The document discusses anxiety as it relates to second language acquisition. It defines different types of anxiety, including trait anxiety, state anxiety, and situation specific anxiety. It also discusses the role of parents and teachers in influencing students' anxiety levels. Studies have shown that moderate levels of anxiety can be facilitating for language learning, while high anxiety is debilitating and negatively impacts performance. The document provides an overview of research that has been conducted on language anxiety.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...TheDigitalDew
The study aimed to explore the psychological and socio-cultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...souvikbarua3
The study aimed to explore the psychological and sociocultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...TheDigitalDew
The study aimed to explore the psychological and socio-cultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial ...souvikbarua3
The study aimed to explore the psychological and sociocultural factors that contribute to situation-specific anxiety and
impede second language acquisition (SLA). It collected data from
a survey questionnaire, semi-structured interviews, and focus
group discussions with 39 Bangladeshi EFL learners at the
tertiary level. The findings indicate that situation-specific anxiety
has a negative impact on the acquisition of a second language.
This language anxiety stems from distinct personality traits,
including fear of public speaking, fear of making mistakes, fear
of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion,
and an overall unfavorable classroom environment. The results
imply several psychosocial and individual perspectives which
cannot be ignored in the essential concept of second language
acquisition. Teachers may use this study as a reference to assist
their students in generating better ideas and understanding
second language acquisition from the perspective of the learners.
The Role of Social Evaluation in Influencing Public Speaking Anxiety of Engli...FadilElmenfi1
This study investigates the effect of social evaluation on Public Speaking Anxiety (PSA) of English foreign language learners at Omar Al Mukhtar University, in Libya. The findings that will be reported in this study will be significant particularly to educationist, language teachers, and policy makers and most importantly to the body of knowledge in the area of Public Speaking Anxiety and second language learning.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
5. Anxiety Introduction During the last 3 decades, researchers extensively studied the role of emotional variables in a Second/Foreign Language Learning/ Teaching
8. Definition 1. “Anxiety is a stage of apprehension a vague fear that is only indirectly associated with its object……… it is generated through the arousal of the limbic system, the primitive, subcortal “chassis” of the cerebrum, which plays an important, indirect role in many kinds of human enterprises, including communication”. Scovel (1978:134)
9. 2.“language anxiety is the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening and learning.” Macintyre & Gardner (1994:284)
11. Why such high rates of anxiety? • Difficulties with emotion regulation • Changes in routine • Changes in expectations • Apprehension in social situations • Fear of future change • Poor understanding of occurrences in Surroundings-Change
12. What is Stress? • The most commonly accepted definition of stress (mainly attributed to Richard S Lazarus) is that stress is a condition or feeling experienced when a person perceives that “demands exceed the personal and social resources the individual is able to mobilize.” • Fight and flight response
13. Negative Consequences of Anxiety • Anxious, jumpy and irritable • Reduces ability to work effectively • Intense focus on threat reduces ability to make judgments by drawing information from many sources • More accident prone • Long term health risks both psychological and physical • Few situations in day to day life where this is useful • Needs to be kept under control
16. Anxiety in Asperger Syndrome • Children, adolescents and adults with AS experience high levels of anxiety • Studies have found that children with AS experience levels of anxiety more similar to children with diagnosed anxiety disorders than to non-anxious children (Kim et al., 2000; Sofronoff & Russell ,2005)
19. Types of Anxiety 1. Trait Anxiety “a more permanent predisposition to be anxious. It is related to learner’s Personality.” (Scovel, p. 137). 2. State Anxiety “apprehension that is experienced at a particular moment in time as a response to a definite situation” (Spielberger 1983) 3. Situation Specific Anxiety “the anxiety which is aroused by a specific type of situation or event such as Public Speaking, Examination or class participation.”
23. Study of Situational Anxiety in SLA by Horwitz and young (1991: Collection of Papers on anxiety in classroom setting.) Types of Research Type B Research Type D Research Series of Events together Diaries of students
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34. “ Title Claims that ESL students" experience a kind of anxiety that is related to test anxiety , fear of negative evaluation , and communication apprehension ” (Title 1997) “a similar study was done on ESL Language anxiety in Mexican Girl by Eleni Pappamihiel”(Pappamihiel 2001)
35. Many of the Studies showed that learner with low anxiety learns better. “the student who feels at ease in the classroom and likes the teacher may seek out more intakes by volunteering----- and may be more accepting of the teacher as a source of input.” (Krashen 1981:23)
37. Model of the role of anxiety in language learning based on MacIntyre & Gardner (1989a) Continued poor performance Poor performance and continued bad learning experiences result in increased anxiety Later Learner expect to be nervous and performs poorly Situation anxiety develops if learner develops negative expectations based on bad learning experiences. Post-Beginner None Very Little- Restricted to stage anxiety Beginner Effect on Learning Type of Anxiety Stage
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39. Interaction among Anxiety and other individual differences Interaction between level of anxiety and IQ level. “ Higher states of anxiety facilitate learning at upper levels of intelligence, whereas they are associated with poorer performance at lower IQ levels” (Scovel, p. 136).
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41. Individual Differences in SLA: Methods / Affect One dominant methodology for SLA studies of the affective domain; Elkhafaifi is no exception: Correlation research
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45. Individual Differences in SLA: Self-Report Data In correlation studies of SLA affect, informants provide information about themselves (about their anxiety, tolerance for ambiguity, motivation, and so on) by completing the instrument (a questionnaire). The results are called “self-report data.” What are the pros and cons of self-report data? Advantages : they provide a fast and easy way of categorizing informants’ affective characteristics. We could categorize informants ethnographically (through observation), but this would require a considerable investment in time and resources. Self-report data represent a trade-off for researchers in time-energy-accuracy.
46. Individual Differences in SLA: Self-Report Data Disadvantages : Hawthorne effect: Informants may provide data they think the researcher wants to receive. Self-flattery syndrome: They may provide data that present themselves favorably, but which may be inaccurate.
47. Individual Differences in SLA: Correlation Self-report data are then correlated with some measure of SLA success (test scores, typically), so that researchers can draw conclusions about the relationship between affect (extroversion, self-esteem, anxiety, and so on) and success in SLA. Remember what correlation is not: Causation Correlation simply shows a relationship between two things, not that one causes the other. With that in mind, what is wrong with this statement? “The majority of studies support the view that anxiety contributes to poor performance, not the reverse” (Elkhafaifi, p. 208).
48. Alpha & Omega Anxiety is one of the main Blocking Factor in the Process of Effective Language Learning.
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50. Now, Mr. Hamza Niaz Would share “ Role of Parents in Anxiety”
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52. “ If a stressed mother slams the door and throws down her keys, she is teaching her child one way to relieve her stress……if she goes out for a jog, meditates or practices yoga, she is teaching other ways.” (Stolberg, 2002)
54. The Parents should not quarrel in front of children. Because it is a big cause of anxiety in children and may also enhance anxiety already present in children.
55. It has been observed that performance of the children in the class is deeply affected by the disturbed home environment.
56. I would like to invite Mr. Saqib Aftab to continue.
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58. Teacher’s Role in Class-Room Anxiety 1. State of equilibrium in Class. 2. Positive Thinking towards Students 3. Encouragement 4. Overlook Student’s mistakes 5. Stress free environment.
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60. I would like to invite Mr. Muhammad Asif Khan to Continue.