of the Negative Side Rebuttal of the Team Captain of the Affirmative Side Duration Constructive Speech: Minimum of five (5) and maximum of seven (7) minutes Interpellation: Five (5) minutes Rebuttal Speech: Three (3) minutes Issues for Debate A. Whether or not it is Necessary? (Necessity) B. Whether or not it is Beneficial? (Beneficiality) C. Whether or not it is practical? (Practicability) Criteria for Judging A. Evidence - 25% B. Delivery - 30% C. Interpellation - 30% D
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Discussion In the model systems (solutions and paper)‚ which samples browned the fastest and why? Which samples did not go brown and why? Why did the paper brown so rapidly compared to the solutions. What caused any significant differences between the model and real systems? In particular are there other ingredients in the cookie that could take part in the reactions or is the heating different in some way? Sample A and sample B are overlap after fry the paper. Sample B is more browning
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naturally • A plain‚ light coloured background (beige‚ white‚ blue background recommended‚ not red) - no objects in the background - no patterned background • Appropriate brightness and contrast • Uniform lighting/ sharp focus and clear • No ‘red eye’ EXPRESSION • A neutral expression with mouth closed - no smiling‚ squinting‚ frowning or raised eyebrows • Nothing covering the face • Eyes open and clearly visible - no hair covering the eyes GLASSES‚ HEADCOVERS
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Lesson 10 Think Before You Speak “He who guards his mouth and his tongue keeps himself from calamity” (Proverbs 21:23). Lesson Goal: To help students understand that what they say and how they say it can prevent or cause conflict. Lesson Objectives: By God’s grace students will learn: 1. Why communication is important. 2. The difference between verbal and non-verbal communication. 3. What to communicate. 4. How to communicate effectively. Key Principle: Think before you
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Rapid fire debate: 4 one minute rounds > presentation‚ rebuttal‚ response‚ and summery. First person to speak has choice of perspective. Opponent must take opposing views. Final power point: stuff Claim Type Questions Types of Support Organizational Strategy Fact Did it happen Does it exist Is it true Is it a fact Inductive reasoning Quoting Authorities Chronological Topical Definition What is it What is it like How do we clarify it N/A Topical Compare/contrast Cause What is the
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Introduction Discussions of any sort are supposed to help us develop a better perspective on issues by bringing out diverse view points. Whenever we exchange differing views on an issue‚we get a clearer picture of the problem and are able to understand it. The understanding makes us better equipped to deal with the problem.This is precisely the main purpose of a discussion. The dictionary meaning of the word Group Discussion is to talk about a subject in detail. So‚group discussion may refer to a
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A Group Discussion at a B-School can be defined as a formal discussion involving 10 to 12 participants in a group. They are given a topic. After some time‚ during which they collect their thoughts‚ the group is asked to discuss the topic for 20 to 25 minutes. B-Schools use the Group Discussion process to assess a candidate’s personality traits. Here are some of the most important personality traits that a candidate should possess to do well at a Group Discussion: 1. Team Player B-Schools
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This story is about the relationship between a father and a son. It is clear that the father and son are no longer close‚ but they both still try to please each other. For instance‚ the boy really doesn’t want to go hunting for moose‚ but he lets his father take him anyway. The scenes flow over the duration of the pair’s hunting trip. It starts off with the father picking his son up from the train station. The pair move into the hunting zone and eventually have dinner. The boy is pleased with his
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article should highlight the material in the article that you feel is most significant for educators who are involved with urban and diverse learners. The article “The Canon Debate‚ Knowledge‚ Construction‚ and Multicultural Education” by James A. Banks Presents a typology that details five types of knowledge and contends that each type should be part of the school‚ college and university curriculum. Dr. Banks first describes a national debate that has is taking place concerning what knowledge should
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teacher know what students need to re-learn and what they still need to go over. But in reality‚ if the students fail‚ the teachers don’t really care. They don’t. It will just drop your grade and the teacher will keep teaching new things‚ while your falling behind because a major grade in the book is a 50. Exams don’t help the teachers or the students. I have failed plenty of tests and exams and not once did the teacher go back over the material. I think that they just need something to make a grade off
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