This document provides a summary of the book "Teaching ESL/EFL Listening and Speaking" by I.S.P Nation and Jonathan Newton. The book is intended as a guide for teachers to help learners at all proficiency levels develop their listening and speaking skills. It provides suggestions organized around four strands: meaning-focused input, meaning-focused output, language-focused learning, and fluency development. The book aims to help teachers design a balanced program for students and draws on applied linguistics research.
This document is a thesis submitted by Dağdaş Demircioğlu to the graduate school of Middle East Technical University in partial fulfillment of the requirements for a Master of Science degree in Civil Engineering. The thesis examines yachting in Göcek Bays, Turkey through a questionnaire study conducted in 2000 and 2001. Over 200 questionnaires were distributed to yachters in Göcek Bays to understand their preferences and evaluations of the area. The questionnaires gathered demographic information and perspectives on topics like preferred recreational activities, important factors for selecting an anchorage, and potential management strategies for yachting in the bays. The results of the surveys aim to contribute to the development of a future regional yacht tourism management plan for sustainable
This study experimentally compares the effects of two cooperative learning methods - Competitive Team-Based Learning (CTBL) and Student Teams-Achievement Divisions (STAD) - on the reading comprehension of Iranian EFL students. Sixty intermediate students were randomly assigned to two groups, with one learning via STAD and the other via CTBL. The results showed that CTBL was more effective than STAD at improving students' reading comprehension abilities.
This document provides information about the First Center English language school located in Subic, Philippines. It outlines the school's contact information and various English courses offered, including basic, pathway, balanced, native, young learners, discussion, golf, help, and family courses. The courses differ in focus, hours per day, teacher type (Filipino or native English speakers), and class format (group vs individual). Subic is promoted as a safe and accessible location near Clark and Subic airports.
This document is a certificate from the University of Cambridge ESOL Examinations for the Teaching Knowledge Test (TKT) Module 3, which focuses on managing the teaching and learning process. The certificate indicates that the candidate, Abdelmonaem Ibrahim, demonstrated comprehensive knowledge in all areas of the TKT Module 3 syllabus relating to teachers' and learners' language in the classroom and classroom management strategies to promote learning. The certificate provides the candidate's name, certificate number, date of issue, and is signed by the Chief Executive of Cambridge ESOL.
This document is a certificate from the University of Cambridge ESOL Examinations for the Teaching Knowledge Test (TKT) Module 3, which focuses on managing the teaching and learning process. The certificate indicates that the candidate, Abdelmonaem Ibrahim, demonstrated comprehensive knowledge in all areas of the module syllabus, including concepts related to teachers' and learners' language in the classroom and classroom management strategies to promote learning. The certificate provides the candidate's details, date of issue, and certificate number to verify the results.
Gulen Charter Schools NSD / FARA submittal Gulen Cemaat
http://www.empireofdeceit.com
he Foreign Agents Registration Act (FARA) was enacted in 1938. FARA requires certain agents of foreign principals who are engaged in political activities or other activities specified under the statute to make periodic public disclosure of their relationship with the foreign principal, as well as activities, receipts and disbursements in support of those activities. Disclosure of the required information facilitates evaluation by the government and the American people of the activities of such persons in light of their function as foreign agents. The FARA Unit of the Counterintelligence and Export Control Section (CES) in the National Security Division (NSD) is responsible for the administration and enforcement of FARA.
https://www.justice.gov/nsd-fara
This document provides a summary of several articles from an issue of The Harbinger magazine. It discusses a radiology conference hosted by BPKIHS titled "SYNAPSE 2014" that brought together renowned faculty from the UK, China, India and Nepal to discuss techniques and approaches for developing countries. It also mentions an "All Nepal Medical College Meet" event called "SYNAPSE 2014" that was held between several medical colleges to promote social bonds and featured various competitions and performances. Finally, it briefly introduces the "Janak Lecture Series" YouTube channel launched by a BPKIHS student to cover basic medical sciences topics through illustrative videos.
This document is a thesis submitted by Dağdaş Demircioğlu to the graduate school of Middle East Technical University in partial fulfillment of the requirements for a Master of Science degree in Civil Engineering. The thesis examines yachting in Göcek Bays, Turkey through a questionnaire study conducted in 2000 and 2001. Over 200 questionnaires were distributed to yachters in Göcek Bays to understand their preferences and evaluations of the area. The questionnaires gathered demographic information and perspectives on topics like preferred recreational activities, important factors for selecting an anchorage, and potential management strategies for yachting in the bays. The results of the surveys aim to contribute to the development of a future regional yacht tourism management plan for sustainable
This study experimentally compares the effects of two cooperative learning methods - Competitive Team-Based Learning (CTBL) and Student Teams-Achievement Divisions (STAD) - on the reading comprehension of Iranian EFL students. Sixty intermediate students were randomly assigned to two groups, with one learning via STAD and the other via CTBL. The results showed that CTBL was more effective than STAD at improving students' reading comprehension abilities.
This document provides information about the First Center English language school located in Subic, Philippines. It outlines the school's contact information and various English courses offered, including basic, pathway, balanced, native, young learners, discussion, golf, help, and family courses. The courses differ in focus, hours per day, teacher type (Filipino or native English speakers), and class format (group vs individual). Subic is promoted as a safe and accessible location near Clark and Subic airports.
This document is a certificate from the University of Cambridge ESOL Examinations for the Teaching Knowledge Test (TKT) Module 3, which focuses on managing the teaching and learning process. The certificate indicates that the candidate, Abdelmonaem Ibrahim, demonstrated comprehensive knowledge in all areas of the TKT Module 3 syllabus relating to teachers' and learners' language in the classroom and classroom management strategies to promote learning. The certificate provides the candidate's name, certificate number, date of issue, and is signed by the Chief Executive of Cambridge ESOL.
This document is a certificate from the University of Cambridge ESOL Examinations for the Teaching Knowledge Test (TKT) Module 3, which focuses on managing the teaching and learning process. The certificate indicates that the candidate, Abdelmonaem Ibrahim, demonstrated comprehensive knowledge in all areas of the module syllabus, including concepts related to teachers' and learners' language in the classroom and classroom management strategies to promote learning. The certificate provides the candidate's details, date of issue, and certificate number to verify the results.
Gulen Charter Schools NSD / FARA submittal Gulen Cemaat
http://www.empireofdeceit.com
he Foreign Agents Registration Act (FARA) was enacted in 1938. FARA requires certain agents of foreign principals who are engaged in political activities or other activities specified under the statute to make periodic public disclosure of their relationship with the foreign principal, as well as activities, receipts and disbursements in support of those activities. Disclosure of the required information facilitates evaluation by the government and the American people of the activities of such persons in light of their function as foreign agents. The FARA Unit of the Counterintelligence and Export Control Section (CES) in the National Security Division (NSD) is responsible for the administration and enforcement of FARA.
https://www.justice.gov/nsd-fara
This document provides a summary of several articles from an issue of The Harbinger magazine. It discusses a radiology conference hosted by BPKIHS titled "SYNAPSE 2014" that brought together renowned faculty from the UK, China, India and Nepal to discuss techniques and approaches for developing countries. It also mentions an "All Nepal Medical College Meet" event called "SYNAPSE 2014" that was held between several medical colleges to promote social bonds and featured various competitions and performances. Finally, it briefly introduces the "Janak Lecture Series" YouTube channel launched by a BPKIHS student to cover basic medical sciences topics through illustrative videos.
The document provides a schedule and activities for a Secondary School Readiness Programme Foundation Camp (FC) aimed at strengthening foundational English language skills of students entering Class 9. The 18-day FC focuses on developing listening, speaking, reading and writing skills through various games, exercises and comprehension activities. Key goals are using English for understanding others and expressing oneself. Activities target different skills each day and increase in difficulty, starting with basic phonics, sight words and sentences and progressing to description, comprehension and plural forms.
This document provides details about the Grade 11 secondary curriculum for English and Nepali language courses in Nepal.
For English, the objectives are to teach students skills for academic and communicative purposes through integrated lessons focusing on language skills, functional and grammatical areas, and providing interesting reading materials. The course content includes a remedial section, lessons on various topics like jobs and decisions, and prescribed poems, essays and stories for extensive reading and writing.
For Nepali, the general objectives are to develop students' reading, understanding and expression abilities in Nepali at an appropriate level. The specific objectives are to teach students skills like recitation, understanding content and context of literary works, and expression through writing. The course covers
Finding the best Kindergarten curriculum that is comprehensive and an affordable kindergarten curriculum doesn’t have to be difficult. Teaching Kindergarten Reading with great lessons, engaging kindergarten activities, worksheets and assessments at a great price is available with Complete Curriculum’s instantly downloadable “All Aboard for Kindergarten Language Arts Student and Teacher Bundle. Perfect for the classroom teacher, for your Kindergarten Homeschool Curriculum and for the parent who wants to help their child learn how to read.... at http://www.myhomeschooltexts.com
SCI Krishi Sansthan Top Agriculture Coaching in Gwalior.
The journey of SCI कृषि संस्थान, popularly known as Satendra Career Institute. We had a very humble beginning as a forum for learning agriculture, with a vision to provide an ideal launch pad for ICAR, CUET, PAT, AFO, ADO, STATE EXAM, and the Board exam.
This document provides explanatory notes for a Gujarati-English learner's dictionary that is being drafted. It outlines the structure of entries in the dictionary, which include the headword, phonetic transcription, graphemic transcription, part of speech, and gloss. It also lists abbreviations that will be used. The goal is to facilitate learning the differences between spoken and written Gujarati for beginning learners of the language as a second language. Feedback on the draft is requested.
This document provides explanatory notes for a Gujarati-English learner's dictionary being compiled by Babu Suthar. It outlines the structure of dictionary entries, which include the headword, phonetic transcription, graphemic transcription, part of speech, and definition. The introductions provides background on the dictionary project and acknowledges those involved in its development. It is intended to be the first dictionary created for learners of Gujarati as a second language.
This document provides explanatory notes for a Gujarati-English learner's dictionary being compiled by Babu Suthar. It outlines the structure of dictionary entries, which include the headword, phonetic transcription, graphemic transcription, part of speech, and definition. The introductions provides background on the need for this dictionary as existing Gujarati references lack professionalism or are outdated. It acknowledges contributions from universities and foundations that supported the project.
E-Gyan September 2017 Issue Monthly Newsletter of Maharishi Organisations IndiaMaharishi Sansthan
1) Brahmachari Girish Ji, the chairman of Maharishi Vidya Mandir Schools Group, celebrated his birthday at an event in Lucknow where he spoke to teachers and administrators of various Maharishi institutions.
2) He emphasized the need to take the message of Maharishi Mahesh Yogi to more people around the world through education and knowledge. He said volunteers are needed to help spread this work on the ground.
3) Regional cultural celebrations were held for the Hyderabad and Haridwar regions of Maharishi Vidya Mandir schools, with hundreds of students competing in singing, dancing, debates, and other artistic and academic competitions over two days.
This document discusses approaches to course planning, specifically determining the level of a language course. It describes several frameworks used to define language proficiency levels, including the Australian Second Language Proficiency Ratings (ASLPR) and the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. These divide language ability into levels like Novice, Intermediate, Advanced, and provide descriptions of what students at each level can do. Course planners may use results from proficiency tests, learner self-assessments, and other tools to determine the target level for a course and ensure it aligns with an overall proficiency framework.
Kf ssrp foundation camp-teacher handbook english 23 august 2016kusumafoundation
1. The Secondary School Readiness Programme (SSRP) Teacher Handbook provides activities to strengthen foundational English language skills during the initial Foundation Camp phase of the programme.
2. The 18-day Foundation Camp focuses on basic listening, speaking, reading, writing and comprehension skills for students in levels 1 and 2 through poems, songs, dialogues and vocabulary exercises.
3. The activities aim to facilitate students' transition to secondary levels by developing their ability to use English for both understanding ideas from listening and reading, as well as expressing their own ideas through speaking and writing.
Academic Writing For English Foreign LearnersDustin Pytko
The document summarizes a study on the academic writing of Urdu students in the UK. The study aimed to identify the major and minor problems faced by Urdu students when developing their academic writing skills in English. Data was collected through questionnaires, interviews, and essays. The findings revealed that the students' major problems were grammatical, vocabulary-based, and lack of content knowledge. However, their secondary problems showed better organization, structuring, and referencing abilities. The study hopes to help both Urdu teachers and students in understanding the relevant factors underlying students' problems and improving non-native speaker academic writing.
Pinterest is a visual social media platform that allows users to share images and videos by pinning them to boards. It has grown rapidly in popularity in recent months. Pinterest is very effective at driving traffic to websites compared to other social networks like Facebook. Marketers are interested in using Pinterest to increase website traffic and sales. The book will provide strategies for how businesses can leverage Pinterest for marketing purposes.
Drishti Biotech Pvt. Ltd. develops and sells analytical testing kits for soil, irrigation water, fisheries and aquaculture, and compost. The kits test for important parameters and provide instant results to help farmers apply fertilizers appropriately. The kits have advantages of being easy to use without training, allowing for on-site testing to save time and costs compared to sending samples to an agency.
This document provides information about homework expectations, attendance policies, classroom agreements, schedules, and assessments at Mt. Zaagkam School middle school in Papua, Indonesia. It outlines that homework should take 1 hour and 10 minutes per night and include 30 minutes of reading. It also describes communication methods with parents such as parent-teacher conferences, workshares, student-led conferences, and an open-door policy.
This document is a list of 5,220 Sephardic names compiled from four different online sources as indicated by buttons at the top of the page. The purpose of the list is to help those seeking their Sephardic heritage and is not intended to change anyone's spiritual or religious beliefs. The list was compiled by Alex Santipereiro, director of genealogical consultations for the Cultural Association of Tarbut Sefarad in Barcelona, Spain.
This document is a list of 5,220 Sephardic names compiled from four different online sources as indicated by buttons at the top of the page. The purpose of the list is to help those seeking their Sephardic heritage and is not intended to change anyone's spiritual or religious beliefs. The list was compiled by Alex Santí Pereiro, director of genealogical consultations for the Cultural Association of Tarbut Sefarad in Barcelona, Spain.
This document contains the text of the New Testament in the Apinayé language of Brazil. It provides information on the copyright and permissions for the text and illustrations. The text was translated by the British and Foreign Bible Society and published by the Brazilian Bible League. It is available under a Creative Commons license that allows sharing and distribution with attribution for non-commercial purposes.
This document contains the text of the New Testament in the Apinayé language of Brazil. It provides information on the copyright and permissions for the text and illustrations. The text was translated by the British and Foreign Bible Society and published by the Brazilian Bible League. It is available under a Creative Commons license that allows sharing and distribution with attribution for non-commercial purposes.
This document discusses LAN technologies and applications. It describes different types of LANs based on their purpose, speed, and topology. Personal computer LANs are low-cost but have limited data speeds, while storage and backup networks connect large systems and have high speeds but a limited number of devices. The document also covers LAN architectures, protocols, and topologies like bus, ring, star, and their characteristics. It discusses the OSI model layers and IEEE 802 standards for LANs. Control of access to the shared medium and methods for asynchronous access are also summarized.
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
The document provides a schedule and activities for a Secondary School Readiness Programme Foundation Camp (FC) aimed at strengthening foundational English language skills of students entering Class 9. The 18-day FC focuses on developing listening, speaking, reading and writing skills through various games, exercises and comprehension activities. Key goals are using English for understanding others and expressing oneself. Activities target different skills each day and increase in difficulty, starting with basic phonics, sight words and sentences and progressing to description, comprehension and plural forms.
This document provides details about the Grade 11 secondary curriculum for English and Nepali language courses in Nepal.
For English, the objectives are to teach students skills for academic and communicative purposes through integrated lessons focusing on language skills, functional and grammatical areas, and providing interesting reading materials. The course content includes a remedial section, lessons on various topics like jobs and decisions, and prescribed poems, essays and stories for extensive reading and writing.
For Nepali, the general objectives are to develop students' reading, understanding and expression abilities in Nepali at an appropriate level. The specific objectives are to teach students skills like recitation, understanding content and context of literary works, and expression through writing. The course covers
Finding the best Kindergarten curriculum that is comprehensive and an affordable kindergarten curriculum doesn’t have to be difficult. Teaching Kindergarten Reading with great lessons, engaging kindergarten activities, worksheets and assessments at a great price is available with Complete Curriculum’s instantly downloadable “All Aboard for Kindergarten Language Arts Student and Teacher Bundle. Perfect for the classroom teacher, for your Kindergarten Homeschool Curriculum and for the parent who wants to help their child learn how to read.... at http://www.myhomeschooltexts.com
SCI Krishi Sansthan Top Agriculture Coaching in Gwalior.
The journey of SCI कृषि संस्थान, popularly known as Satendra Career Institute. We had a very humble beginning as a forum for learning agriculture, with a vision to provide an ideal launch pad for ICAR, CUET, PAT, AFO, ADO, STATE EXAM, and the Board exam.
This document provides explanatory notes for a Gujarati-English learner's dictionary that is being drafted. It outlines the structure of entries in the dictionary, which include the headword, phonetic transcription, graphemic transcription, part of speech, and gloss. It also lists abbreviations that will be used. The goal is to facilitate learning the differences between spoken and written Gujarati for beginning learners of the language as a second language. Feedback on the draft is requested.
This document provides explanatory notes for a Gujarati-English learner's dictionary being compiled by Babu Suthar. It outlines the structure of dictionary entries, which include the headword, phonetic transcription, graphemic transcription, part of speech, and definition. The introductions provides background on the dictionary project and acknowledges those involved in its development. It is intended to be the first dictionary created for learners of Gujarati as a second language.
This document provides explanatory notes for a Gujarati-English learner's dictionary being compiled by Babu Suthar. It outlines the structure of dictionary entries, which include the headword, phonetic transcription, graphemic transcription, part of speech, and definition. The introductions provides background on the need for this dictionary as existing Gujarati references lack professionalism or are outdated. It acknowledges contributions from universities and foundations that supported the project.
E-Gyan September 2017 Issue Monthly Newsletter of Maharishi Organisations IndiaMaharishi Sansthan
1) Brahmachari Girish Ji, the chairman of Maharishi Vidya Mandir Schools Group, celebrated his birthday at an event in Lucknow where he spoke to teachers and administrators of various Maharishi institutions.
2) He emphasized the need to take the message of Maharishi Mahesh Yogi to more people around the world through education and knowledge. He said volunteers are needed to help spread this work on the ground.
3) Regional cultural celebrations were held for the Hyderabad and Haridwar regions of Maharishi Vidya Mandir schools, with hundreds of students competing in singing, dancing, debates, and other artistic and academic competitions over two days.
This document discusses approaches to course planning, specifically determining the level of a language course. It describes several frameworks used to define language proficiency levels, including the Australian Second Language Proficiency Ratings (ASLPR) and the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. These divide language ability into levels like Novice, Intermediate, Advanced, and provide descriptions of what students at each level can do. Course planners may use results from proficiency tests, learner self-assessments, and other tools to determine the target level for a course and ensure it aligns with an overall proficiency framework.
Kf ssrp foundation camp-teacher handbook english 23 august 2016kusumafoundation
1. The Secondary School Readiness Programme (SSRP) Teacher Handbook provides activities to strengthen foundational English language skills during the initial Foundation Camp phase of the programme.
2. The 18-day Foundation Camp focuses on basic listening, speaking, reading, writing and comprehension skills for students in levels 1 and 2 through poems, songs, dialogues and vocabulary exercises.
3. The activities aim to facilitate students' transition to secondary levels by developing their ability to use English for both understanding ideas from listening and reading, as well as expressing their own ideas through speaking and writing.
Academic Writing For English Foreign LearnersDustin Pytko
The document summarizes a study on the academic writing of Urdu students in the UK. The study aimed to identify the major and minor problems faced by Urdu students when developing their academic writing skills in English. Data was collected through questionnaires, interviews, and essays. The findings revealed that the students' major problems were grammatical, vocabulary-based, and lack of content knowledge. However, their secondary problems showed better organization, structuring, and referencing abilities. The study hopes to help both Urdu teachers and students in understanding the relevant factors underlying students' problems and improving non-native speaker academic writing.
Pinterest is a visual social media platform that allows users to share images and videos by pinning them to boards. It has grown rapidly in popularity in recent months. Pinterest is very effective at driving traffic to websites compared to other social networks like Facebook. Marketers are interested in using Pinterest to increase website traffic and sales. The book will provide strategies for how businesses can leverage Pinterest for marketing purposes.
Drishti Biotech Pvt. Ltd. develops and sells analytical testing kits for soil, irrigation water, fisheries and aquaculture, and compost. The kits test for important parameters and provide instant results to help farmers apply fertilizers appropriately. The kits have advantages of being easy to use without training, allowing for on-site testing to save time and costs compared to sending samples to an agency.
This document provides information about homework expectations, attendance policies, classroom agreements, schedules, and assessments at Mt. Zaagkam School middle school in Papua, Indonesia. It outlines that homework should take 1 hour and 10 minutes per night and include 30 minutes of reading. It also describes communication methods with parents such as parent-teacher conferences, workshares, student-led conferences, and an open-door policy.
This document is a list of 5,220 Sephardic names compiled from four different online sources as indicated by buttons at the top of the page. The purpose of the list is to help those seeking their Sephardic heritage and is not intended to change anyone's spiritual or religious beliefs. The list was compiled by Alex Santipereiro, director of genealogical consultations for the Cultural Association of Tarbut Sefarad in Barcelona, Spain.
This document is a list of 5,220 Sephardic names compiled from four different online sources as indicated by buttons at the top of the page. The purpose of the list is to help those seeking their Sephardic heritage and is not intended to change anyone's spiritual or religious beliefs. The list was compiled by Alex Santí Pereiro, director of genealogical consultations for the Cultural Association of Tarbut Sefarad in Barcelona, Spain.
This document contains the text of the New Testament in the Apinayé language of Brazil. It provides information on the copyright and permissions for the text and illustrations. The text was translated by the British and Foreign Bible Society and published by the Brazilian Bible League. It is available under a Creative Commons license that allows sharing and distribution with attribution for non-commercial purposes.
This document contains the text of the New Testament in the Apinayé language of Brazil. It provides information on the copyright and permissions for the text and illustrations. The text was translated by the British and Foreign Bible Society and published by the Brazilian Bible League. It is available under a Creative Commons license that allows sharing and distribution with attribution for non-commercial purposes.
This document discusses LAN technologies and applications. It describes different types of LANs based on their purpose, speed, and topology. Personal computer LANs are low-cost but have limited data speeds, while storage and backup networks connect large systems and have high speeds but a limited number of devices. The document also covers LAN architectures, protocols, and topologies like bus, ring, star, and their characteristics. It discusses the OSI model layers and IEEE 802 standards for LANs. Control of access to the shared medium and methods for asynchronous access are also summarized.
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Potential negative reactions from others to an adolescent questioning their sexual identity or gender role could negatively impact their social environment, behavior, and self-esteem. As social workers, we can play a role in creating a supportive environment for these adolescents by educating families and communities, advocating for inclusive policies, and providing counseling and resources to help adolescents accept themselves and develop coping strategies.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
This document discusses urinary tract infections (UTIs). It begins with a matching exercise identifying structures of the urinary system. The second part addresses UTIs in more detail. It defines a UTI, discusses the microorganisms that cause UTIs and where they enter the body. It also explains common signs and symptoms of UTIs, as well as diagnostic tests and treatments. The document concludes by noting that UTIs are more common in women and describes some ways women can reduce their risk.
Part A Develop an original age-appropriate activity for your .docxsmile790243
The document describes developing two original age-appropriate activities for preschoolers. The first activity uses either Froebel's cube gift, parquetry gift, or Lincoln Logs and identifies two skills it develops. The second activity promotes the same skills but is based on the Montessori method. The summary describes each activity and notes two key differences between them.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docxsmile790243
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docxsmile790243
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docxsmile790243
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docxsmile790243
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docxsmile790243
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docxsmile790243
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Teaching ESL/EFL
Listening and Speaking
Using a framework based on principles of teaching and learning,
this guide
for teachers and teacher trainees provides a wealth of
suggestions for help-
ing learners at all levels of proficiency develop their listening
and speaking
skills and fluency. By following these suggestions, which are
organized
around four strands—meaning-focused input, meaning-focused
output,
8. language-focused learning, and fluency development—teachers
will be
able to design and present a balanced programme for their
students.
Teaching ESL/EFL Listening and Speaking, and its companion
text,
Teaching ESL/EFL Reading and Writing, are similar in format
and the kinds
of topics covered, but do not need to be used together. Drawing
on
research and theory in applied linguistics, their focus is strongly
hands-on,
featuring
• easily applied principles,
• a large number of useful teaching techniques, and
• guidelines for testing and monitoring.
All Certificate, Diploma, Masters and Doctoral courses for
teachers of
English as a second or foreign language include a teaching
methods com-
ponent. The texts are designed for and have been field tested in
such
programs.
I. S. P. Nation is Professor of Applied Linguistics in the School
of
Linguistics and Applied Language Studies at Victoria
University in
Wellington, New Zealand.
Jonathan Newton is a senior lecturer in the School of
Linguistics and
Applied Language Studies, Victoria University in Wellington,
9. New
Zealand.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Nation • Teaching ESL/EFL Reading and Writing
Nation/Newton • Teaching ESL/EFL Listening and Speaking
Kachru/Smith • Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng • International English in its
Sociolinguistic Contexts:
Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds • Leadership in English Language
Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds • Gesture: Second Language Acquisition
and Classroom
Research
Liu • Idioms: Description, Comprehension, Acquisition, and
Pedagogy
Chapelle/Enright/Jamison, Eds • Building a Validity Argument
for the Text of
Kondo-Brown/Brown, Eds • Teaching Chinese, Japanese, and
Korean Heritage
Students: Curriculum Needs, Materials, and Assessments
10. Youmans • Chicano-Anglo Conversations: Truth, Honesty, and
Politeness
Birch • English L2 Reading: Getting to the Bottom, Second
Edition
Luk/Lin • Classroom Interactions as Cross-cultural Encounters:
Native Speakers in
EFL Lessons
Levy/Stockwell • CALL Dimensions: Issues and Options in
Computer Assisted
Language Learning
Nero, Ed. • Dialects, Englishes, Creoles, and Education
Basturkmen • Ideas and Options in English for Specific
Purposes
Kumaravadivelu • Understanding Language Teaching: From
Method to Postmethod
McKay • Researching Second Language Classrooms
Egbert/Petrie, Eds • CALL Research Perspectives
Canagarajah, Ed. • Reclaiming the Local in Language Policy
and Practice
Adamson • Language Minority Students in American Schools:
An Education in English
Fotos/Browne, Eds • New Perspectives on CALL for Second
Language Classrooms
12. All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form
or by any electronic, mechanical or other means, now known or
hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without
permission in writing from the publishers.
Trademark Notice: Product or corporate names may be
trademarks or registered trademarks,
and are used only for identification and explanation without
intent to infringe.
Library of Congress Cataloging-in-Publication Data
Nation, I. S. P.
Teaching ESL/EFL listening and speaking / I. S. P. Nation and
J. Newton.
p. cm.—(ESL & applied linguistics professional series)
Includes bibliographical references and index.
1. English language—Study and teaching—Foreign speakers. 2.
English language—Spoken
English—Study and teaching. 3. Listening—Study and teaching.
4. English teachers—Training
of. I. Newton, J. (Jonathan) II. Title.
PE1128.A2N344 2008
2008011763
ISBN10: 0–415–98969–8 (hbk)
ISBN10: 0–415–98970–1 (pbk)
ISBN10: 0–203–89170–8 (ebk)
13. ISBN13: 978–0–415–98969–5 (hbk)
ISBN13: 978–0–415–98970–1 (pbk)
ISBN13: 978–0–203–89170–4 (ebk)
“To purchase your own copy of this or any of Taylor & Francis
or Routledge’s
collection of thousands of eBooks please go to
www.eBookstore.tandf.co.uk.”
This edition published in the Taylor & Francis e-Library, 2008.
ISBN 0-203-89170-8 Master e-book ISBN
Contents
Preface ix
Acknowledgements xiii
1 Parts and Goals of a Listening and Speaking Course 1
The Four Strands 1
Meaning-focused Input: Learning through Listening and
Reading 3
Meaning-focused Output: Learning through Speaking and
Writing 4
Language-focused Learning 7
Becoming Fluent in Listening, Speaking, Reading and Writing 9
Balancing the Four Strands 10
Integrating the Four Strands 11
Principles and the Four Strands 12
Learning Goals 14
2 Beginning to Listen and Speak in Another Language 17
14. What Should They Learn? 17
How Should the Teaching and Learning be Done? 19
Activities and Approaches for Teaching and Learning in a
Beginners’ Course 23
Techniques for Early Meaning-focused Speaking 30
Planning a Listening and Speaking Programme for Beginners 33
3 Listening 37
Why Listening? 37
Models of Listening 39
Types of Listening 40
Listening Processes 40
v
Activities for Meaning-focused Listening 42
Supporting Listening 46
Information Transfer 47
Strategies 51
Advanced Listening: Note-taking 52
Monitoring Meaning-focused Listening 57
4 Language-focused Learning through Dictation and
Related Activities 59
Choosing Dictation Texts 60
Pre-dictation Exercises 61
Variations of Dictation 62
Related Techniques 65
Monitoring Dictation 67
Dictogloss and Related Activities 68
Dicto-comp 69
Related Techniques 70
5 Pronunciation 75
15. The Importance of Pronunciation 75
The Place of Pronunciation Instruction 76
Goals 77
Factors Affecting the Learning of Another Sound System 78
Procedures and Techniques 82
Fitting Pronunciation into a Course 93
Monitoring Pronunciation 95
6 Learning through Task-focused Interaction 97
Encouraging Negotiation 99
Using Written Input to Encourage Negotiation 99
Using Information Distribution to Encourage Negotiation 101
Factors Affecting the Amount and Type of Negotiation 106
Using Learner Training to Encourage Negotiation 107
Monitoring Negotiation 110
Learning through Non-negotiated Interaction 110
Monitoring Learners Beginning to Speak 112
7 Learning through Pushed Output 115
Pushing Output 116
Informal Speaking 120
Formal Speaking 121
The Nature of Formal Speaking 122
Teaching Formal Speaking 123
A Process Approach to Formal Speaking 125
v i • Contents
Guidelines for Presenting a Formal Talk 127
Monitoring Formal Talks 129
8 Language-focused Learning: Deliberate Teaching 131
The Value and Limits of Language-focused Learning 131
Deliberate Vocabulary Learning 132
16. The Requirements of Language-focused Vocabulary Instruction
133
Techniques and Procedures for Vocabulary Learning 135
Deliberate Grammar Learning 138
Correcting Grammatical Errors 141
The Effect of Correction 142
Correction Procedures 144
Fitting Language-focused Learning into a Course 147
9 Developing Fluency 151
The Nature of Fluency 151
Fluency and Accuracy 152
Developing Fluency 152
Designing Fluency Activities 153
Fitting Fluency into a Course 156
Developing Fluency in Listening and Speaking 157
Techniques for Developing Fluency in Listening 157
Techniques for Developing Fluency in Speaking 161
Monitoring Fluency Tasks 162
10 Monitoring and Testing Progress 165
Monitoring Progress 165
Testing Listening and Speaking 166
Listening Tests 170
Speaking Tests 171
Conclusion 177
Appendix 1 The Survival Syllabus 179
Appendix 2 Topic Types 183
Appendix 3 Topics for Listening and Speaking 185
References 187
17. Techniques Index 199
Index 203
Contents • v i i
Preface
This book is intended for teachers of English as a second or
foreign lan-
guage. It can be used both for experienced teachers and for
teachers in
training. In its earlier forms this book has been used on
graduate diploma
and Masters level courses, and with teachers in training.
The book has two major features. First, it has a strong practical
emphasis—around one hundred teaching techniques are
described in the
book. Second, it tries to provide a balanced programme for
developing the
skills of listening and speaking. It does this by using a
framework called
the four strands. These are called strands because they run
through the
whole course. They are the strands of meaning-focused input,
meaning-
focused output, language-focused learning, and fluency
development. In a
well-balanced language programme covering the four skills of
listening,
speaking, reading, and writing, each of the four strands should
18. have
roughly equal amounts of time. The organisation of the book
largely
reflects these four strands.
We have attempted to write the book using clear and simple
language.
Wherever possible, technical terms have been avoided.
However, in a few
cases, with terms such as negotiation, pushed output, and
extensive reading,
technical terms have been used and explained in the text. This
book thus
does not require any previous knowledge of second language
acquisition
theory or language teaching methodology.
Chapter 1 gives an overview of the four strands. This overview
is also
very relevant for the companion book to this one, called
Teaching ESL/EFL
Reading and Writing. Chapters 2 and 3 deal largely with
listening
(a form of meaning-focused input). Chapters 4, 5 and 8 deal
with
i x
language-focused learning, paying particular attention to
dictation and
its related activities, and to pronunciation. Chapters 6 and 7
focus on
speaking (meaning-focused output). These chapters look at how
speak-
19. ing activities can be designed to encourage language learning.
Chapter 9
deals with fluency development, which is the fourth of the
strands.
Where English is taught as a foreign language, fluency
development is
often neglected. Fluency development is important at all levels
of pro-
ficiency, and even beginners need to become fluent with the few
items
of language that they know. Chapter 10 deals with monitoring
and
testing.
As a result of working through this book, teachers should be
able to
design a well-balanced listening and speaking course which
provides a
good range of opportunities for learning. The teacher’s most
important
job is to plan so that the learners are learning useful things, so
that the best
conditions for learning occur, and so that they are getting a
balance of
learning opportunities. This book should help teachers do this.
Wherever possible, the ideas in this book are research based.
This is
reflected in the principles which are described at the end of
Chapter 1 and
which are referred to throughout the book. The idea which lies
behind
these principles is that it is not a wise idea to follow closely a
particular
method of language teaching, such as communicative language
teaching or
20. the direct method. It is much more sensible to draw, where
possible, on
research-based principles which can be adapted or discarded as
new
research evidence becomes available.
There are many people who could be thanked for their help in
the
production of this book. Eli Hinkel gave us a great deal of very
supportive
encouragement to get us to offer the book for publication. Mary
Hillemeier and Naomi Silverman of Taylor & Francis were
similarly
enthusiastic and took away a lot of the burden of publication.
The
reviewers of the book before it was published provided many
helpful and
frank comments which led us to see the book through others’
eyes. We are
very grateful for this.
Both this book and its companion volume, Teaching ESL/EFL
Reading
and Writing, were largely written and used in our own teacher
training
courses before they were offered for publication. There was
thus a lot of
input from the teachers who were studying on these courses.
We would feel that the book’s purpose has been achieved, if as
a result
of reading it, teachers learn some new techniques and activities,
under-
stand why these activities are used, and see how they fit into the
larger
programme.
21. Teaching English and training teachers of English are
challenging but
very rewarding professions. We have both been involved in
them for a very
x • Preface
long time and they have given us a great deal of enjoyment. We
hope that
this enjoyment is apparent in the book and that it will help
readers gain
similar enjoyment.
Preface • x i
Acknowledgements
Most of Chapter 1 is from an article entitled The four strands in
the journal
Innovation in Language Teaching and Learning (2007) 1: 1–12.
Parts of
Chapter 4 are from an article, Dictation, dicto-comp and related
techniques,
in the journal English Teaching Forum (1991) 29, 4: 12–14.
x i i i
22. C H A P T E R 1
Parts and Goals of a Listening and
Speaking Course
This book uses research and theory on second language
acquisition in
classrooms as the basis for planning a listening and speaking
programme
for learners of English as a second or foreign language. As we
shall see, the
principles underlying the listening and speaking parts of a
course are not
essentially different from those underlying the reading and
writing parts.
The Four Strands
The basic argument of the book is that a well-balanced language
course
should consist of four roughly equal strands:
1. Learning through meaning-focused input; that is, learning
through
listening and reading where the learner’s attention is on the
ideas and
messages conveyed by the language.
2. Learning through meaning-focused output; that is, learning
through
speaking and writing where the learner’s attention is on
conveying
ideas and messages to another person.
23. 3. Learning through deliberate attention to language items and
lan-
guage features; that is, learning through direct vocabulary
study,
through grammar exercises and explanation, through attention to
the sounds and spelling of the language, through attention to
dis-
course features, and through the deliberate learning and practice
of
language learning and language use strategies.
4. Developing fluent use of known language items and features
over the
1
four skills of listening, speaking, reading and writing; that is,
becom-
ing fluent with what is already known.
These four strands are called meaning-focused input, meaning-
focused
output, language-focused learning, and fluency development. A
well-
planned language course has an appropriate balance of these
four strands.
It is through these four strands that learners achieve the
learning goals of a
language course, namely fluent control of the sounds, spelling,
vocabulary,
grammar and discourse features of the language, so that they
can be used
to communicate effectively. The opportunities for learning
language are
24. called strands because they can be seen as long continuous sets
of learning
conditions that run through the whole language course. Every
activity in a
language course fits into one of these strands.
This chapter does not limit itself to listening and speaking, but
because
it aims at describing what a well-balanced course is like, it also
includes the
skills of reading and writing. There is a companion text,
Teaching ESL/EFL
Reading and Writing, to this text on listening and speaking.
There is a tendency for language courses not to balance the four
strands
and indeed to give almost no attention to some of them. Courses
which
have a very strong communicative focus often actively
discourage formal
language-focused learning. There is no justification for this as
second
language acquisition research shows that appropriately focused
attention
to language items can make a very positive contribution to
learning
(Doughty, 2003; Doughty and Williams, 1998; Ellis, 2005 and
2006). At the
other extreme, there are courses that seem to do little else but
focus on
formal features of the language with little or no opportunity to
use what
has been learned to receive and produce real messages. Perhaps
even more
commonly, there are courses that provide opportunities to
receive and
25. produce messages, that give useful attention to language
features, but that
do not provide opportunities for the learners to become truly
fluent in
using what they know.
A common-sense justification of the four strands is the time-on-
task
principle. How can you learn to do something if you don’t do
that during
learning? How can you learn to read if you don’t do reading?
How can you
learn to write without writing? The time-on-task principle
simply says that
the more time you spend doing something, the better you are
likely to be
at doing it. This is a very robust principle and there is no
shortage of
evidence, for example, that those who read a lot are better
readers
(Cunningham and Stanovich, 1991) and that those who write a
lot usually
become better writers. However, it is a simplistic principle and
it can be
rightfully criticised for ignoring the quality of the activity in
favour of the
quantity of the activity, and for not taking account of the ways
in which
2 • Parts and Goals of a Listening and Speaking Course
language learning differs from other kinds of learning.
Nevertheless, as one
of a set of principles which do take account of these factors, the
26. time-on-
task principle is an important and essential one. Another idea
underlying a
common-sense approach is that there is something about each of
the
language skills of listening, speaking, reading and writing that
makes it
different from the others. It is thus necessary to give attention
to each skill
to make sure that these unique features are learned (DeKeyser,
2007). It is
also not difficult to argue that each of these four skills can be
broken down
even further, for example, that speaking monologue in a formal
situation
has features that differ from those involved in friendly
conversation, and so
on (Biber, 1989). It is also possible to distinguish accuracy
from fluency
and thus see the necessity for providing fluency practice for
each of the
skills. There are thus common-sense justifications for including
the four
strands in a language course.
The evidence for the strands draws on a large and growing body
of
research into the roles of input, output, and form-focused
instruction on
second language learning, and on the development of speaking
and read-
ing fluency. In this chapter we will look at each of the four
strands, the
research evidence for them, their justification, and how they can
be put
into practice. The chapter concludes with a set of pedagogical
27. principles
based on the strands that can be used to guide the teaching of a
language
course.
Meaning-focused Input: Learning through Listening and
Reading
The meaning-focused input strand involves learning through
listening and
reading—using language receptively. It is called “meaning-
focused”
because in all the work done in this strand, the learners’ main
focus and
interest should be on understanding, and gaining knowledge or
enjoyment
or both from what they listen to and read. Typical activiti es in
this strand
include extensive reading, shared reading, listening to stories,
watching TV
or films, and being a listener in a conversation (see Hinkel,
2006 for a
survey of the four skills).
This strand only exists if certain conditions are present:
1. Most of what the learners are listening to or reading is
already famil-
iar to them.
2. The learners are interested in the input and want to
understand it.
3. Only a small proportion of the language features are unknown
to the
learners. In terms of vocabulary, 95 percent to 98 percent of the
28. running words should be within the learners’ previous
knowledge,
and so only five or preferably only one or two words per
hundred
should be unknown to them (Hu and Nation, 2000).
Parts and Goals of a Listening and Speaking Course • 3
4. The learners can gain some knowledge of the unknown
language
items through context clues and background knowledge.
5. There are large quantities of input.
If these conditions are not present, then the meaning-focused
input strand
does not exist in that course. Learning from meaning-focused
input is
fragile because there are usually only small gains from each
meeting with a
word, and because learning is dependent on the quality of
reading and
listening skills, and is affected by background knowledge.
Because of this,
large quantities of input are needed for this strand to work well.
An exten-
sive reading programme is one way of providing this quantity.
Although many researchers criticise Krashen’s (1985) input
theory,
none would disagree with the idea that meaningful
comprehensible input
is an important source of language learning. Dupuy (1999)
investigated
29. “narrow listening”, an approach based on Krashen’s ideas. This
involved
learners in listening as many times as they wish to a range of 1–
2-minute
aural texts on a range of familiar and interesting topics of their
choice. The
learners in the study reported improvements in their listening
comprehen-
sion, fluency, and vocabulary, as well as increased confidence
in French
(the target language). Among the best-controlled studies of
second lan-
guage extensive reading is Waring and Takaki’s (2003) study of
vocabulary
learning from a graded reader. This study showed that small
amounts of
vocabulary learning of various strengths occurred incidentally
as a result
of meaning-focused reading. Elley and Mangubhai’s (1981)
classic study of
the book flood (a programme that encouraged wide reading for
pleasure)
showed a range of language learning benefits compared with a
programme
that was largely dominated by language-focused learning (or
perhaps more
accurately, language-focused teaching).
Compared with well-planned deliberate learning, incidental
learning
through input is fragile and is dependent on large quantities of
input to
gain sufficient repetition. Nation and Wang (1999) calculated
that second
language learners needed to read at least one graded reader
every two
30. weeks in order to get enough repetitions to establish substantial
vocabu-
lary growth through incidental learning. The gains from
meaning-
focused input, however, become substantial gains if there are
large
quantities of input.
Meaning-focused Output: Learning through Speaking and
Writing
The meaning-focused output strand involves learning through
speaking
and writing—using language productively. Typical activities in
this strand
include talking in conversations, giving a speech or lecture,
writing a letter,
4 • Parts and Goals of a Listening and Speaking Course
writing a note to someone, keeping a diary, telling a story, and
telling
someone how to do something.
The same kinds of conditions apply to meaning-focused output
as
apply to meaning-focused input:
1. The learners write and talk about things that are largely
familiar to
them.
2. The learners’ main goal is to convey their message to
someone else.
31. 3. Only a small proportion of the language they need to use is
not
familiar to them.
4. The learners can use communication strategies, dictionaries,
or pre-
vious input to make up for gaps in their productive knowledge.
5. There are plenty of opportunities to produce.
Many spoken activities will include a mixture of meaning-
focused input
and meaning-focused output. One person’s output can be
another per-
son’s input.
Swain’s (1985) output hypothesis has been influential in
clarifying the
role of speaking and writing in second language learning. As its
name
suggests, the output hypothesis was initially formulated as a
reaction to
Krashen’s (1985) input hypothesis and the inadequacy of the
input
hypothesis in explaining the effects of immersion education.
“Put most
simply, the output hypothesis claims that the act of producing
language
(speaking and writing) constitutes, under certain circumstances,
part of
the process of second language learning” (Swain, 2005: 471).
The
opportunities that output provides for learning, however, are not
exactly
the same as those provided by input. Swain (1995) suggests
three functions
32. for output: (1) the noticing/triggering function, (2) the
hypothesis testing
function, and (3) the metalinguistic (reflective) function.
The noticing/triggering function occurs when learners are
attempting
to produce the second language and they consciously notice
gaps in their
knowledge. That is, they do not know how to say what they
want to say.
Izumi’s (2002) research indicates that the effect on acquisition
of noticing
a gap through output was significantly greater than the effect of
noticing
through input. This effect can be explained in two ways. First,
productive
learning involves having to search for and produce a word form,
whereas
receptive learning involves having to find a meaning for a word
form.
Productive learning typically results in more and stronger
knowledge than
receptive learning (Griffin and Harley, 1996). Second,
generative use
involves meeting or using previously met language items in
ways that they
have not been used or met before and produces deeper learning
than the
simple retrieval of previously met items (Joe, 1998). Izumi
(2002) suggests
that the grammatical encoding that is required by output forces
learners to
Parts and Goals of a Listening and Speaking Course • 5
33. integrate the new items into a more cohesive structure.
Decoding items
from input does not require this same kind of integration. That
is, output
sets up learning conditions that are qualitatively different from
those of
input. This is not to say that input is inferior, simply that it is
different and
thus an important part of a balanced set of opportunities for
learning. The
full effect of the noticing/triggering function is not complete
until learners
have had the chance to make up for the lack that they have
noticed. This
can occur in several ways. First, having noticed a gap during
output, the
learners then notice items in input that they did not notice
before. If
learners notice that there is something they do not know when
writing,
they later “read like a writer” giving attention to how others say
what they
wanted to say. This is often referred to as moving from
semantic to
syntactic processing. This is similar to an amateur guitar player
not just
enjoying a performance by a top-class guitarist, but also
analysing the
techniques and chord voicings he or she uses in the hope of
copying these
later. Second, having noticed a gap during output, learners may
success-
fully fill that gap through a lucky guess, trial and error, the use
of analogy,
first language transfer, or problem solving. Webb (2002) found
34. that learn-
ers were able to demonstrate aspects of vocabulary knowledge
of previ-
ously unknown words even though they had not had the
opportunity to
learn those aspects of knowledge, but which they were able to
work out
through analogy and first language parallels. Third, having
noticed a gap
during output, learners may deliberately seek to find the item by
reference
to outside sources like teachers, peers, or dictionaries.
Swain’s second function of output is the hypothesis-testing
function.
This involves the learner trying out something and then
confirming or
modifying it on the basis of perceived success and feedback.
This
hypothesis-testing function is particularly important in
interaction when
learners negotiate with each other or a teacher to clarify
meaning. The
feedback provided in negotiation can improve not only the
comprehen-
sibility of input, but can also be a way for learners to improve
their output
(Mackey, 2007). Similarly, a large body of research shows that
feedback
from the teacher during communicative classroom interaction
has signifi-
cant effects on learning (Leeman, 2007). However, there are
many ways of
giving feedback and not all are equally effective, a point we
discuss in a
later chapter. Feedback need not be immediate, as in the case of
35. feedback
on writing.
The third function of output is the metalinguistic (reflective)
function.
This involves largely spoken output being used to solve
language problems
in collaboration with others. Common classroom applications of
this idea
include the use of activities …
Your instructor can customize the simulation scenario. The
information below is specific to your
industry.
Printable and Downloadable PDF Version of This Report
The sensors your company manufactures are incorporated into
the products your customers sell.
Your customers fall into two groups which are called market
segments. A market segment is a group
of customers who have similar needs. The segments are named
for the customer's primary
requirements and are called:
Low Tech
High Tech
Customers within each market segment employ different
standards as they evaluate sensors. They
consider four buying criteria:
Price
36. Age
MTBF (Mean Time Before Failure)
Positioning
1 Positioning
Perceptual Map
Each market segment has different positioning preferences.
Over time, these preferences will shift
(see Section 2.1.5 in the Team Member Guide for more
information).
Perceptual Map Form: Segment circles and ideal spots
for Round 0 are shown below (see Section 3.1
in the Team Member Guide for more information
about segment circles and ideal spots).
1 of 6
Foundation® Industry Conditions Report For F130540_007
https://ww3.capsim.com/modules/conditionsReport/PDFDownlo
ad.cfm?simid=F130540_007
Drift Rates
Each year, the segments drift the length of the hypotenuse of
the triangle formed by customers'
desire for smaller and faster products.
Table 1 Segment Circle Drift Rates: Every year, customers
demand increased performance (Pfmn) and decreased size.
Note that the drift rates vary for each segment.
37. Segment Pfmn Size
Low Tech +0.5 -0.5
High Tech +0.7 -0.7
2 of 6
Foundation® Industry Conditions Report For F130540_007
Segment Centers
Table 2 Segment Centers at the End of Each Round:
Size is on the vertical axis and performance
(Pfmn) is on the horizontal axis.
Round
Low Tech Hi Tech
Pfmn Size Pfmn Size
0 4.8 15.2 6.0 14.0
1 5.3 14.7 6.7 13.3
2 5.8 14.2 7.4 12.6
3 6.3 13.7 8.1 11.9
4 6.8 13.2 8.8 11.2
5 7.3 12.7 9.5 10.5
6 7.8 12.2 10.2 9.8
7 8.3 11.7 10.9 9.1
8 8.8 11.2 11.6 8.4
The information in Table 2 reflects the segment centers at the
end of the round. Therefore, the
Round 0 positions can be seen as the Round 1 starting positions,
Round 2 positions can be seen as
the Round 3 starting position, etc. Each month during the
38. simulation year, the segment drifts 1/12th
of the distance from the starting position to the ending position.
Ideal Spots
Table 3 Ideal Spot Offsets:
Customers prefer products
located this distance from
the center of the segment circle.
Segment Pfmn Size
Low Tech -0.0 +0.0
High Tech +1.4 -1.4
The information in Table 3 shows the Ideal Spot "offsets" or
distances from the segment center. The
ideal spot is that point where, all other things being equal,
demand is highest. It is different from the
segment center. Why are some ideal spots ahead of the segment
centers? The segments are moving.
From a customer’s perspective, if they buy a product at the
ideal spot, it will still be a cutting edge
product when it wears out.
2 Segment Sizes and Growth Rates
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At the beginning of the simulation, Low Tech sells more units
than High Tech. Page 7 of the
Foundation FastTrack, the Market Segment Report, displays
total industry sales.
39. The market segments grow at different rates. Table 4 lists the
beginning segment growth rates for
your industry. The growth rates might change from year to year.
Check the Segment Analysis
reports in the Foundation FastTrack each round for the
upcoming year's growth rates.
Table 4 Beginning Segment Growth Rates
Segment Growth Rate
Low Tech 10.0%
High Tech 20.0%
3 Buying Criteria By Segment
The buying criteria for each segment, in order of importance,
are displayed below. See Chapter 3 of
the Team Member Guide for explanations of Positioning, Age,
Price and MTBF scores.
3.1 Low Tech Segment Buying Criteria (Round 0)
Low Tech customers seek proven products, are indifferent to
technological sophistication and are
price motivated.
Price, $15.00-$35.00 – importance: 41%
Age, 3 years – importance: 29%
MTBF, 14,000-20,000 – importance: 21%
Ideal Position, performance 4.8 size 15.2 – importance: 9%
Industry Conditions: Low Tech Buying Criteria
Click image to enlarge
40. Click image to enlarge
Low Tech customers give higher position scores to sensors
located in the center of the segment
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circle. The quality rating decreases the further away from the
center you get.
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Low Tech customers give higher scores to sensors in the 3 year
range.
3.2 High Tech Segment Buying Criteria (Round 0)
High Tech customers seek cutting-edge technology in
size/performance and new designs.
Ideal Position, performance 7.4 size 12.6 – importance: 33%
Age, 0 years – importance: 29%
Price, $25.00-$45.00 – importance: 25%
MTBF, 17,000-23,000 – importance: 13%
Industry Conditions: High Tech Buying Criteria
Click image to enlarge
Click image to enlarge
High Tech customers demand cutting edge sensors with high
performance and small size.
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High Tech customers give higher scores to newer sensors.
4 Projected Interest Rates
Prime Interest Rate Round 1: 7.0%
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42. OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and
skills you have developed in the business core coursew ork and
over the duration of the term by
creating an executive summary that highlights the performance
of your company from the Capsim simulation. The executive
summary is your opportunity to
show your knowledge of the organization, products, and
business functions—skills that professionals in this field must
possess. You will also reflect on your
journey through the business core and how you plan to position
yourself both professionally and in your upcoming program of
study. This personal and
professional reflection will specifically focus on business
communication skills, professional etiquette, and peer-to-peer
and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other
courses you have taken online at SNHU. There are two
separate components, which will be
evaluated as a unit in determining whether you have
demonstrated proficiency in each outcome. Your instructor will
guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation
to the outcomes as you progress through the class. Your work is
expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the
43. following outcomes:
• OL-421-01: Demonstrate business communication skills and
etiquette for constructing personal and professional reflections
in a variety of business
environments
• OL-421-02: Analyze strategic problem-solving skills for
enhancing business success
• OL-421-03: Analyze the use of quantitative and qualitative
tools for informing strategic decision-making
• OL-421-04: Assess ethical, legal, and social challenges for
suggesting improvement and enhancement strategies
• OL-421-05: Assess peer-to-peer and peer-to-leader
collaboration for improving performance and decision making
• OL-421-06: Analyze global business markets for informing
future business expansion choices
• OL-421-07: Analyze entrepreneurial and innovative
approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your
results, and are now looking to the future of your company, the
first component of your capstone
requires you to compose a company performance summary.
Imagine that this summary is for new members of the topic of
directors of your company. It is
imperative th at the topic understand your company, its value,
and its development cycle over the last eight years. This is
your opportunity to exhibit your
knowledge of your organization, your products, and how your
business functions.
High-level business executives are often short on time, so it is
important that your summary is concisely written and rich in
content. As has been emphasized in
44. previous classes in the business core, effective business
communication, peer-to-peer and peer-to-leader collaboration,
and professional etiquette are
mandatory skills to have when entering today’s business world.
Because this is the last course in the business core, the second
component of your capstone
requires you to reflect on your use of business communication
skills, professional etiquette, and collaboration skills
throughout the Capsim simulation, this
course, and the previous courses you have taken in the business
core.
Capstone Component 1: Executive Summary
For the first of two capstone components, you will develop a
comprehensive, professional executive summary by analyzing
quantitative and qualitative tools,
45. analyzing strategic problem-solving skills, assessing any
ethical, legal, or social challenges that may be encountered,
analyzing global markets, and analyzing
entrepreneurial approaches. This executive summary will be
used to inform new members of the topic of directors who
must become familiar with your
company.
The following sections should be included:
I. Progress of the Company. You should briefly bring the new
topic members up to speed about the progress of your company
over the past eight years.
While it is not important to describe every change, be sure to
give an executive-level overview of the various products,
strategies, and performances.
II. Current Situation. Here, discuss the current situation of your
company by performing and analyzing a full SWOT analysis.
a) Strengths: Identify the strengths of the organization.
b) Weaknesses: Identify the weaknesses of the organization.
c) Opportunities: Identify potential opportunities the
organization should explore in order to expand.
d) Threats: Identify external factors that could negatively
affect the organization.
III. Future of the Company. Consider the results of your SWOT
analysis, and detail an approach you plan to take regarding your
top priority at the company.
Be sure to include any innovative or sustainable approaches in
your plan.
IV. Ethical, Legal, and Social Challenges. Discuss any ethical,
legal, or social challenges the company may have faced or could
face in the future, and suggest
strategies for how the company could overcome these
46. challenges.
V. Global Considerations. In this section, discuss what
necessary factors would need to be considered if the company
were to expand into the global
market. Consider the opportunities and threats outlined in the
SWOT analysis previously in order to analyze the greatest
advantages and disadvantages
to expanding this company into the global market.
Capstone Component 2: Professional Reflection
For the second and final component of your capstone, you will
compose a reflection in which you discuss the process and
outcomes of this project, as well as
how your coursework culminated in the capstone project. This
may include discussions of unforeseen problems or obstacles,
and any unexpected surprises. The
reflection should also discuss your identified strengths and
problems that you encountered while completing the capstone.
Finally, the reflection will examine
how the capstone project will be useful in the job market or in
furthering your education.
47. You should envision this component as a personal reflection on
the capstone and your experience in the business core program
as a whole. For instance, relative
to the capstone, you could discuss what you did (or intended to
do), and then consider what worked well, what challenges you
faced, and what you would
change or do differently to make your experience better. In
reflecting on your time in the business core program, you might
discuss where you started, where
you are, and where you see yourself going. Note that this
component is not about evaluating the capstone itself but rather
your experience within the capstone
project.
Some of the issues that you could address in this final
component of this capstone include the following:
• Overall, what was your capstone experience like?
• Reflect on your experience performing the Capsim simulation.
• Reflect on the significance of the capstone in relation to your
own experience at SNHU.
• What connections do you see between your capstone and your
academic program?
• How will you apply what you have learned to your future
academic and/or professional life?
• How did you demonstrate effective business communication in
both this capstone course and throughout the business core
program?
• How will you utilize these business communication skills in
your future classes here at SNHU and in the working world after
graduation?
• Reflect on your experiences with peer-to-peer and peer-to-
leader collaboration in this capstone course.
• How has peer-to-peer and peer-to-leader collaboration
influenced your performance and decision making in this class?
• Reflect on establishing and maintaining a professional
48. business etiquette in both this capstone course and throughout
the business program.
Final Project Rubric
This rubric will be applied to both components as a whole, and
no component will be assessed on its own.
The “Possible Indicators of Success” are examples for you and
the instructor of the types of concepts to look for to
demonstrate proficiency. They are neither
exhaustive nor proscriptive and should be used as guides for
illustrating how your capstone embodies the outcome. All
outcomes are weighted equally.
Guidelines for Submission: The submitted executive summary
should be comprehensive and adhere to best practices for
business writing. Be sure that your
writing is concise and appropriate for your target audience. Any
quoted, paraphrased, or borrowed information should be cited
according to the guidelines in
the Publication Manual of the American Psychological
Association (APA).
49. OL-421-01: Demonstrate business communication skills and
etiquette for constructing personal and professional
reflections in a variety of business environments
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to reflect on
the importance of utilizing proper business
communication skills to be successful in the profession?
Does the capstone demonstrate the student’s ability to reflect on
various business skills that support effective
communication?
Does the capstone demonstrate the student’s ability to integrate
prior business knowledge into reflections?
Does the capstone demonstrate the student’s ability to
50. demonstrate professional etiquette in written communication in
various business settings?
Does the capstone demonstrate the student’s ability to reflect on
the importance of establishing and maintaining
professional etiquette in the business world?
OL-421-02: Analyze strategic problem-solving skills for
enhancing business success Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to analyze
the strengths of a company for enhancing business
success?
Does the capstone demonstrate the student’s ability to analyze
the weaknesses of a company for enhancing strategic
problem-solving and developing an approach to achieving
success?
Does the capstone demonstrate the student’s ability to analyze
the opportunities of a company for enhancing business
success?
Does the capstone demonstrate the student’s ability to analyze
the threats to a company for enhancing strategic
problem-solving and developing an approach to achieving
success?
OL-421-03: Analyze the use of quantitative and qualitative
tools for informing strategic decision-making Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to analyze
51. qualitative tools, such as the progress of the product over
time, for developing sustainable approaches to success?
Does the capstone demonstrate the student’s ability to analyze
qualitative data, such as the analysis of the production
process for developing sustainable approaches to success?
Does the capstone demonstrate the student’s ability to analyze
market segmentation strategies for informing strategic
decision-making and developing an approach to achieving
success?
Does the capstone demonstrate the student’s ability to analyze
financial components for informing strategic decision-
making and developing an approach to achieving success?
Does the capstone demonstrate the student’s ability to analyze
total quality management (TQM) methods in human
resources?
OL-421-04: Assess ethical, legal, and social challenges for
suggesting improvement and enhancement strategies Proficient
100%
Not Proficient
0%
52. Possible Indicators of Success
Does the capstone demonstrate the student’s ability to formulate
approaches to overcoming ethical challenges of a
company?
Does the capstone demonstrate the student’s ability to formulate
approaches to overcoming legal challenges of a
company?
Does the capstone demonstrate the student’s ability to suggest
approaches to overcoming social challenges of a
company?
Does the capstone demonstrate the student’s ability to suggest
appropriate and feasible improvement plans that
consider various ethical, legal, and social challenges?
OL-421-05: Assess peer-to-peer and peer-to-leader
collaboration for improving performance and decision making
Proficient
53. 100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to
collaborate with peers for improving performance and
establishing effective decision-making in business
environments?
Does the capstone demonstrate the student’s ability to assess
how effective collaboration with peers may improve
performance and establish sound decision-making in business
environments?
Does the capstone demonstrate the student’s ability to
collaborate with leaders for improving performance and
establishing sound decision-making?
Does the capstone demonstrate the student’s ability to assess
how collaboration with leaders may improve performance
and decision making in various business environments?
OL-421-06: Analyze global business markets for informing
future business expansion choices Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to identify
considerations for expanding the company into the
global market?
Does the capstone demonstrate the student’s ability to consider
the advantages and disadvantages of expanding
globally?
Does the capstone demonstrate the student’s ability to draw
conclusions from a SWOT analysis when considering
expanding into the global market?
54. OL-421-07: Analyze entrepreneurial and innovative approaches
for solving authentic business problems Proficient
100%
Not Proficient
0%
Does the capstone demonstrate the student’s ability to identify a
top priority of a company and detail an innovative
approach for effectively solving various problems?
Does the capstone demonstrate the student’s ability to analyze
innovative approaches in solving business problems of a
company?
OL 421 Final Project Guidelines and RubricOverviewEvaluation
of CapstonesPromptCapstone Component 1: Executive
SummaryCapstone Component 2: Professional ReflectionFinal
Project Rubric