(2) Overcapacity in aviation (Assume no COVID-19)Discuss the overcapacity issue in aviation (either on passenger side or cargo side, choice

(2) Overcapacity in aviation (Assume no COVID-19)Discuss the overcapacity issue in aviation (either on passenger side or cargo side, choice one). Your discussion should include: (i) The situation of overcapacity; (ii) The impacts of overcapacity to airlines; (iii) How to help airlines overcome the overcapacity. Provide reference whenever appropriate.

please help me correct my grammar and punctuation also you can edit my idea into easy way please I’m expecting
please help me correct my grammar and punctuation also you can edit my idea into easy way please I’m expecting that this class would be fun and would develop projects and activities that would be beneficial to the community and also to the students.I’m also expecting that even though it could be really difficult to serve the community, it can also be fun by interacting with different people in the community.I also expect that the experiences that this class could give me will be beneficial for me and for the community also. I expect that I will learn so many things from serving other people.I hope that I could find many friends not only from the CWTS class but also from the community that we will be able to help.And last, I hope that the community and the class will be able to cooperate with each other and develop harmony with each other for the development of the field activity.

QUESTION 1:Read the statements and decide whether it is TRUE/ FALSE.1.1 Stress is best relieved through music and not reading.1.2
QUESTION 1:Read the statements and decide whether it is TRUE/ FALSE.1.1 Stress is best relieved through music and not reading.1.2 The brain function is slowed down by reading.1.3 Experiments prove that reading slows down the decline of brain power.1.4 Book lovers are healthier than non-book lovers.1.5 Listening skills are not improved through reading.1.6 Criminals can be rehabilitated through reading programmes.1.7 The Post Phase in Reading and Viewing is also known as the Introduction Phase.1.8 A sound understanding of a reading passage can be achieved by reading the passage once only.1.9 Open-ended questions in reading are questions that are asked directly.1.10 A good understanding of a passage is proved when you supply a suitable title.[10X2]QUESTION 2:Complete the following statements with ONE of the given words.recall memory direct read skim evaluate2.1 In the pre-phase a learner has to _____ the text.2.2 The ‘w’ questions are ____ questions.2.3 When you remember information, you ____ it.

In one of your encounters with art through museum visits, musical plays and among other, recall one specific moment to
In one of your encounters with art through museum visits, musical plays and among other, recall one specific moment to which you have ever felt disconnected from an artwork? What was that instance when you did not understand what message the art was trying to convey? Write the name of the artwork in the box and attach an image of the artwork. Then, explain why you think you did not understand the art and the steps you made to be able to understand it eventually using the space provided below.Note: You may use a separate sheet of paper (if necessary) to attach the image of the artwork and your explanation.

Is Grammar Important?Carole Jenkins(1) Do you moan and groan whenever a teacher says that you need to improve your grammar?
English Assignment Writing ServiceIs Grammar Important?Carole Jenkins(1) Do you moan and groan whenever a teacher says that you need to improve your grammar? (2) Do you take offense when someone tells you that you made a mistake in grammar? (3) Do you feel that studying and learning grammar is boring and unnecessary? (4) I hated studying grammar when I was in school.(5) English is a very tricky language loaded with many rules and just as many exceptions to those rules. (6)By knowing these rules and exceptions, you’ll be a better reader, writer, listener, and speaker. (7)Communicating with others is what it’s all about.(8) Organizing a sentence so that it gets across your intended meaning is important. (9) In order to pull this off, you have to know the parts of a sentence (subject, predicate, phrase, clause, etc.) and the parts of speech (noun, verb, adjective, etc.) (10) Knowing the elements of a sentence and how sentences are structured can help you to get across your intended meanings in your writing and speaking. (11) You will also understand others as you read and listen.(12) Knowledge and understanding of English grammar can help you to see patterns of different languages and dialects as you read and study literature. (13) Learning a foreign language, such as French or Spanish, is based on your mastery of the basic rules of English grammar. (14) Understanding the tenses of verbs, subject-verb agreement, sentence structure, and parts of speech form the foundation for learning new languages.(15) As you read and study assignments in all of your classes, knowing basic grammar can help you to comprehend the text. (16) When you come across a difficult passage, analyzing the sentence structure can often help you to figure out the meaning of difficult sentences. (17) This can lead to an analysis and understanding of an author’s writing style and can, in turn, lead to comprehension of the text.(18) You are probably wondering how all of the rules and their exceptions will be remembered by you. (19) Don’t worry! (20) There are many grammar guides and style manuals available to help you. (21) These are quick references that can be consulted as the need arises. (22) Even your English teacher who has been teaching for thirty years relies on a reference book now and then!(23) Have I convinced you that the study of grammar is important and well worth your effort? (24) I hope so!Carole Jenkins

Hi, I need Some help on a couple plays we read in class. Could you tell me how A Doll
Hi, I need Some help on a couple plays we read in class. Could you tell me how A Doll HouseTrifles and are similar. The plot, time, cultural norms, characters are so thoroughly different, and yet the themes, when we break them down to their lowest common denominator, are strikingly similar. Tell me about that. A Dolls House PDF:https://www2.hf.uio.no/polyglotta/public/media/libraries/file/10/A Dolls House- Henrik Ibsen.pdfTrifles PDF:http://www.uobabylon.edu.iq/eprints/publication_3_10984_471.pdf

In each set of symbols, there is one that doesn’t belong. Identify the odd one out, and then name the
In each set of symbols, there is one that doesn’t belong. Identify the odd one out, and then name the characteristic that the rest of the symbols share. The first one has been done for you. Odd one out The rest are all…a. [ b m d g ] [m] oral b. [ i u ɛ ʊ ] c. [ b t d g ] d. [ t s z r dʒ ] e. [ i o e ɑ ] f. [ t f z ʒ ]

Hello, I asked before but got no response and it was clossed. These questions are from the “Kindred” by Octavia
Hello, I asked before but got no response and it was clossed. These questions are from the “Kindred” by Octavia E. Butler chapter “the fight”. This pdf can be found easily online but here is a link I found. If it doesnt work just search in google “Kindred pdf” http://a2eberts.weebly.com/uploads/1/3/4/6/13467575/kindred_.pdf

READ THE ARTICLE BELOW THEN ASWER THE FOLLOWING QUESTIONS:Marton and Saljo (1984) distinguish between two different approaches to learning: surface
READ THE ARTICLE BELOW THEN ASWER THE FOLLOWING QUESTIONS:Marton and Saljo (1984) distinguish between two different approaches to learning: surface level learning and deep level learning. Researchers such as Craik and Lockhart (1982) and Craik and Tulving (1975) have shown that information processed to a ‘deep’ level (see deep learning approach) will be better remembered than information processed only to a ‘shallow’ level (see surface learning approach). Studies more recently have shown deeper approaches to learning are related to higher quality learning outcomes (Ramsden, 1992; Prosser and Millar, 1989; Trigwell and Prosser, 1991). Cherney (2008) suggests that active learning materials can be remembered better across introductory level and upper level courses taught by the same instructor. Ramsden (2004) considers the purpose of higher education is to encourage ‘deep’ learning and that through this it is anticipated that students will change the way they view the world. Appropriate course design, teaching methods and assessment can assist with fostering a deep approach to learning. Surface level learning tends to be associated with those learners who concentrate on memorising what the author wrote and/or lecturer said (Marton and Saljo, 1984) and low level cognitive activities tend to be involved. These students are also known as ‘strategic’ learners. Strategic learning can however be very useful in certain circumstances. It may mean that the learner selects and prioritises what they need to learn. Examples of surface level learning characteristics (Savin-Baden, 2000; Gibbs, 1992; Biggs and Tang, 2007; Lindblom-Ylanne, 2008) are as follows: – The learner is more or less forced to adopt a rote learning strategy – Concentration is on routine fact memorisation which can give the impression that understanding has occurred – Finding the ‘right’ answers – Assimilating unaltered chunks of knowledge – The typical structuring of essays or summaries of chapters tends to be produced as a list of unrelated items (multi-structural essay)Biggs and Tang (2007) suggest that the following factors can encourage students to adopt a surface learning approach: From the student’s perspective: – An intention only to achieve a minimal pass (also known as a strategic learning approach – there are also positive aspects to this – see note above) – Non academic priorities exceeding academic ones – Insufficient time; too high a workload – Misunderstanding requirements, such as thinking that factual recall is adequate – A cynical view of education – High anxiety – A genuine inability to understand particular context at a deep level From the lecturer’s perspective: – Teaching piecemeal, not bringing out the intrinsic structure of the topic or subject – Assessing for independent facts, inevitably the case when using short-answer and multiple-choice tests – Providing insufficient time to engage in the tasks; emphasising coverage at the expense of depth – Creating undue anxiety or low expectations of success Deep level learning is associated with those learners who attempt to relate ideas together to understand underpinning theory and concepts, and to make meaning out of material under consideration (Fry, Ketteridge and Marshall, 2003). It is also associated with those learners who are able to understand authors’ and/or lecturers’ words enough to give a meaning using their own words (Marton and Saljo, 1984). Examples of deep level learning characteristics (Savin-Baden, 2000; Gibbs, 1992; Jaques, 1991) are as follows:  Gaining a full understanding of a concept  An overview of a topic  Grasping the main ideas in a chapter  Distinguishing principles from examples  Writing an essay with a logical argument  Questioning the conclusions  Recognising the key ideas in a lectureBiggs and Tang (2007) suggest that the following factors can encourage students to adopt a deep learning approach: From the student’s perspective: – An intention to engage with the task meaningfully and appropriately. Such an intention may arise from an intrinsic curiosity or from a determination to do well – Appropriate background knowledge – The ability to focus at a high conceptual level, working from first principles, which in turn requires a well-structured knowledge base – A genuine preference and ability for working conceptually rather than with unrelated detail From the lecturer’s perspective: – Teaching in such a way as to explicitly bring out the structure of the topic or subject – Teaching to elicit an active response from students, e.g. by questioning and presenting problems, rather than teaching to expound information – Teaching by building on what students already know – Confronting and addressing students’ misconceptions – Assessing for structure rather than for independent facts – Teaching and assessing in a way that encourages a positive working atmosphere, so students can make mistakes and learn from them – Emphasising depth of learning rather than breadth of coverage – Using teaching and assessment methods that support the explicit aims and intended outcomes of the courseAnswer the following questions:(3) Things that I significantly learned from the readings/video clips(3) Things that are still unclear to meComplete the statement: I used to think that….(3) questions that I want to ask about the readings/video clips