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Format for a Research Paper

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Format for a Research Paper

Regardless of the nature of your research, if you are writing a paper an outline will help you to not only organize your thoughts, it will also serve as the template for your entire paper. An outline for a research paper is a visual reminder to include all of the pertinent details of your research into your essay or paper. It is essentially a skeletal version of the true paper, and will guide you through the entire process.

How do you create an outline for your paper?

Initially, separating your essay, research or other paper into various components (Introduction, Body, Conclusion, etc.) will help you to stay better organized and reduce the risk of important information being forgotten or unintentionally omitted. Furthermore, breaking the essay down into these parts will allow you to address specific parts individually and lessen the chances of feeling overwhelmed or like you might be in over your head.

How to Write an Outline for a Research Paper

The structure of your outline will be similar regardless of whether you are writing a scientific paper or something more general. Interestingly, the structure of a research outline is nearly identical

to that of a research paper template.  In order to better acquaint yourself with the structure of an

outline, check out sample research papers online. The USC Guide to Making an Outline will also help you.

The chief components to an outline are:

  1. The Introduction
  2. The Body
  3. The Conclusion

Relatively straightforward, right? However, the part to remember is that each part serves a specific purpose and how you arrange information in your outline will drive how your paper reads upon completion.

The Introduction is one of the most important elements of any great research paper, and interestingly enough, often written LAST. This is because the purpose of the introduction is to grab the attention of the reader, this is done by presenting the reader with the topic, and using the thesis statement as an opportunity to ‘hook’ the attention of the reader.

The Body is the heartiest part of the essay, it includes many fact-rich paragraphs or subsections and will allow you to build upon your thesis statement by providing facts to support your argument. This section should not only elaborate on your opening statement, but also provide insight into the methods used to conduct your research and also include investigative points or answers to questions pondered.

You will also want to consider using a literature overview. This is achieved by documenting the literary sources used to support your theories and hypothesis. The topic of your paper and the selected literature should be adjacent.

If you used any sort of data validation, this will typically follow the methodology and literature sections. This is where you will highlight your results and mention other variables that you’ve uncovered in your research. You might choose to use graphs or tables, but remember to explain these to your readers.

Lastly, you will write your Conclusion. The conclusion typically does not offer new information, but rather summarizes the main points addressed in the paper. It is mandatory to also reiterate the thesis statement and mention any future research.

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How to Format a Research Paper

There are a number of sources you can turn to for research paper examples and, depending on your field of study, a plethora of potential high quality topics exist to pull your subject matter from.

As you will learn from looking any good research paper example, writing a great paper involves so much more than simply throwing a bunch of text and citations into a word processor and hoping for the best.

A passing grade means not only thoroughly researching your topic and ensuring that all of your sources are accurately cited, it also means ensuring that your research essay is properly formatted. The following guideline will help you to create finished paper that not only reads like it was professionally written – but also looks like it!

Formatting A Research Paper

1. Paper

Use clean, good quality 8 1/2″ x 11″ white paper, one side only.

2. Margins

Leave margins of your essay 1″ (2.5 cm) at the top, bottom, left and right sides of each and every page. 1″ is about 10 typed spaces.  Exception is made for page numbers which are placed 1/2″ (1.25 cm) from the top upper-right hand corner, flushed to the right margin.

3. Title Page

A title page is not essential for a research paper unless specifically requested by your teacher. The MLA Handbook provides a general guideline on writing a research paper and documenting sources. In case of conflict, you should always follow guidelines set down by your teacher.

If you don’t have a title page, you may begin 1″ from the top of the first page of your essay and start typing your name flushed against the left margin. Then under your name, on separate lines, double-spaced, and flushed against the left margin, type your teacher’s name, your course code, and the date.

If your teacher prefers the first page of your essay not be numbered, you will begin numbering with page 2.

Double-space after the date. On a new line, center the title of your essay. If you have a long title, double-space between lines of the title.

Example:
Jones 1
Tracy Jones
Ms. K. Smith
NRW-3A1-01
16 January 2006
Gun Control: Pros and Cons
Do not type your title all in capital letters. Do not put quotations marks before and after the title. Do not underline the title, or put a period at the end of the title. Proper names of people and places as well as important words should be capitalized in the title, but prepositions and conjunctions are normally shown in lower case letters, e.g. Harry Potter and the Chamber of Secrets. The same rule applies to headings and subheadings as well.

Follow the same capitalization rules for acronyms as you normally would in writing a text of the essay, e.g. FBI would be all in capitals as it is the acronym for Federal Bureau of Investigations. When using an acronym, especially an uncommon one, you must indicate what the letters stand for at the first occurrence in your essay. Example: The North American Aerospace Defense Command (NORAD) is nearly finished converting from using standard desktop PCs to blade PCs.

If a Title Page is a requirement for your assignment, begin on a new page. Use a format preferred by your teacher. Otherwise, center each line and double-space every line on a blank page: name of school (optional), title of paper in upper and lower case, course code, course name (optional), teacher’s name, your first and last name, and date.

Your separate title page should appear as follows:
Gun Control: Pros and Cons
NRW-3A1-01
Ms. K. Smith
Tracy Jones
16 January 2006
The following example shows what NOT to do for a title page:
TITLE OF ESSAY: “GUN CONTROL: PROS AND CONS”
COURSE CODE: “NRW-3A1-01”
TO MY TEACHER: “MS. KATIE ELIZABETH SMITH”
FROM YOUR STUDENT: “TRACY MARIA CHRISTINA CARMELA JONES”
ASSIGNMENT DUE DATE: “MONDAY, JANUARY THE SIXTEENTH, IN THE YEAR 2006”
It is not necessary to describe or explain the title page by adding the words: Title, Course Code, To, From, or Due Date. More is not better. Minimal information providing simple identification is adequate.

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4. Numbering Pages and Paragraphs

Number your pages consecutively throughout the essay in the upper right hand corner, flush against the right margin and 1/2″ from the top. The MLA Handbook recommends that you type your last name just before the page number in case the pages get misplaced (134). On page 4 of your essay, for example, your top right-hand corner should show: Jones 4

Page numbers must be written in Arabic numerals. Do not add anything fancy to decorate a page number. Do not underline it, enclose it between hyphens, parentheses, asterisks, or precede it with “Page”, “Pg.”, “P.”, or add a period after the number. In other words, DO NOT use any of the following:

PAGE 4, Page 4, Pg. 4, P 4, pg. 4, p. 4, #4, ~ 4 ~, – 4 -, * 4*, (4), “4”, 4, or 4.

Simply write: 4

Remember, there is no period after the page number.

If you are submitting your essay to your teacher via e-mail, he or she may prefer that you number all your paragraphs consecutively with reference points by adding [1] at the beginning of your 1st paragraph, [2] before your 2nd paragraph, and so forth. Electronic submission of documents is becoming more common as e-mail is being used widely. This system will facilitate the citation of sources by identifying a specific paragraph for reference very quickly.

5. Spacing Between Lines

Whether your essay is handwritten, typed or printed, the entire essay should be double-spaced between lines along with 1″ margin on all sides for your teacher to write comments.

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Spacing Between Words

In general, leave one space between words and one space after every comma, semi-colon, or colon. Traditionally, two spaces are required at the end of every sentence whether the sentence ends with a period, a question mark, or an exclamation mark. Although it is not wrong to leave two spaces after a period, it is quite acceptable nowadays to leave only one space after each punctuation mark. However, NO space should be left in front of a punctuation mark; for example, the following would be incorrect: op. cit. or “Why me?”

For details on how to place tables, illustrations, figures, musical notations, labels, captions, etc. in your essay, please see the MLA Handbook (134-137).

6. Indentation

If a handwritten essay is acceptable to your teacher, remember to double-space all lines, and begin each paragraph with an indentation of 1″ from the left margin. Use the width of your thumb as a rough guide.

If you are using a typewriter or a word processor on a computer, indent 5 spaces or 1/2″ at the beginning of each paragraph. Indent set-off quotations 10 spaces or 1″ from the left margin.

Your instructor may give you a choice to indent or not to indent your paragraphs. No matter whichever one you choose to use, you must be consistent throughout your essay.

If you are NOT indenting, you will start each paragraph flush to the left margin. It is essential that you double-space between lines and quadruple-space between paragraphs. When paragraphs are not indented, it is difficult for a reader to see where a new paragraph begins, hence quadruple-space is called for between paragraphs. Set-off quotations should still be indented 10 spaces or 1″ from the left margin.

7. Right Justify and Automatic Hyphens:

Do not right justify your entire essay and do not automatically format hyphens if you are using a word processor to type your essay. Left justify or justify your essay and type in the hyphens yourself where needed. Left justification is preferred as it will not leave big gaps between words.

Sample Research Papers Database

Get FREE access to more than 500,000 hand-picked sample research papers and essays! Looking for inspiration? Search our giant database of original essays classified by topic

Stuck on your essay? Explore thousands of essay samples FOR FREE and get inspired!

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8. Titles of Books, Magazines, Newspapers, or Journals

When used within the text of your paper, titles of all full-length works such as novels, plays, or books, should be underlined, e.g. Shakespeare’s Theater.

Put in quotation marks titles of shorter works, such as newspaper, journal, and magazine articles, chapters of books or essays, e.g.: “Giving Back to the Earth: Western Helps Make a Difference in India.”

For all title citations, every word, except articles (“a“, “an“, “the“), prepositions (such as “in“, “on“, “under“, “over“), and conjunctions (such as “and“, “because“, “but“, “however“), should be capitalized, unless they occur at the beginning of the title or subtitle, e.g.: “And Now for Something Completely Different: A Hedgehog Hospital.”

Look it up in a dictionary whenever you are not sure whether a word is being used as a preposition, a conjunction, a noun, a verb, or an adverb. The word “near“, for instance, may be an adverb, an adjective, a verb, or a preposition depending on the context in which it is used.

For complicated details on how to cite titles and quotations within titles, sacred texts, shortened titles, exceptions to the rule, etc. please consult the MLA Handbook (102-109).

9. Writing an Essay All in Capital Letters:

DO NOT WRITE OR TYPE EVERYTHING ALL IN CAPITAL LETTERS EVEN THOUGH THIS SAVES YOU TIME AND EFFORT NOT TO HAVE TO USE THE SHIFT KEY REPEATEDLY OR TO HAVE TO FIGURE OUT WHEN OR WHEN NOT TO USE CAPITAL LETTERS.SOME PEOPLE WRITE EVERYTHING IN CAPITAL LETTERS BECAUSE THEY HAD NEVER LEARNED TO WRITE SENTENCES IN UPPER AND LOWER-CASE LETTERS PROPERLY WHEN THEY WERE IN ELEMENTARY SCHOOL.OTHER PEOPLE WRITE ALL IN CAPITAL LETTERS BECAUSE THEY WANT TO MAKE WHAT THEY WRITE APPEAR IMPORTANT.READING A PAPER ALL WRITTEN IN CAPITAL LETTERS,ESPECIALLY ONE WITHOUT SPACES AFTER PUNCTUATION MARKS,SLOWS DOWN READING SPEED AND MAY EVEN REDUCE READER COMPREHENSION,BESIDES BEING EXTREMELY ANNOYING TO THE READER.REMEMBER THAT THE PURPOSE OF WRITING ANYTHING IS TO COMMUNICATE.MOST OF US ARE NOT CONDITIONED TO READ ALL TEXT IN CAPITAL LETTERS.WORD PROCESSORS ALSO TREAT WORDS STUCK TOGETHER WITHOUT SPACES AS SINGLE WORDS CAUSING OTHER PROBLEMS.

10. Table of Contents

A short essay or research paper requires no Table of Contents.

If your written report or research paper is extremely long, it may be helpful to include a Table of Contents showing the page number where each section begins.

For those writing a lengthy document, i.e. a book, here is the suggested order for placing items in a Table of Contents:

Acknowledgements, Foreword, Introduction, Body (Parts I, II, III), Summary or Conclusion, Afterword, Explanatory Notes, Appendices, Contact Organizations, Glossary, Endnotes (if not using Footnotes or Parenthetical citations), Bibliography, Index.

A less involved Table of Contents may include simply the following sections: Introduction, Body (use main section headings), Conclusion (or Summary), Works Cited (or References), along with the corresponding page number where each section begins.

Example:

CONTENTS

Introduction …………………………………………………………………  1
Government …………………………………………………………………  3
Economy ……………………………………………………………………… 6
Arts and Entertainment ……………………………………………….. 10
Conclusion ………………………………………………………………….. 14
Works Cited ………………………………………………………………… 15

11. End of Essay

No special word, phrase or fancy symbol is needed to mark the end of your essay. A period at the end of your last sentence is all that is needed.

12. Keeping Essay Together

Sheets of paper should be stapled at the upper left-hand corner. Use a paper clip if no stapler is available. Do not use a pin or fold the paper. Unless specifically requested by your teacher, do not hand in your paper in a folder, a binder, a plastic jacket, rolled up with an elastic band around it, or tied with a ribbon or a string. Do not spray perfume or cologne on your paper or use scented paper. And NEVER hand in your research or term paper in loose sheets even if the sheets are numbered and neatly placed in an envelope or folder.

The condition of the paper you hand in is an indication of the respect you have for yourself and the respect you have for your teacher. Before handing in your paper, ask yourself, “Is this the VERY BEST that I can do?”

Final Note on Your Essay

The topics used for each research paper are inherently different, and even identical topics will appear to be unique based on the viewpoints and educational level of the author. Regardless of your grade level or the topic you’ve been assigned, a research paper outline can help you turn in a great essay. It should include a bulleted list of subheadings and headings, be sure to include as much detail as possible. Crossing out each section as you finish it will help you to stay thorough.

Here is a sample research paper outline .

INTRODUCTION

  1. A quick overview or introduction of the topic or issue
  2. The methodology being used
  3. The thesis statement
  4. A full review of every source used and all of the corresponding literature
  5. A brief explanation of the relevance of the research

BODY

  1. Detailed and thorough information about the main points of the argument
  2. Use as many paragraphs as necessary. Each paragraph should represent a different point.

CONCLUSION

  1. Brief summary of all of the main points or facts mentioned in the body.
  2. Reiteration of the thesis statement
  3. Closing remark or thought.

If you require help with formatting your paper, you can contact us Here .

Sample Research Papers Database

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  • APA Style Format
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elementary school dictionary skills

Classroom Caboodle

Elementary boy student reading dictionary

Effective Elementary Dictionary Usage

By Betsy | Classroom Caboodle

Using an elementary dictionary is not a standard that’s outlined in the Common Core curriculum, but it is a critical skill that must be taught if we want our students to effectively edit their own writing.

And yes, there is a place for a paper dictionary even in this age of electronic resources… or, more accurately, paper dictionaries should be used in conjunction with electronic resources as I outline below.

In many schools, kids learn dictionary use in library. But with budget cutbacks, the library class is sometimes the first things to go. So it falls upon the classroom teacher to show students how to look up words in the traditional manner.

Boy student using an elementary dictionary
A quick lesson avoids a lot of frustration

Getting ready for dictionaries

An elementary dictionary can be overwhelming to students. Just consider how much information is packed into even a simple volume written for kids. Not only do they outline pronunciation (often written with strange phonetic characters), but they also include multiple definitions.

Add this to the fact that kids’ poor spelling often does not allow them to effectively look up words, and we can start to appreciate that a dictionary (like all texts) must be introduced with effective instruction.

Need examples and discussion points for every standard?


Betsy Weigle

You don’t have to struggle to find complete explanations and examples of Common Core standards in ELA and math… because I’ve done it for you!

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In my fourth-grade classroom, I avoid using dictionaries for several months when it comes to simply looking up words for proper spelling. Dictionaries can be effective for looking up the meaning of words that kids already know how to spell, but if they don’t know how to spell it, it’s very rare that they can actually find it in the dictionary.

In addition, children must know their alphabet and how to alphabetize.

Instead, we use “yellow spellers” from Curriculum Associates. These are great little books that are actually mini-dictionaries. They are also useful for spelling instruction.

I especially like that kids can write in their own words when they discover one with which they have difficulty.

Here’s how I use them in my room.

Video tips: using a mini dictionary


Introducing dictionaries

Once my students have solidified their ability to spell a bit, they are then introduced to the use of dictionaries. In my classroom, I have eight.

How many do you need?

You might wonder why I only have a limited number of dictionaries in my room. First of all, they take up precious shelf space!

Also, I have yet to find a situation when all of my students truly need a dictionary at the same time. During writing, kids hit the editing/revising point at different times and they often rely on words with which they are familiar – ones they don’t need to look up.

I also only have six thesauri for students to share – and it works great.

It’s certainly important to provide an overview of how a dictionary is set up and what information each entry provides.

Teaching elementary dictionary use

When I teach “how to read a dictionary entry,” I enlarge a few entries and copy them so each student has one. Then we highlight, underline and circle the parts of the entry that are most useful for our purpose (and our purpose changes depending upon what we are studying).

For example, we might look for pronunciation at times and word meaning at other times.

After practicing reading a dictionary entry (this is yet another genre of reading!) I move on to guide words and how dictionaries are organized. I go with an inside-out approach: I don’t let kids handle elementary dictionaries until they understand the entries.

An elementary dictionary is a critical tool for students to effectively edit their own writing.

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Online dictionaries

I have found that teaching the use of a paper dictionary is actually the best introduction to using an online dictionary, such as Dictionary.com. Once they understand how a paper dictionary is arranged, it makes much more sense when they see the same information on a website.

Dictionary.com is a great resource for English-language learners because it provides auditory word pronunciations.

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WCU Home > A&H > English

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English 400 Seminar Topics and Descriptions

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English 400 Seminar Topics and Descriptions

All English majors complete ENG 400 Research Seminars as they approach the end of their undergraduate careers. These capstone courses are small in size and enable students to apply research skills and explore specialized topics in literature, writing, theory, and other areas.  All majors must have completed their Core requirements before taking a seminar.  Topics vary from semester to semester.

Upcoming English 400 Seminars

The following ENG 400 research seminars will be offered in Summer and Fall 2018.

Students can learn about the professor’s research interests from their faculty pages on the department’s website.

Summer Seminars

Summer 1: Teaching Shakespeare in the Secondary Classroom & Beyond
Dr. Pauline Schmidt

Shakespeare is an essential ‐ yet challenging ‐ author, particularly when he is introduced in various middle and high schools. This seminar, specifically designed for English Education majors, will explore four of Shakespeare’s most popular plays: Hamlet; Romeo and Juliet; Macbeth; and A Midsummer Night’s Dream. We will examine the ways in which these plays are taught at different levels of education, I will model pedagogical strategies while we have embodied, dramatic experiences. We will read the work of educational specialists who believe that we learn best by doing; that the arts organically get infused into the teaching of literature, especially drama. By examining cutting edge scholarship on multimodality, process drama, and new literacies, you will design and craft your research paper for the course.

Summer 2: Theorizing Activism and Activist Rhetoric

Dr. Seth Kahn

This course investigates the rhetorics that activists use in their work as educators, organizers, and mobilizers. We will approach activist rhetoric from three directions.

  • We will consider an array of theories of persuasion and deliberation, theorizing rhetoric as the basis upon which democracy depends.
  • We will take a case-study approach to several activist campaigns, some of which you will select as part of your research for the course (e.g., environmental, human rights, reproductive rights, health care reform, education reform).
  • We will study the first-person accounts of activist rhetoricians, who describe their own activist work, and how they understand rhetoric’s place in it.
  • Research projects may result in either critical/rhetorical analyses of a specific activist campaign; or elaborated arguments that theorize activism, or activist rhetoric. I’m also open to possibilities that haven’t occurred to me yet.
  • Fall Seminars

    Race and Space: Afrofuturism and Speculative Representations of Blackness
    Dr. Michael Burns

    Race and Space will engage texts of various genres (including novel, short story, film, and music) to explore how the Black experience is represented within and related to the literary and cultural aesthetic of Afrofuturism, which considers human relationships to outer space and speculative futures. One motivating question for the course will be: In what ways do these speculative literary and cultural representations of race inform our understandings of the Black experience? Further, as we stand on the verge of colonizing Mars–the very idea should give pause–what is the contribution of the humanist? How might more careful considerations of literary and cultural texts that address issues related to race beyond terra firma inform our thinking about the human condition and human rights in this world?

    Truth and Authenticity in Contemporary Creative Nonfiction
    Dr. Kristine Ervin

    This course will explore the slippery nature of the creative nonfiction genre, with its blurred and blurring boundaries; with its swirling questions surrounding Truth/truth, facts, memory, subjectivity, and aesthetics; and with its often implied contract with its readers. Students will engage with contemporary creative nonfiction texts (memoir and the personal essay) and with current scholarship regarding the central questions of the genre. Additionally, students will investigate the ways in which the postmodern perspective, with its attention to multiplicity and fragmentation, informs the genre’s definitions and complexities. Along with exploring the subject of truth and authenticity through a formal research project, students will also practice in the art of writing creative nonfiction, thereby pushing the line of inquiry through multiple lenses to answer or to complicate the question: “What does truth in nonfiction mean and does it even matter?”

    Will the Revolution be on Snapchat? Understanding the Rhetorics of Online Participation
    Dr. Andy Famiglietti

    It has become a commonplace that online media “empower” ordinary people to participate in the creation of texts that broadcast media allowed them to only consume. While both celebrations and condemnation of that participation abound, real understanding of what a participatory media environment means for us as writers, readers, and citizens is scarce. This course focuses on building your understanding of the origins and implications of online participation as a rhetorical situation. We will read scholars from a variety of disciplines who explain the historical origins of online participation, the cultural and technological forces that have shaped participatory media, the rhetorical strategies that users employ within this environment, and the political and social implications of these strategies. You will go beyond the literature, and consult online primary sources to write case studies exploring the ways activists, scholars, journalists, and others engage with the opportunities and challenges of participatory media. A multi-modal writing project will give you the opportunity to apply what you’ve learned during the class to a political or social issue meaningful to you.
    For further information about Dr. Famiglietti’s research interests, consult his listing in the English Department faculty directory, or his personal webpage: www.copyvillain.org

    The Phenomenon of Chica Lit
    Dr. Erin Hurt

    This course contextualizes the literary genre of chica lit (Latina chick lit) within various literary, critical, and social movement. The protagonists of these novels are mostly upper-middle class, college-educated second-generation Latinas whose concerns about culture and identity matter as much, if not less, than love lives and careers. This representation of Latinidad differs from, and positions itself against, canonical Latina literature. To show students how this genre intervenes in the field of Latina literature, the course will examine literary works that focus on “conventional” themes such as social protest, poverty, immigration, and assimilation. The course will then move to the generic conventions of chick lit and chica lit. The course will end by reading chica lit novels alongside third wave feminism and postfeminism. Throughout the course, students will be asked to trace the ways in which literary Latinas define themselves and their culture, and the ways in which class and genre affect these representations.

    Monsters, Medicine, Media
    Dr. Kristin Kondrlik

    Fears of scientific progress and gaps in medical knowledge, coupled with social and cultural changes, have often manifested in the appearance of “monstrous” figures: from Frankenstein to Slenderman. These “medical monsters” have been shaped by the technological evolution of print, visual, and digital genres. Drawing on frameworks from print and digital culture studies, students will analyze how textual genres shaped and were shaped by society’s attitudes about medicine in the last two centuries. This course examines various genres, including newspapers, medical journals, radio dramas, movies, online forums, and even the design of haunted houses. We will read four novels (Frankenstein, Dracula, The Haunting of Hill House, and World War Z), watch three movies (Get Out, Freaks, and The Night of the Living Dead), and discuss interactions between medicine and print and digital media with relationship to “monstrous” figures such as Jack the Ripper. Students will be able to complete a research project on the “monster” of their choice.

    Interested students can find further information about Dr. Kondrlik on her personal website (kekondrlik.wordpress.com) or the English Department website.

    Lives in Fiction and Nonfiction: Race, Gender, Ethnicity, and Language.
    Dr. Bill Lalicker

    The Brief Wondrous Life of Oscar Wao (2007) tells how a Dominican-American college student nerd’s adventures in love and popular culture have heartbreaking consequences when the fraught politics of his ancestral land intersect with a curse originating where indigenous culture meets European colonialism. Diaz’s narrator observes Oscar (and cultural positions on race and gender) in multiple languages and dialects, with historical footnotes in academic discourse. The Immortal Life of Henrietta Lacks (2010) investigates race in America through the life of an African American woman whose cells, taken without her permission, were reproduced after her 1951 cancer death to be traded and sold to create cell lines establishing most of the life-saving cancer research of the past six decades, without her family’s knowledge or remuneration. Skloot’s riveting, sensitive first-person search for the facts, framed by interactions with the Lacks family, reveals struggles of trust originating in differences of race, class, and dialect, but struggles that bend toward truth and justice. We’ll explore how each award-winning book—one fiction, one nonfiction—illuminates complex discursive representations of racial, gendered, and ethnic identity.

    Postmodern Aesthetics
    Dr. Paul Maltby

    This course will explore the aesthetics of postmodern culture from the interdisciplinary and conjunctural perspectives opened up by cultural studies. Attention will focus on artistic innovation, the social conditions that have enabled the emergence of postmodern art, the status of art and artists in the postmodern period, the relationships between postmodern art and postmodern theory, and the political and ideological implications of postmodern aesthetics and lifestyle. Part I of the course will examine postmodern fiction: avant-pop writing in the postmodern media culture (Mark Leyner); postmodern strategies of self-reflexiveness (Grace Paley, Tim O’Brien, Donald Barthelme); postmodern detective fiction (Paul Auster); postmodern feminist autobiography (Carol Shields); black postmodernism (Ishmael Reed). Part II of the course will examine the television aesthetics of postmodernism (e.g. self-reflexiveness, genre-splicing, parodic intertextuality), with a special focus on the landmark series Twin Peaks, adult animated sitcoms such as The Simpsons and Family Guy, comic science fiction such as Mystery Science Theater and Rick and Morty, and experiments in music video by Spike Jonze, Michel Gondry, and Chris Cunningham. Part III of the course will examine other postmodern aesthetic tendencies, namely: conceptual art (Kosuth, Hammons, Banksy, Christo, Holzer); postmodern camp and kitsch (Pierre et Gilles, Murakami, Koons); the nostalgic sensibility (e.g. the heritage industry and retrochic fashion); postmodern currents of music (John Zorn, Michael Nyman, Steve Reich, Talking Heads); the aestheticization of everyday life (e.g. commodity aesthetics, promotional culture, and lifestyle). (N.B. Postmodern Film is taught as a separate seminar.)

    Literature and Culture of the Civil Rights Era
    Dr. Andrew Sargent

    The Civil Rights/Black Power era of the 1950s-70s was a watershed period in US history, with a legacy that continues to be felt—if not fully understood—today. While many of us have a passing familiarity with the era’s iconic players and images, our aim in this class will be to achieve a deeper understanding of the period by examining key works of literature and culture that sought to shape the black freedom struggle as it unfolded and to assess the movement’s aims, achievements, and shortcomings in the decades after. To that end, we’ll be digging into speeches, novels, plays, autobiographies, poems, and other works by Martin Luther King, Malcolm X, Harper Lee, William Melvin Kelley, Claudette Colvin, Anne Moody, Amiri Baraka, Alice Walker, and many others. We’ll also discuss photographs, documentaries, and recent feature films (such as Night Catches Us and The Butler) that help us visualize the movement’s complexities and contradictions. Paying special attention to how the Civil Rights era exists in memory—particularly in the Black Lives Matter era—our critical approach will blend cultural studies, critical race theory, and whiteness studies, along with attentive close reading and discussion of our primary texts. Students will come out of this class with a richer grasp of the racial politics of both the 1960s and today; greater confidence in expressing their ideas in writing and in oral presentations; and valuable experience in conducting original research.

    Teaching Shakespeare in the Secondary Classroom & Beyond
    Dr. Pauline Schmidt

    Shakespeare is an essential ‐ yet challenging ‐ author, particularly when he is introduced in various middle and high schools. This seminar, specifically designed for English Education majors, will explore four of Shakespeare’s most popular plays: Hamlet; Romeo and Juliet; Macbeth; and A Midsummer Night’s Dream. We will examine the ways in which these plays are taught at different levels of education, I will model pedagogical strategies while we have embodied, dramatic experiences. We will read the work of educational specialists who believe that we learn best by doing; that the arts organically get infused into the teaching of literature, especially drama. By examining cutting edge scholarship on multimodality, process drama, and new literacies, you will design and craft your research paper for the course.

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List of seminar topics

 

Bacteriology

                         

1.      Coagulase negative staphylococci

2.      MOTT

3.      EHEC

4.      Chronic meningitis

5.      Antigenic variation in  bacteria

6.      Recent advance in ureaplasma

7.      Antimicrobial resistance monitoring

8.      Newer bacterial vaccines       

9.      Antigenic variation in bacteria

10.  C. pneumoniae and heat rasistance

     11.  Typing technique in Mycobacterium  tuberculosis

11.  Streptococcus pneumoniaeS

12.  Transposable element in bacterial pathogenesis

13.  Uropathogenic E.coli

14.  Tickborne bacterial disease

15.  Biofilms and microbial adhesion

16.  Antimicrobial susceptibility testing for fastidious organisms
17.  Molecular basis of MDR TB

18.  Legionellosis

19.  Survival strategy of  bacteria with special reference to Vibrio

20.  Vaccine and  pathogenesis of GroupA Streptococci

21.  Rckettsial infection

22.  Clostridial infections

23.  Bacterial vaginosis and syndromic approach to diagnosis of STD

24.  Nontyphoidal Salmonellosis

25.  Antimicrobial resistance in Salmonellosis

26.  Neisseria gonorrhae—antimicrobial resistance & pathogenesis

27.  Enterotoxigenic Bacteroides fragilis

28.  New Beta lactamases in GNB-diversity & impact on selection of

                                          antimicrobial therapy

29.  Anthrax

30.  Vancomycin  resistance Gram-positive cocci

31.  Melioidosis

32.  Mycoplasma –contamination of cell-culture

 

 

Virology

 

1.      Newer viral vaccines

2.      Tranfusion associated virus

3.      Oncogenic viruses

4.      Recent advances in chicken pox

5.      Congenital viral infection

6.      Nipha anda Hanta virus

7.      Evolution of viruses

8.      West Nile fever

9.      Borna virus

10.  Human Calcivirus

11.  New hepatitis virus

12.  Smallpox vaccine

13.  Exotic viral infection

 

 

Immunology

 

1.      Conjugate vaccines

2.      Immunological tolerance

3.      Mucosal immunityImmunomodulation

4.      Intracellular cytokines

5.      Combination vaccine

6.      Superantigens

7.      CD4 cells

8.      Immunity to parasitic infection

9.      B-cell development

10.  cytokines

11.  Tcell development

 

 

Parasitology

1.      Toxoplasmosis

2.      Free living amoeba

3.      Drug resistance in malaria

4.      Emerging coccidial pathogens

5.      Epidemiology of Malaria

6.      Antiparasitic drug testing excepting Malaria

7.      Cytokines and mediators in parasitic disease

8.      Clinical trials of Malaial vaccine

 

 

Molecular biology

 

1.      Human genome project

2.      Protien purification My

3.      Protein synthesis

4.      Signal trasduction

 

cology

Mycology

 

1. Immunity in cryptococcosis

2. Histoplasmosis

3. Subcutaneous mycosis lecular biology

4.Newer antifungal drugs

5. Mycetoma

6. Candidiosis

6. Zygomycosis

7. Mycotoxins

 

Laboratory techniques

 

1. Microarray system in diagnosis of infectious disease

 

Recent updates

 

1. Role of BCG vaccine and recent advances in TB vaccinology

2. Update in pneumococcal disease M

3. Recent advances in Hepatitis C

4. Update on Leprosy

5. Campylobacter jejuni—an update

6. Recent advances in Pneumocystic carinii

7. Plague revisit

8. Revised TB control programme

 

 

 

Miscellenious

 

 

1. Nobel lauriats
2. Bioterrorism

3. Quality control in microbiolgy

4. Bological standardization

5. Probiotics

6. Zoonotic infection in India

7. Recent advances in meningococcal infection

8. Antiretroviral therapy

9. Host parasite relationship

10. Infection in organ transplants

11. Remote sensing

12. nfective endocarditis

 

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    can you recycle paper plates with food on them

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    What NOT to Put in the Bin

    Marisa McNatt No Comments

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    Ever wondered if that greasy paper plate could go in your recycling bin? Or would it really be a big deal if you threw in just one plastic bag?

    It may seem simple to determine what doesn’t go in a recycling bin based on its labels or whether or not it shows a recycling symbol, but unfortunately, it’s not that straightforward.

    So, where do you begin to find out the specific materials that shouldn’t go in a recycling bin? Listed below are some materials that are not as commonly accepted, unless of course the bin or the program specifically says that you can drop it in. You can also use the Earth911 Recycling Directory to find out what your community can accept, or where to recycle the materials listed below,elsewhere.

    Oftentimes, paper mills won’t accept shredded paper because of the difficulties it creates during the sorting process. Photo: Flickr/Peat Bakke

    Oftentimes, paper mills won’t accept shredded paper because of the difficulties it creates during the sorting process. Photo: Flickr/ Peat Bakke

    Editor’s Note: Curbside recycling programs vary from city to city. This article is intended to be a general guide only. For the most accurate information, please check with your city for a list of materials that are accepted in your bin.

    Pizza Boxes, Used Paper Towels and Plates

    Many people assume that pizza boxes are recyclable. In fact, most boxes have recycling symbols on them and are traditionally made from corrugated cardboard. They are, in and of themselves, recyclable.

    3661902759_a0e05c6f3a_z

    Pizza boxes that are tarnished with food, or any paper product that is stained with grease or food, are not recyclable – unless you remove the tainted portions. Photo: Flickr/ Listener42

    However, what makes parts of them non-recyclable is the hot, tasty treat that comes inside — or, more specifically, the grease and cheese from pizza that soil the cardboard.

    Food is one of the worst contaminants in the paper recycling process. Grease and oil are not as big of a problem for plastic, metal and glass, as those materials are recycled using a heat process.

    But when paper products are recycled, they are mixed with water and turned into a slurry. Since we all know water and oil don’t mix, the issue is clear.

    Grease from pizza boxes causes oil to form at the top of the slurry, and paper fibers cannot separate from oils during the pulping process.

    Essentially, this contaminant causes the entire batch to be ruined. This is the reason that other food-related items are non-recyclable (used paper plates, used napkins, used paper towels, etc.).

    Read more
    The Pizza Box Mystery

    Shredded Paper

    When you shred paper with a paper shredder, you dramatically decrease the value of the paper because you shorten the length of the paper fiber, which is the source of value of the paper, according to Eric Lombardi, the executive director of Eco-Cycle , one of the largest nonprofit recyclers in the U.S.

    Nice white computer paper has a long, strong fiber, and every time you recycle that paper, the fiber gets shorter. If done properly, that computer paper can be recycled six to eight times.

    However, if you shred that same crisp computer paper, you’re lucky if it can even be recycled once. Oftentimes, paper mills won’t accept shredded paper because of the difficulties it creates during the sorting process, says Lombardi.

    “It gets mixed with everyone’s paper that day, and you put it in a giant pile at the recycling facility, there’s no way somebody is going to put ‘Humpty Dumpty’ back together again,” says Lombardi.

    If you have a document that is semi-confidential, rip it by hand three or four times, then throw it into the recycling bin. For documents that absolutely require shredding, locate a resource in your area that specifically handles shredded paper for recycling. Some curbside programs may even accept your shredded paper if it is bagged separately.

    Read more
    Is Shredded Paper Recyclable?

    what not to put in your recycling bin

    Brightly Colored Paper

    Believe it or not, bright paper can stop a whole batch of paper from being recycled. The idea behind this one is simple, explains Dan Baril, recycling program manager at the University of Colorado at Boulder. “It’s like the red-sock-in-the-white-load syndrome,” he says. If you need to buy colored paper, avoid really rich colors, and opt for pastels. Paper mills can usually handle the lighter tones.

    Read more
    The Best DIY Paper Projects

    Juice Boxes and Milk Cartons

    This is a good opportunity to check with your municipality for the best recycling options. Some cities will accept milk and juice cartons for recycling with the paperboard stream. However, this is not true everywhere.

    And while Eco-Cycle will accept milk and juice cartons, even with the plastic drinking spout left in, they do not recycle milk and juice cartons found in non-refrigerated aisles used for packaging products such as soup and soy, rice or almond milk.

    In 2008, a mere 18 percent of households had access to recycling programs that accepted cartons. To date, that number has increased to 36 percent .

    Read more
    How to Recycle Milk and Juice Cartons

    Paper Coffee Cups

    Currently, paper coffee cups (also called hot cups) are accepted for recycling at only few communities in the U.S. The thin polyethylene plastic coating on the cups that helps prevent liquid leaking has made it difficult for most processing services to recycle the cups.

    With about 58 billion paper cups used each year in the U.S., the best thing you can do is simply reduce your usage. Bring along a reusable mug or ask your barista if they offer mugs for serving if you’re staying in the store to sip your drink.

    “At the end of the day, we wouldn’t have a problem with paper hot cups if everyone was going to the coffee shop with their reusable mug,” says Wendell Simonson, marketing director of Eco-Products Inc., a Boulder, Colorado-based company that sells single-use products that can generally be recycled or composted.

    If your community offers composting, look for cups made with plant-based coating, which allows the cups to be composted.

    Starbucks has a pilot program that is working to prove that hot cups, even with the plastic coating, can be integrated into the cardboard recycling stream.

    Read more
    How to Green Your Cup of Coffee

    Plastic Bags and Film

    When left to the machines to sort the recyclable materials, “the one that causes the most heartburn is plastic bags,” says Lombardi. Plastic bags wrap themselves around the equipment, and as a result, the whole plant may have to shut down — expending time, energy and money. Repairmen often are hired to come in with knives to cut the plastic bags out of the guts of the machinery, Lombardi explains.

    But this doesn’t mean you have to toss your bags into the trash. The good news is that most grocery stores throughout the U.S. now offer plastic bag recycling. In 2007, more than 830 million pounds of plastic bags and film were recycled nationwide, up 27 percent from 2005. Plastic bags can be made into dozens of new and useful products as well.

    Read more
    360: Recycling Plastic Bags

    The Wrong Plastic Resin

    Plastics #1 and #2, made from polyethylene terephthalate (PETE) and high-density polyethylene (HDPE), are the most commonly accepted plastics for recycling. However, just because a plastic is made from HDPE and PETE does not mean that it will be accepted by your community’s recycling program. Instead of just focusing on the plastic’s number, also look for the specific details provided by your community’s program, such as “narrow-necked bottles” and “rigid plastics.”

    Even with a recycling program that accepts plastics #1-7, it’s often the shape of the plastic product that determines whether or not it can be recycled in that specific program. The most important thing to remember is to check your program and pay attention to the type of plastic you’re recycling.

    Read more
    The Ultimate Plastic Breakdown

    Bottle Caps

    Polypropylene (PP), or plastic #5, often makes up the plastic caps on bottles. In the past we were told to remove the cap. However, this is usually no longer the case, as the plastics recycling industry is able to effectively recycle bottles with caps. Recycling collection and processing technology has improved and demand for the recyclable material has increased. Bottles are ground into flake before being vigorously washed in the recycling process. Both the cap and bottle material are separated during the cleaning process. The PET bottle sinks while the PP cap material floats. Both materials are then recycled into new items, according to the APR .

    Broken Glass

    Broken glass is recyclable, but it might not be reprocessed into new glass bottles. This is because when glass breaks, it can often be a challenge to separate it by color given the tiny pieces.

    This glass can be used as an additive in fiberglass, tile and flooring, pavement or even turned back into sand to stop beach depletion. However, just because glass is crushed during recycling doesn’t mean you should do this prior to putting it in your bin. This could injure waste haulers or people sorting material at the recycling facility.

    Read more
    Your Top Glass Questions

    What Causes Contamination

    Knowing what goes in the bin is critical to ensuring the success of the recycling process. That’s because recycling actually happens when materials that would otherwise become waste are turned into valuable resources.

    Putting the wrong materials into the recycling bin may ruin the entire batch. The material in a recycling container is taken to a material recovery facility (MRF), where the material is separated and processed for selling to companies that buy recycled materials for making products. The higher the quality of the recycled material, the more the companies will want to buy it, and the higher the price they’ll pay for it.

    However, when you put materials into the recycling bin that shouldn’t be there, you may (at the very least) be slowing down the entire recycling process. Here’s what can happen when you put the wrong things in the recycling bin:

    • Machines that handle the sorting of the materials can become damaged, which means that precious time, energy and money will be needed to repair the machines.
    • If no equipment is available to do the job, more material in the bin that shouldn’t be there makes the job far more difficult and inefficient for workers sorting the material by hand.
    • Also, it may inhibit the materials in the bin that should be there from turning into the highest quality materials possible, or it could even send everything in the bin straight to the landfill. It may be cliché, but the expression “one bad apple could spoil the bunch” pretty much sums up the situation.

    Editor’s Note: This story was updated April 22, 2016.

    what not to put in your recycling bin

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    Paper Recycling: The Dos and Don’ts



    Lyndsey

    Paper makes up approximately 66% of the material collected in Recycle BC’s residential packaging and paper recycling program.  There are different types of paper included for recycling and it’s very important that only accepted materials are placed in your recycling to ensure it can be recycled and not rejected due to contamination. Below are the Do’s and Don’ts of paper recycling.

    Do:

    1. Recycle paper – It’s easy, you have a way to recycle paper, so let’s do it! Here’s a little more information about what types of paper can be included in your recycling:

    Types of accepted paper:

    • Printed paper – newspapers, inserts, flyers; magazines and catalogues; telephone directories; writing and home office paper, paper envelopes, and notepads; paper gift wrap and greeting cards; shredded paper (contain in paper bag or box)
    • Paper packaging – boxboard boxes used for cereal, tissues, frozen entrees, desserts, detergent, etc.; cores for paper towels and toilet tissue; moulded boxboard packaging for egg cartons, take-out beverage trays, paper-based plant pots; paper bags (also called kraft paper) and envelopes; paper bags with single or multiple paper layers (or one plastic layer) for pet food, flour, sugar, etc.
    • Cardboard boxes – corrugated boxes used for shipping, grocery and liquor store boxes; pizza boxes; carrier trays used for bottled water, soft drinks, cans, etc.; shoeboxes.

    2. Put ONLY paper in your paper recycling if recycling at a depot or in a “multi-stream” curbside or multi-family recycling program where paper is separated from containers – It’s important that your paper recycling only contains paper materials and that metal and plastic containers are placed separately in a different bin. Often recyclable paper comes with or in other materials that shouldn’t be included with paper recycling like rubber bands or plastic sleeves that often accompany newspapers and magazines. Please ensure to remove these materials before placing paper in your recycling bin. (plastic bags can be returned to a Recycle BC depot for recycling)

     

    Don’t:

    1. Let problem materials sneak into your recycling. One of the most common problem materials is plastic bags. In addition to jamming machinery, plastic bags and other types of film packaging (only accepted at depots) can significantly impact this sorting process when mixed with other recycling in your recycling bin at home or at a depot. Given their size, weight and general characteristics, plastic bags are often sorted into the paper/cardboard stream by the processing equipment if incorrectly comingled in the recycling.

    Other materials that should be excluded from your recycling that can often contaminate the paper stream include plastic shipping envelopes, bubble envelopes, foil and non-paper gift wrap, and ribbons and bows, paper bags with foil linings, wax paper and parchment paper. All these items are incompatible with current recycling processes.

     

    Why it’s important

    Entire shipments of paper/cardboard may be rejected by the company recycling the material if contamination rates (when materials that aren’t paper are included) are too high. Even 1% of non-paper in a bale of paper makes it subject to rejection and 3% is considered very high. High levels of material contamination not only risks rejection by the recycler, it can also negatively impact equipment and safety at receiving facilities. We want to ensure that all paper is recycled into new materials, and having paper that contains other materials could pose a significant risk to the viability of existing recycling markets.

    Let’s make a difference together! Ensure your paper recycling only contains paper, so it can be made into new products like new paper products, drywall liner, kraft paper, paper towel and tissues.

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    clear youtube search history ipod

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    Edit Article

    How to Delete the Search History on an iPod Touch

    Two Methods: Deleting All Your Safari Search History Deleting Your Browser History in Safari Community Q&A

    Deleting your search history on an iPod Touch is a simple process and does not require any advanced knowledge of the software. The process will vary based on what exactly you’d like to delete (browsing history vs search data vs both) and on what version of the iOS software your iPod Touch is currently running (which may in turn depend on which version of the iPod Touch you have). Read on to learn how to delete embarrassing or unwanted searches or autocorrect options on your iPod Touch.

    Steps

    1

    Deleting All Your Safari Search History

    1. Image titled Delete the Search History on an iPod Touch Step 1

      1
      Open your Safari browser. Safari is the default browser on Apple products and this method will get rid of both your browsing history (the list of specific sites you have visited) and your search data (via google or other search engines, collected through the Safari browser).

      • Other browsers (Chrome, Firefox, et al.) also store browsing data – deleting this data typically requires navigating the settings menu within the browser app itself.
    2. Image titled Delete the Search History on an iPod Touch Step 2

      2
      Bookmark any saved pages that you want your browser to remember. Clearing search history will not affect your saved bookmarks but it will clear all other saved information, for instance often visited URLs and associated passwords stored in your keychain.

    3. Image titled Delete the Search History on an iPod Touch Step 3

      3
      Go to the Settings application on your iPod. This have a gear logo on it. Press the icon to enter Settings.

    4. Image titled Delete the Search History on an iPod Touch Step 4

      4
      Navigate to the Safari tab in your settings. This will say ‘Safari’ and will have a compass pointing to the northeast. Click to enter.

    5. Image titled Delete the Search History on an iPod Touch Step 5

      5
      Clear your history and website data simultaneously. This option (“Clear History and Website Data) will be found under Settings>Safari.

      • On earlier versions (like iOS7) the appropriate button may read “Clear Cookies and Data” or something very similar and you may be asked again to confirm if you would like your history cleared.
      • If instead you want to save your browser history (of specific sites) but delete all other stored search information or website data, click into Settings>Safari>Advanced, then press Website Data>Remove All Website data.
      • If you’d like to delete only your Google search history, you will need to access google through your browser app, then click into google’s “Settings” from there.
    6. Image titled Delete the Search History on an iPod Touch Step 6

      6
      Re-open Safari to double check your history. Start typing in a web address that you know you’ve visited recently into your search bar. If you have successfully cleared your search history, Safari will not automatically fill in the rest of the address.

    2

    Deleting Your Browser History in Safari

    1. Image titled Delete the Search History on an iPod Touch Step 7

      1
      Update your iPod Touch. Check for software updates that are available to you in the Settings>General menu. Although not every new version of Apple’s iOS software is available to all versions of the iPod Touch, this step may help you more easily follow along with the directions and keep your device running as smoothly as possible.

    2. Image titled Delete the Search History on an iPod Touch Step 8

      2
      Open Safari. This method involves deleting your browser history only and doing it directly through the Safari browser app.

    3. Image titled Delete the Search History on an iPod Touch Step 9

      3
      Tap the Bookmark icon. On most versions this will be in the bottom right hand corner – it resembles an open book. Continue clicking on the open book icon or on a button labeled “History” until you see a list of the websites you have recently visited. [1]
    4. Image titled Delete the Search History on an iPod Touch Step 10

      4
      Delete your history. From here you have the option to delete your browser history either site by site (swipe left on a particular site address then click “Delete”) or to erase your entire browser history by choosing “Clear” at the bottom of the screen. [2]
    5. Image titled Delete the Search History on an iPod Touch Step 11

      5
      Choose the extent of your data clear. If you’re choosing to erase your entire browser history, more recent version of iOS may prompt you to choose how far back you’d like to go (e.g. the last hour, Today, Today and Yesterday, All Time).

      • Safari may warn that you while all associated website data and cookies will be cleared from only this device, your specific browser history will be cleared across all connected iCloud devices.

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      My clear options are all grayed out. What can I do?
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      When it is all gray, that means either you have all ready done it or that option doesn’t work anymore. In the latter case, you’ll need some assistance to mend it.
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      What should I do if I cannot click either button?
      wikiHow Contributor
      Community Answer

      Restart your phone; if that doesn’t work, reboot it. To reboot the phone, hold the home button and the on/off button for at least 10 seconds, maximum of 15 seconds.
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      This won’t work on my iPod Touch 5. How do I clear it?
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      Go to settings and open the settings for Safari. There will be two options, 1. Delete all history and 2. Clear cookies. Do both options and there will be nothing left.
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      Tips

      • To delete website data or browsing history on browsers other than Safari you’ll generally need to access the settings within the app itself (not the iPod Settings menu)
      • This also works with an iPhone or iPad.
      • Add websites you like to your bookmarks. When you delete your history, the bookmarked websites will be remembered in your browser.
      • Do not go on illegal websites. Deleted browser history doesn’t change the consequences of breaking the law.
      • This will not clear cookies from your cache.

      Edit Related wikiHows

      Text on an iPod Touch Using iMessage

      How to

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      Set Up an iPod Touch

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      Sources and Citations

      1. http://www.idownloadblog.com/2014/11/10/howto-delete-ios8-safari-history-page/
      2. http://www.idownloadblog.com/2014/11/10/howto-delete-ios8-safari-history-page/

      Article Info

      Categories: IPod Touch

      In other languages:

      Español:  eliminar el historial de búsqueda en un iPod Touch , Italiano:  Cancellare la Cronologia su un iPod Touch , Português:  Apagar o Histórico de Buscas num iPod Touch , Русский:  удалить историю поиска в iPod Touch , Deutsch:  Den Suchverlauf auf einem iPod Touch löschen , Français:  supprimer l’historique de recherche sur un iPod Touch , Bahasa Indonesia:  Menghapus Riwayat Pencarian di iPod Touch

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      meadows point college station texas


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      Meadows Point

      800 Marion Pugh
      College Station,
      TX






      41 reviews
      ABODO &nbsp/&nbsp Texas A&M University – College Station Apartments &nbsp/&nbspMeadows Point

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      Meadows Point is undergoing a make-over. Our oversized Studio, 1BR, and 2BR apartments are being updated with hardwood-style flooring, new appliances, and a clean modern look. The Fitness Center is being expanded and upgraded with brand new machines and TVs. Our Pool Area is receiving a fire pit, expanded seating area, and new furniture to give it a beautiful resort-style feel. The Clubhouse is being completely redesigned to include a brand new resident lounge, computer center, and much more! We’re also adding a professionally-designed Bark Park for dog owners. Don’t miss out on these incredible renovations at an unbeatable price!

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      Meadows Point

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      property was not ready at move in and had and still has several defects….they still charged for that inhabitable month and were very slow to address serious issues….dishwasher still does not work, dry wall and trim is crap….they smile a lot but really don’t try….running on the cheap…..and DOG CRAP EVERYWHERE!!!!!! good price gets lousy service



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      Campus Crossings on Marion Pugh

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      ESL Yes/No Question Games

      Changing Chairs

      Age/Level: Any     Time: 20 minutes     Players: Individual     Preparation: Question cards

      Aim: To write and respond to yes/no questions

      This is an excellent ESL game for teaching a variety of yes/no question structures. It’s guaranteed to get your students’ attention.

      Before you play, write a set of incomplete questions, e.g. Are you…? Have you ever…? Do you like…? Can you…? Etc. Make one copy of the incomplete questions for each student.

      Procedure

      Give each student a copy of the incomplete questions.

      Tell the students to complete each question however they want, but they should try to make questions that require a ‘yes’ answer.

      When everyone has finished, collect all the questions from the students and put them in a bag.

      Next, put the chairs in a circle.

      Explain that the students have to move chairs if they would answer ‘yes’ to a question.

      Then read out the first question from the bag, and as the students move, grab a seat and remove it from the game.

      The student left standing is out of the game.

      Then, repeat with the next question and so on.

      The last player left is the winner.

      Changing Chairs.PDF

       

      The Ring

      Age/Level: Any     Time: 15 minutes     Players: Individual     Preparation: A ring

      Aim: To practice yes/no questions

      This yes/no question game can be used to practice appearance and clothing.

      Procedure

      Choose a student to begin the game. Ask that student to step out of the classroom.

      Hand a ring to one of the students in the room. All the students in the classroom should see who receives the ring.

      Call the student back into the room.

      The student must try to guess who has the ring by asking yes/no questions.

      The student can ask up to ten yes/no questions and must ask a different classmate each time.

      Example:

      Student: Does a boy have the ring?
      Classmate 1: Yes.
      Student: Is the boy tall?
      Classmate 2: Yes, he is.
      Student: Does he have dark hair?
      Classmate 3: No, he doesn’t.
      Student: Is he wearing a blue T-shirt?
      Classmate 4: No, he isn’t.

      The student is only allowed one guess to name the person that has the ring.

      If the student guesses correctly, he or she gets another turn.

      If the student guesses incorrectly, the student who has the ring becomes the next player.

      You can change the number of yes/no questions the player is allowed to ask, depending on the size of your class, e.g. For small class sizes, you may wish to limit the number of questions to five.

      The Ring.PDF

       

      Twenty Questions

      Age/Level: Elementary and above     Time: 20 minutes     Players: Individual     Preparation: None

      Aim: To guess the name of a famous person or character by asking yes/no questions

      In this yes/no question game, students guess the name of a famous person or character by asking the player 20 yes/no questions. This is an imaginative speaking activity for practicing different yes/no question forms and should prove useful.

      Procedure

      A player sits at the front of the class.

      Write the name of a famous person or character on a piece of paper and give it to the player.

      The other students take it in turns to ask yes/no questions to the player in order to find out his/her secret identity.

      A ‘yes’ response from the player earns a questioner another chance to ask one more question.

      When a student correctly guesses the player’s identity, he or she becomes the next mystery person.

      Depending on the level of your students, you may need to print or write up some example questions.

      Example questions:

      Are you male?

      Are you a real person?

      Are you an adult?

      Are you alive?

      Have you written a famous book?

      Do you play a sport?ESL Yes/No Question Games

      Are you an actor?

      Do you come from England?

      Do you work in Hollywood?

      Do you play a musical instrument?

      Are you Japanese?

      Have you been on TV?

      Are you a scientist?

      Are you a cartoon character?

      Variation: Animal, Vegetable or Mineral

      For higher-level students, you may wish to play this variation. Instead of choosing a famous person or character, the player’s identity is an animal, vegetable or mineral.

      This game is slightly different as the first question is always ‘Are you animal, vegetable or mineral?’ This is the only question the students may ask, which does not require a yes or no answer.

      Apart from that, the game is the same. The type of questions the students ask will depend on the first answer.

      Example questions:

      Can I eat you?

      Are you made of plastic?

      Are you heavy?

      Do you have fur?

      Are you green in colour?

      Twenty Questions.PDF

      Yes No Laugh

      Age/Level: Elementary and above     Time: 25 minutes     Players: Individual     Preparation: None

      Aim: To ask and answer yes/no questions

      This amusing ESL game is useful for teaching or revising yes/no questions and short answers.

      Procedure

      Ask the students to write 10 to 15 yes/no questions. Tell the students that they will ask these questions to one another.

      When they have finished writing their questions, write the words, Yes, No, and Laugh on the board. Then cross them out.

      Make a scoreboard for the game. Draw a happy face for the ‘winners’ and a sad face for the ‘losers’.

      Seat the students in a horseshoe shape and put a chair in the middle facing the horseshoe.

      Explain that you are going to sit in the chair for one minute. During that time, the students ask you questions going from one end of the horseshoe to the other.

      The students’ job is to ask you questions that will make you use the words ‘yes’, ‘no’ or to make you laugh.

      Your job is to answer the questions without saying yes or no. Smiling is allowed, but not laughing!

      Example:

      Student: Are you happy?

      Teacher: I am.

      Next student: Do you have a car?

      Teacher: I don’t.

      Next student: Do you like Vietnam?

      Teacher: Sure, I love it!

      Next student: Can you play football?

      Teacher: A little

      Next student: Can you say yes?

      Teacher: No. Ah!

      The teacher has lost the game. He/She then writes his/her name under the sad face.

      In turn, each student sits in the chair and tries to survive for one minute without saying yes or no or laughing.

      If a player can survive one minute, write their name under the happy face.

      Yes No Laugh.PDF

       

      Virus

      Age/Level: Any     Time: 10 minutes     Players: Individual     Preparation: None

      Aim: To ask and answer yes/no questions

      This ESL game is great for teaching yes/no questions and short answers.

      Procedure

      First, review the question and answer form that you want the students to ask.

      Tell all the students to close their eyes.

      Walk round the class and touch one student on the shoulder. That student has the virus.

      Now, ask the students to open their eyes.

      The students now go round the room asking questions, e.g. Can you…?

      The students must answer positively, e.g. Yes, I can.

      The student with the virus must answer negatively, e.g. No, I can’t.

      Any student, who asks the student with the virus a question gets the virus and must also answer negatively, e.g. No, I can’t.

      The aim of the game is to avoid catching the virus.

      Play the game for ten minutes and see who has survived.

      Virus.PDF

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