice.) Future Needs Think about what English you will need in future, for example for your job. Here are some examples: Example Future Need 1: I will need to speak in meetings. Example Future Need 2: I will need to give presentations. Example Future Need 3: I want to work for an international company, so my English, especially my speaking, must be very good. Needs for Your Course If you are a student you probably need to study English to help you with your course work; eg. for writing assignments. Some example needs are: Example Course Need 1: I need to speak in seminars and lessons. Example Course Need 2: I need to do a presentation on my final year thesis. (Click here to see the English courses that most full-time HKPU students do.) Back to Top Planning You need to decide: ▪ what materials and resources you want to use ▪ whether you want to work alone or with other people ▪ when you want or need to finish studying; eg. in time for an assignment deadline ▪ how much improvement is necessary Materials and ResourcesMaterials can be books, handouts, videos and computer programs on speaking Resources can be teachers, classmates, computers, learner pathways, etc. Working Alone or With Other PeopleReasons for working with other people on speaking are:- You can't learn speaking alone, you need to talk to someone- People can suggest improvements- They can tell you if you make a mistake- They can encourage you to do better- You can share your thoughts and feelings Reasons for working alone are:- You can't find anyone to speak to- You don't want to pick up mistakes from other learner

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Economic

What Is Economics? Economics is the study of how people choose to use resources. Resources include the time and talent people have available, the land, buildings, equipment, and other tools on hand, and the knowledge of how to combine them to create useful products and services. Important choices involve how much time to devote to work, to school, and to leisure, how many dollars to spend and how many to save, how to combine resources to produce goods and services, and how to vote and shape the level of taxes and the role of government. Often, people appear to use their resources to improve their well-being. Well-being includes the satisfaction people gain from the products and services they choose to consume, from their time spent in leisure and with family and community as well as in jobs, and the security and services provided by effective governments. Sometimes, however, people appear to use their resources in ways that don't improve their well-being. In short, economics includes the study of labor, land, and investments, of money, income, and production, and of taxes and government expenditures. Economists seek to measure well-being, to learn how well-being may increase over time, and to evaluate the well-being of the rich and the poor. The most famous book in economics is the Inquiry into the Nature and Causes of The Wealth of Nations written by Adam Smith, and published in 1776 in Scotland. Although the behavior of individuals is important, economics also addresses the collective behavior of businesses and industries, governments and countries, and the globe as a whole. Microeconomics starts by thinking about how individuals make decisions. Macroeconomics considers aggregate outcomes. The two points of view are essential in understanding most economic phenomena. The list of fields in economics illustrates the scope of economic thought. Definitions of Economics from Historic Textbooks "Economics is the study of people in the ordinary business of life."-- Alfred Marshall, Principles of economics; an introductory volume (London: Macmillan, 1890) "Economics is the science which studies human behavior as a relationship between given ends and scarce means which have alternative uses."-- Lionel Robbins, An Essay on the Nature and Significance of Economic Science (London: MacMillan, 1932) Economics is the "study of how societies use scarce resources to produce valuable commodities and distribute them among different people."-- Paul A. Samuelson, Economics (New York: McGraw-Hill, 1948) About the American Economic Association The Association has about 18,000 members from all over the world, most of whom are working economists in academia, business, government, international and not-for-profit agencies. It was founded in 1885 to promote the study of economics from all points of view. "The Association as such will take no partisan attitude, nor will it commit its members to any position on practical economic questions." The Association publishes seven journals. About 4,000 libraries subscribe to the journals and individual members receive journals with membership. The Association also produces ECONlit, a database to identify and locate books and articles in economics. The annual meeting of the Association, usually in early January, attracts about eight thousand economists who present their work and discuss current economic issues. The Association recognizes with awards the achievement of a small number of economists who have made outstanding achievements in the advance of economic thought. The Association promotes the market for economists by helping employers find applicants and vice versa. The Association is headquartered in Nashville, Tennessee.

Education: Education: Education: Education:

A king ‎​ώђo didn't believe in God had a slave ‎​ώђo, in αℓℓ circumstances said: ♏γ king, do not be discouraged because everything God does is perfect, no mistakes...
One day, they went hunting Ãήϑ a wild animal attacked †нє king, †нє slave managed †Φ kill †нє animal but couldn't prevent his majesty losing a finger.
Furious Ãήϑ without showing gratitude, †нє King said "if God was Gσσδ,ɪ would not Ђåvε̲ been attacked Ãήϑ lost one finger!"
†нє slave replied: "despite αℓℓ these things,ɪ can only tell U̲̅ that God is Gσσδ Ãήϑ everything he does is perfect, He is never wrong!"
Outraged by †нє response, †нє king ordered †нє arrest of his slave.
Later he left 4 another hunt Ãήϑ was captured by savages ‎​ώђo made human sacrifices.
In †нє altar,they found out that †нє king didn't Ђåvε̲ one finger in place so he was released because he was considered not "complete" †Φ be offered †Φ †нє gods...
☺Й his return †Φ †нє palace, he authorized †нє release of his slave saying "♏γ dear,God was really Gσσδ †Φ ♏ξ! ɪ was almost killed but ƒό̲̣̣̣̥r̲̅ lack of a single finger ɪ was let go!
But ɪ Ђåvε̲ a question: if God is so Gσσδ,why did He allow ♏ξ put U̲̅ in jail?"
His reply: "♏γ king, if ɪ had gone ώĩ†̥ђ U̲̅ , ɪ would Ђåvε̲ been sacrificed ƒό̲̣̣̣̥r̲̅ U̲̅ bcos ɪ Ђåvε̲ no missing finger, remember, everything God does is perfect, He is never wrong..."

Often we complain about life, Ãήϑ †нє negative things that happen †Φ us, forgetting that nothing is random, Ãήϑ that everything has a purpose...

God knows why he chose U̲̅ †Φ receive this message, pls bless som1 ώĩ†̥ђ it

Education: Education: Education:

Here is our list of the top five actions we believe will dramatically improve public education. First, lengthen the school year. American students spend only 180 days in school compared to 243 for Japanese students, 216 for Israelis and 200 for the Dutch and Australians -- all of whom rank well above us in mathematics and reading levels. The three summer months that U.S. students spend away from a structured education environment have been a disaster for educational advancement, especially for the children from poor and working-class families. Unfortunately, some will argue that "there is no correlation between the amount of time students spend in school and their level of achievement." One only has to look at the length of the school year at the best of the charter schools in this country and the academic results of their students to recognize that the length of the school year matters significantly. A major objection to lengthening the school year is the expense. It will indeed be expensive, but in our view it will cost the nation much more competitively if it remains locked into the same old school calendar. Second, lengthen the school day. Public schools in the United States typically offer classes for 6-1/2 hours, at which point students are released for the day, take part in school sports or attend another after-school program. By contrast, European students who regularly outstrip ours on international exams attend school for eight hours, and they take a robust academic curriculum throughout the school day. American students struggle with mathematics and science when just an additional 20 to 30 minutes each day in these classes can help student learning enormously. When the bell sounds ending the school day for American children, many go home to an empty household, because both parents are working. Not surprisingly, these children spend 66 percent more time watching mind-numbing television than they do in school. The consequences are obvious for student progress and high-school graduation rates. Third, require ongoing mentoring, post-education and assessment programs for principals and teachers to ensure that they are receiving the opportunities for guidance and advancement that they need to be successful. A constant evaluation system for each school and each classroom is fundamental to the success of children and to ensure the quality of the teacher and the administrator. In our view, every child deserves an excellent teacher, every teacher deserves an outstanding principal and traditionally underserved students need both to be successful. Fourth, require schools to engage parents as partners in this process. Some schools now require parents to sign a contract or a commitment statement. And teachers in some school systems visit homes to review the expectations with families and to discuss the academic progress of the child. Too many parents are disengaged from the education of their children. And open houses once or twice a year are simply not enough to get them engaged. Fifth, adopt common national standards that are aligned vertically and horizontally to provide meaningful data about student performance at all levels. These standards will also help to identify those students who are ready for college-level work based on their K-12 preparation, and those students who are not. The framework of common standards and assessments should lead to the identification and dissemination of best practices -- a missing link in education today. These assessments, however, must be robust enough to encourage the teaching of problem-solving, critical thinking, citizenship and creativity.

Education: Education:

Education: Education:: Education: What is education; knowledge in basic skills, academics, technical, discipline, citizenship or is it something else? Our formal education system says only academic basics are important and that is based on collecting knowledge without understanding its value. How about the processing of knowledge, using inspiration, visionary ambitions, creativity, risk, ability to bounce back from failure, motivation? Many education institutions don’t consider these skills. These skills are associated with understanding the value of knowledge. There is a huge disconnected gap and this is a problem for high school students in particular. Thomas Edison, Henry Ford and many other super achievers never finished grade school. They succeeded because they knew how to research, collect information for a selected project and process knowledge. Classroom environment does not work that way, it focuses on the collection of knowledge without a clear purpose, other than high class grades. If the purpose does not motivate, other than to please the teacher, then there is nothing to process outside of memorizing answers for test. The typical student is academic challenged while being motivation starved. Lack of motivation is lack of knowledge processing skills. The typical college graduate will have a professional skill that supplies life’s basic needs, that’s all. What is education? The answer is, all elements in the opening paragraph and more, relate to education and all should be considered. This would be ideal and sounds good, but "all" is not possible where performance must be measured. Only what can be measured will be selected and the measuring tool is the written test. Anyone who does not have the ability to put clear thoughts on paper is labeled a failure. All natural skills, including knowledge processing, does not count. The fact is, what is exercised grows stronger, what is ignored stays dormant. The classroom exercises the collection of academics leaving all other natural skills in the closet

Education:

Education:

Education: Education:

Education: Education:: Education: