Thursday, July 19, 2018

John Langan has taught reading and writing at Alantic College near Atlantic City, New Jersey,

About The Author
John Langan has taught reading and writing at Alantic College near Atlantic City, New Jersey, over twenty years. The author of a popular series of for subjects, he enjoys the challenge of developing college textbooks on both materials that teach skills in an especially clear and lively way. Before teaching, he earned advanced degrees in writing at Rutgers University and in reading at Glassboro State College. He also spent a year writing fiction that, he says, "is now at the back of a drawer waiting to be discovered and acclaimed posthumously While in school, he supported himself by working as a truck driver, machinist battery assembler, hospital attendant, and apple packer. He presenty lives with his wife, Judith Nadell, near Philadelphia. Among his everyday pleasures are running, working on his Macintosh computer and watching Philadelphia sports teams on TV. He also loves to read: newspapers at breakfast, magazines at lunch and a chapter or two of a recent book preferably an at night.

English skills will help students learn and apply the basic principles of effective composition as well as master important skills of grammar, punctuation and usage. It is a nuts-and-bolts book based on a number of assumptions or beliefs about the writing process:
* First of all, English Skills assumes that four principles in particular are keys to effective writing: unity, support, coherence, and sentence skills. These four principles are highlighted on the inside front cover and reinforced throughout the book. Part One focuses on the first three principles; Part Five fully treats sentence skills. The rest of the book shows how the four principles apply in different types of paragraph development (Part Two), in several paragraph essays (Part Three), and in specialized types of writing (Part Four). The success of previous editions of English Skills supports the belief that these four principles are easily grasped, remembered, and followed by students.
* The book also reflects a belief that, in addition to these four principles, there are other important factors in writing effectively. The second chapter discusses prewriting, rewriting, and editing. Besides encouraging students to see writing as a process, the chapter also asks students to examine their attitude toward writing, to write on what they know about or can learn about, to consider keeping a writing journal, and to make outlining a part of the writing process.
* English Skills assumes that the best way to begin writing is with personal experience. After students have learned to support a point by providing material from their own experience, they are ready to develop an idea by drawing on their own reasoning abilities and on information in notes, articles, and books. In Parts Two and Three, students are asked to write on both experiential and objective topics. Part Four offers guidance in many practical writing situations exam essays, summaries, reports, the job application letter, and the research paper.
* The book also assumes that beginning writers are more likely to learn compo tion skills through lively.engaging, and realistic models than through materials mote from the common experiences that are part of everyday life.For xample, when a writer argues that proms should be banned, or catalogs ways to harass an instructor, or talks about why some teenagers take drugs, students will be more apt to remember and follow the writing principles that are involved.A related assumption is that students are especially interested in and challenged by the writing of their peers.After reading vigorous papers composed by other students and understanding the power that good writing can have, students will be more encouraged to aim for similar honesty, realism, and detail in their own work.
*Another premise of English Skills is that mastery of the paragraph should precedework on the several-paragraph essay Thus Part One illustrates the basic principles of composition using paragraph models, and the assignments in Part Two aim at developing the ability to support ideas within a variety of paragraph forms.The essential principles of paragraph writing are then applied to the several-paragraph essays in Part Three.
* Other parts of the book reflect additional beliefs about the needs an English text should address. Part Four includes skills that will help variety of writing situations. Among the skills covered are writing reports and summaries, using the library, and writing and documenting a research paper. Also, the grammar, punctuation, and usage skills that make up Part Five are explained clearly and directly, without unnecessary technical terms. Here, as elsewhere, abundant exercise material is provided, especially for the mistakes that are most likely to interfere with clear communication.
* A final assumption is that, since no two people will use an English text in exactly the same way, the material should be organized in a highly accessible manner. Because each of the five parts of the book deals with a distinct area of writing, instructors can turn quickly and easily to the skills they want to present. At the same time, ideas for sequencing material are provided by three boxes titled "Some Suggestions on What to Do Next these boxes appear at the ends of the opening chapters. And a detailed syllabus is provided in the Instructor's Manual.
NOTES ON THE SIXTH EDITION
With pleasure and gratitude. I have watched the audience for English Skills expand each year. Instructors continue to say that the four bases really do help students learn to write effectively. And they continue to comment that students find the activities and model passages especially interesting and worthwhile.
Here is an overview of what is new in the sixth edition:
*  In "Important Factors in Writing" in Part One, the section on the student's attitude toward writing has been expanded with a new activity. Students will be better able to recognize and deal with the fact that their attitude is an important part of learning to write well.
* The material on outlining in Part One has been enlarged with two new activities; another activity has been revised as well.
* A section on word processing is now included as one of the key factors in writing in Part One.
*In response to a number of requests, the material on revising, editing, and proofreading in Part One has been revised and enlarged.
* A series of class-tested new activities in "The First and Second Steps in Writing" will help students better understand the nature of specific details and how to generate and use such details. As writing teachers know, learning to write concretely is a key step for students to master in becoming effective writers. A new exercise has been added on topic sentences as well.
* A new reading selection. Full Circle now closes Part Three. This account of how an author's sexual attitudes have changed has inspired vigorous re a sponses from students.
* In Part Four, the section on the library has been updated to reflect more accurately the resources in today's libraries.
* A number of changes have been made in the sentence-skills materials in Part Five. For example, materials have been updated, and there are more multicultural names. An introductory project on fragments has been replaced. the chapters on run-ons subject-verb agreement have been expanded.
* Finally, throughout the book, a number of model paragraphs have been r placed with topics of more current interest. New subjects include changes in today's families, apartment hunting, culture dealing with verbal abuse conflict. benefits of multicultural club, day versus evening students, and adult children at home.
SUPPLEMENTS
The Instructor's Edition of the book consists of the student text followed by an Instructor's Guide featuring hints to the instructor, a model syllabus, and answers for all the activities and tests in the text. The Instructor's Manual and Test Bank includes the material in the Instructor's Guide along with thirty supplementary IBM and and Also available is a computer disk of mastery tests (in both Macintosh formats) along with Allwrite! a high-interest, interactive grammar tutorial program on CD-ROM. These supplements are available from the local McGraw-Hill representative or by writing to the College English Editor, The McGraw Hill Companies, Inc., 1221 Avenue of the Americas, New York. NY 10020.
ACKNOWLEDGMENTS
Reviewers who have provided assistance include Carlo Annese, Bergen Community College: Barbara Colavecchio. Community College of Rhode Island: Nancy sent ocinege: Charles ommunity College Fisher. Rock valley College: Karen Gleeman. Normandale Community College Marie Mississippi Gulf Coast Community College: Mary Joan Hoff. Valencia Community College: Gloria John Catonsville Community College Alice Lyon. Community College Rhode Island: Lorraine Marttin. Herkimer County Community College. Nancy McKinley. Laramie County Community Col- kiarre Papagan Land Fairfax Community Colleges Zira Piltch, Iona College: Debbie hropoek. Brookhaven College: Ed Sams Gavilan College: Sharon Shapiro. Naugatuck Valley Community College; Aan Pope Stone, Santa Monica College; and Paige Wilson, Pasidena City College,
I am also grateful for the talented support of my McGraw-Hill editors Tim julet and Peggy Rehberger and for the superb editing work of Susan Gamer. thank Janet M Goldstein for her help in preparing the Instructor's Manual. Finally, i arm grateful to the many students 1 have had over the years, The vitality and the specialmess of their lives are amply demonstrated on many pages of this text.
John Langan

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Clever Crab

" The Clever Crab "
There lived a heron by a big lake. He used to catch fish and eat them. But he had become old and could not catch fish like before. He went without food for many days together.
“I have to think of a plan. Otherwise I won't live for long," thought the heron. Soon he came out with a clever plan. The heron sat at the water’s edge looking depressed and thoughtful. In the same lake lived a crab who was friendly and thoughtful. As he went past, he noticed how the heron looked and asked him, “Why are you looking depressed my friend?"
“What can I say," said the heron in a sad voice. “Something terrible is going to happen."
“What is that?" asked the crab anxiously.
“When I was on my way here this morning, I heard an astrologer say that there will be no rains in these parts for the next twelve years. The lake will dry up and we will all die. I am quite old. It does not matter if I die. But you all are so young. There is so much for you to see and enjoy," said the heron.
The crab went to the fishes in the lake and told them what the heron had told him. They were all filled with fear. “O no! What do we do? We will all die." they cried.
“There is a very big lake some distance from here. I can take you all there one by one." offered the heron. All the fishes were comforted and they agreed to be carried to the bigger lake one by one.
Every day, the heron would fly the fishes one by one. He would hold one gingerly between his long beak and fly away. But instead of taking them to any lake, he would land on a rock some distance away and eat them. Then he would rest till evening and return to the lake.
After some days, the crab went up to the heron. “You have been taking the fishes to the other lake. When will you take me?" he asked.
The heron thought to himself, “I am tired of eating fish. Crab meat should be a pleasant change."
The heron agreed to take the crab to the other lake.
But the crab was too large for the heron to carry in his beak. So the crab climbed on to the heron’s back and they started the journey. After a while, the crab grew impatient.
“How far is the lake?" he asked the heron.
“You fool," laughed the heron. “I am not taking you to any lake. I am going to dash you against those rocks and eat you like I ate all those fishes."
“I am not a fool to allow you to kill me," said the crab.
He held the heron’s neck in his powerful claws and strangled the wicked heron to death.
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Investigational Therapy May Change How Urinary Tract Cancer is Treated












 An investigational drug for a rare cancer of the upper urinary tract is currently being studied in over 25 centers across the United States.The cancer is called upper tract urothelial carcinoma (UTUC). It affects the lining of the kidney and the ureter, the tube that connects the kidney to the bladder.UTUC can be classified as high-grade or low-grade. People diagnosed with the high-grade disease usually must have their kidney, or both their kidney and ureter, removed. Those with low-grade UTUC can sometimes be treated by tumor removal using a special scope.Unfortunately, the procedure to remove the tumor is associated with a high rate of recurrence, and repeated procedures are often required. Around 20 percent of patients with low-grade UTUC eventually require kidney and ureter removal due to disease recurrence or progression.There are about 7,500 new cases of UTUC diagnosed in the United States annually. To date, no drugs have been approved by the U.S. Food and Drug Administration for the treatment of UTUC.The challenge of treating UTUC is rooted in the way the body functions. Urothelial cell cancers in the bladder are treated by surgical removal followed by chemotherapy instilled in the bladder and applied directly to the cancer cells. This approach is extremely challenging in the kidney and ureter because the flow of urine rapidly washes the medication away before it has time to work."It is exciting to have a clinical trial underway to study an investigational drug that may allow chemotherapy drugs to remain in the upper tract for a prolonged time," notes Diane Zipursky Quale, Co-Founder of the Bladder Cancer Advocacy Network.Well-designed clinical trials are the best way to determine whether an investigational drug is safe and effective and offers an acceptable balance of risks and benefits."The OLYMPUS study may shift how low-grade UTUC is treated in the future," says Karim Chamie, MD, MSHS, Associate Professor of Urology at UCLA. "As a urologist, I am excited about the possibility of providing an alternative to surgery for my patients diagnosed with low-grade UTUC."If you are interested in learning more about clinical trials for investigational treatments of low-grade UTUC, such as the OLYMPUS trial, speak to your doctor about the possibility of participating in a clinical trial

New Non-Prescription Medical Food Offers Help For Meal-Triggered Indigestion

Recurring indigestion that is frequently triggered by a meal is a problem without a solution for many people. The medical condition, known as Functional Dyspepsia, has no known organic cause. No FDA-approved prescription products are currently available for meal-triggered indigestion or Functional Dyspepsia, so sufferers often turn to off-label products, including proton pump inhibitors (omeprazole and esomeprazole), antacids, and antidepressants, among others, to ease symptoms.The most common symptoms of meal-triggered indigestion or Functional Dyspepsia are nausea, bloating, belching, inability to finish a normal-size meal, feelings of fullness and pressure in the upper belly and upper-belly pain or burning.But sufferers may find help with FDgard, a new non-prescription medical food specially formulated for the dietary management of meal-triggered indigestion or Functional Dyspepsia, which affects an estimated 1 in 6 adults in the U.S.FDgard is the only non-prescription medical food clinically studied for this relatively common but frustrating condition, and it’s available in local pharmacies nationwide. Each FDgard capsule contains targeted-release microspheres of caraway oil and l-Menthol, the primary component found in peppermint oil, engineered for release in the upper belly, where discomfort most often occurs. The combination of caraway oil and l-Menthol have demonstrated effectiveness in reducing or improving dyspepsia discomfort, including feelings of pain and burning, early fullness, pressure, and bloating, which makes FDgard an ideal pre-meal companion to help control meal-triggered symptoms.Based on results of two peer-reviewed and presented studies at the American College of Gastroenterology meeting in October 2017, FDgard showed a high level of patient satisfaction and rapid improvement of Functional Dyspepsia symptoms. In a first-ever clinical study conducted in eight centers across the U.S., known as FDREST (Functional Dyspepsia Reduction and Evaluation Safety Trial), FDgard showed significant reduction and rapid relief of Functional Dyspepsia symptoms in 24 hours. In a second real-world, patient-reported outcomes study of 600 patients, called FDACT (Functional Dyspepsia Adherence and Compliance Trial), the findings showed a high level of patient satisfaction and overall symptom relief with FDgard.More and more doctors are turning to FDgard for the management of meal-triggered indigestion or Functional Dyspepsia. In fact, in a recent nationwide survey of 200 gastroenterologists, FDgard was the number-one-recommended herbal product for Functional Dyspepsia."Functional Dyspepsia can have a significant impact on one’s quality of life," says Michael Epstein, M.D., F.A.C.G., A.G.A.F., a leading gastroenterologist and Chief Medical Advisor of IM HealthScience, LLC."People are afraid to eat, they are afraid to go out to restaurants, they are afraid to sit down and enjoy a meal with friends," he says. "I explain to my patients that what we are dealing with is not a life-threatening medical condition."Dr. Epstein says that in his experience, FDgard is a great addition for fast relief of frustrating Functional Dyspepsia symptoms, especially since some patients want to take a natural product with minimal side effects. "I appreciate having this effective, non-prescription option for my patients, so more patients can proactively manage their Functional Dyspepsia symptoms."He explains that the combination of l-Menthol and caraway oil works synergistically to address the pain, pressure and early fullness that people with meal-triggered indigestion or Functional Dyspepsia experience.FDgard should be taken under a doctor’s supervision; the usual adult dosage is two capsules twice daily. FDgard is available in the digestive aisle at Walgreens, CVS and Rite Aid nationwide

New Books Offer Retirees The Way To Plan For Retirement












Social Security, Medicare and supplemental insurance, long-term care, IRAs, life insurance, post-retirement investments and income taxes can all affect the success of your retirement. To that end, an easy-to-understand book and workbook are now available to help guide you in this process."The Complete Cardinal Guide to Planning for and Living in Retirement," an Amazon bestseller, and the accompanying workbook, written by Hans E. Scheil, CFP, can answer your questions about retirement, such as:* When do I?start my Social Security check?* How do I?supplement Medi-care?* Should I purchase Long-Term Care Insurance?*What should I do with my IRA or 401(k)?* Am I investing and creating enough income in retirement?* What about income taxes after age 65?* How do I handle life insurance and transferring assets to children and grandchildren?* How do I choose financial and legal professionals to help me?Long-term care planning is one subject both books explain in depth. The average annual cost for nursing home care is $85,755 and in-home care is $49,192, according to Genworth. This cost can go on for years and many retirees, as well as their adult children, do not have a plan to pay for this. There are options available for covering long-term care, which are outlined in the books."The consequences of failing to plan for long-term care are suffered by the family," Scheil says in his book. "I deal with family members all the time who are doing last- minute planning for a client who has just checked into a facility or is receiving care at home. I experience the confusion, fear, anxiety, pain, and disappointment that comes with these situations. The adult children have a tough time with it. Our job at Cardinal is to help people avoid or minimize these challenges."Throughout his 41 years in the financial services industry, Scheil has worked with clients age 65- plus to provide them with the financial solutions they need to have a successful retirement. He also shares his experience caring for his mother, father and grandmother in their later years.In his books, Scheil addresses the major problems retirees can face and provides simple strategies that can be put in place with the help of a qualified professional.Scheil is a Certified Financial Planner professional who accepts speaking engagements to help educate the public on the basics of planning for retirement. Hans serves clients in all 50 states and the District of Columbia.To get the books, visit Amazon.com or your local library.

New Music Video Warns of Stroke Signs













 The American Heart Association/American Stroke Association (AHA/ASA), the world’s leading voluntary health organization devoted to fighting cardiovascular disease and stroke, is releasing a new parody music video to teach people how to recognize the most common stroke warning signs.Worldwide, stroke is the no. 2 cause of death and a leading cause of serious disability. For the American Stroke Association, raising awareness of stroke is more critical than ever, as new reports indicate that stroke deaths are on the rise.The song is a parody of the well-known Y.M.C.A song from the 70’s. It features a person having a stroke in a diner and the patrons and staff singing about the acronym, F.A.S.T., an easy way to teach people the most common stroke warning signs and to call 9-1-1 during a stroke emergency."The majority of stroke patients still do not arrive at the Emergency Department quickly enough to receive the care that can dramatically improve their outcomes, in large part because they or those around them do not recognize the warning signs and the importance of calling 9-1-1," says Dr. Mitchell Elkind, chair of the American Stroke Association and professor of Neurology and Epidemiology at Columbia University."The song is intended to be a lighthearted way of helping people remember F.A.S.T. and to encourage them to call 9-1-1 when someone is experiencing any stroke symptoms."The acronym, F.A.S.T., stands for:* Face Drooping -; Does one side of the face droop or is it numb? Ask the person to smile. Is the person’s smile uneven?* Arm Weakness -; Is one arm weak or numb? Ask the person to raise both arms. Does one arm drift downward?* Speech Difficulty -; Is speech slurred? Is the person unable to speak or difficult to understand? Ask the person to repeat a simple sentence, such as "The sky is blue."* Time to Call 9-1-1 -; If someone shows any of these symptoms, even if the symptoms go away, call 9-1-1 and get to a hospital immediately. (Tip: Check the time so you’ll know when the first symptoms appeared.)"With today’s advanced technology, stroke is more treatable than ever before," says Lee H. Schwamm, M.D., executive vice chair of Neurology at Massachusetts General Hospital and American Stroke Association spokesperson."There are treatments that can help significantly reduce disability and even death in a stroke emergency. Some treatments include drugs that can help dissolve blood clots and medical devices that can remove the clots -; but there’s a narrow window of time in which a person can receive treatment.""When it comes to a stroke emergency, one thing always remains true: urgency in calling 9-1-1 is critical. There is no technology that can substitute for time loss. Without oxygen-rich blood, brain cells die. So time loss is brain loss. Receiving immediate, professional help can get you the immediate treatment to greatly improve recovery outcomes," says Schwamm.Education about F.A.S.T is a part of the American Stroke Association’s Together to End Stroke initiative, nationally sponsored by Medtronic. Together, the two organizations aim to help people to easily recognize the stroke warning signs to improve stroke outcomes.For more information and to find a complete list of the stroke warning signs,