The document summarizes information about the Ulster Museum in Northern Ireland and the Chinese community there. It provides background on the Ulster Museum, including its history and collections related to China. It then discusses the period of The Troubles in Northern Ireland from the late 1960s and how the Chinese community was one of the minority groups affected but whose experiences are missing from the museum. It concludes by noting the growth of the Chinese community over the last 60 years and hope it can be seen as an important part of Northern Ireland rather than just an ethnic minority.
In this CCF2020 talk, Prof Nathan Congdon shares his intercultural experience when working with Chinese professionals and serving the communities in China.
The presentation theme focusses on the common questions about their academic writing that postgraduate students from China is very topical for a wide audience of academics, students from many backgrounds and disciplines and for the professional services staff supporting them.
The Chinese collections at Queen's | 女王大学的中国收藏
Speaker: Dr Aglaia De Angeli 司马兰 (Lecturer, HAPP/History, QUB)
This presentation is part of the Chinese Culture Forum 2020 programme at Queen's University Belfast, organised by the Language Centre at Queen's.
The document provides an overview of various aspects of Chinese culture and language for someone discovering China, including greetings and etiquette, transportation, currency, gift giving customs, and phrases for basic communication. It discusses Chinese characters, pinyin romanization, pronunciation, names, regional diversity, and recommends following up with Mandarin or Cantonese language courses to facilitate cultural exchange and connection with Chinese partners.
The document provides information about the UK education system and degree programmes at Queen's University in Belfast. It discusses undergraduate and postgraduate degrees including integrated masters degrees that are normally 4 years. It describes Queen's academic year structure with 2 semesters from September to December and January to April, and examination periods in April and May. Modules are the units that make up each year of a degree, with each module equivalent to 20 CATS credits or 200 hours of study. Assessment methods at Queen's are diversifying and include assignments, tests, reports and projects in addition to exams. There is a focus on practical and project-based learning at Queen's.
The Language Centre is committed to providing all staff and students of Queen’s University Belfast with opportunities to improve their foreign language skills and broaden their cultural awareness through organising resources, courses and workshops.
Internationalisation of universities of recent years has changed the work of language centres considerably. The institutional focus on English as lingua franca on one hand and the interest of international students and staff in languages of the local cultures surrounding the universities on the other have brought the necessity to adapt educational practices of language teachers to the dynamic multilingual academic environment.
In this paper, I will present a Creative Approach to Language Teaching (CALT) as a possible tool for such an adaptation. I will introduce theories of M. Csikszentmihalyi, K. Robinson, E. de Bono, J.P. Guilford and B. Krouwel that enable us to view creativity as an integral part of language teaching practice. I will address questions of creative potential, processes, situations and barriers, and I will identify approaches that can help teachers broaden their own repertoire as multilingual educators. I will discuss successful examples of how creativity may equip teachers with strategies that can help solve a wider variety of challenges that multilingual classes bring.
The document summarizes information about the Ulster Museum in Northern Ireland and the Chinese community there. It provides background on the Ulster Museum, including its history and collections related to China. It then discusses the period of The Troubles in Northern Ireland from the late 1960s and how the Chinese community was one of the minority groups affected but whose experiences are missing from the museum. It concludes by noting the growth of the Chinese community over the last 60 years and hope it can be seen as an important part of Northern Ireland rather than just an ethnic minority.
In this CCF2020 talk, Prof Nathan Congdon shares his intercultural experience when working with Chinese professionals and serving the communities in China.
The presentation theme focusses on the common questions about their academic writing that postgraduate students from China is very topical for a wide audience of academics, students from many backgrounds and disciplines and for the professional services staff supporting them.
The Chinese collections at Queen's | 女王大学的中国收藏
Speaker: Dr Aglaia De Angeli 司马兰 (Lecturer, HAPP/History, QUB)
This presentation is part of the Chinese Culture Forum 2020 programme at Queen's University Belfast, organised by the Language Centre at Queen's.
The document provides an overview of various aspects of Chinese culture and language for someone discovering China, including greetings and etiquette, transportation, currency, gift giving customs, and phrases for basic communication. It discusses Chinese characters, pinyin romanization, pronunciation, names, regional diversity, and recommends following up with Mandarin or Cantonese language courses to facilitate cultural exchange and connection with Chinese partners.
The document provides information about the UK education system and degree programmes at Queen's University in Belfast. It discusses undergraduate and postgraduate degrees including integrated masters degrees that are normally 4 years. It describes Queen's academic year structure with 2 semesters from September to December and January to April, and examination periods in April and May. Modules are the units that make up each year of a degree, with each module equivalent to 20 CATS credits or 200 hours of study. Assessment methods at Queen's are diversifying and include assignments, tests, reports and projects in addition to exams. There is a focus on practical and project-based learning at Queen's.
The Language Centre is committed to providing all staff and students of Queen’s University Belfast with opportunities to improve their foreign language skills and broaden their cultural awareness through organising resources, courses and workshops.
Internationalisation of universities of recent years has changed the work of language centres considerably. The institutional focus on English as lingua franca on one hand and the interest of international students and staff in languages of the local cultures surrounding the universities on the other have brought the necessity to adapt educational practices of language teachers to the dynamic multilingual academic environment.
In this paper, I will present a Creative Approach to Language Teaching (CALT) as a possible tool for such an adaptation. I will introduce theories of M. Csikszentmihalyi, K. Robinson, E. de Bono, J.P. Guilford and B. Krouwel that enable us to view creativity as an integral part of language teaching practice. I will address questions of creative potential, processes, situations and barriers, and I will identify approaches that can help teachers broaden their own repertoire as multilingual educators. I will discuss successful examples of how creativity may equip teachers with strategies that can help solve a wider variety of challenges that multilingual classes bring.
Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers.
While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method.
While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
How can we optimise blending online learning with face-to-face teacher-student contact time? What is the best way to assess students’ performance in a blended learning programme? These are some of the questions the University of Worcester Language Centre has addressed in recent years. Following the introduction of a 50% e-learning based syllabus on our Pre-sessional courses, we adopted a similar approach on our modern foreign language modules. A significant part of the content is now delivered via Blackboard. From end-of-programme testing we moved to continuous assessment via a portfolio and a reflective journal. Portfolio and journal submission is becoming increasingly electronic. What are some of the advantages and challenges of this approach, both for students and for tutors? On the basis of their feedback, what improvements could we make? We would like to share our experience so far and are interested in exchanging ideas about content delivery and assessment.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
No one is ever more than six feet from an act of translation. While the original caution from which these words are adapted is—hopefully—an urban myth, our lives are undeniably surrounded by acts of translation: in the mediation between self and other, the negotiations of our journey through time and across space, the processes of cognition through which we make sense of the world. Translation has, in that regard, more than an exchange value. What we might think of as a translational awareness has a crucial ethical dimension: it destabilises correctness of interpretation, rightness of assumption, self-containment of being. It urges—or should urge—its users to look at things differently. In this regard translation, as a cultural practice, inserts itself into one of the most powerful and potentially fruitful tendencies of modern thought and art: the questioning of representation—how we represent cultural difference, how we imagine time and space, how we understand our relatedness to the world. Acts of translation are, in that sense, everywhere. And yet in the modern foreign-language classroom, translation is all too readily traduced as little more than an exercise in comprehension, and the translational awareness that informs it frequently subsumed into learner error terror. This talk is concerned with the implications of this particular translation of translation.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
This will be a show-and-tell concerning the Language Resource Centre's adaption of Planet eStream' IPTV system. This was initially to provide answers to DVD storage issues and live international TV distribution which has now developed into a sophisticated digital based teaching tool that allows access to a huge amount of language and cultural media resource. The system also provides individualised and customised media channels for teaching and learning.
A challenge that language teachers can face in the classroom is enabling students who are not language specialists to engage with the learning process. These students may find the language class abstract and disconnected from their own interests. A possible solution is to teach language through a topic that can be of interest for, and bring together, students from diverse academic background, and to allow them to develop transferable skills, such as critical thinking, problem solving and co-operation. In this paper, I will present a sequence of lessons on advertising for post-GCSE students in French (A2 level).
Advertising constitutes an engaging topic because it involves audio-visual media, language games and products that may correspond to students’ cultural image of France (fashion, gastronomy and elegance) and can accordingly raise their interest — their ‘active engagement and enjoyment combined, leading to more active participation in the on-going learning activities’ (Waninge, 2015) — for French language and culture. Through teaching materials and activities, including advertising texts, slogans, critical texts and recordings about advertisement, commercial spots, individual and group presentations, and the writing of a text promoting a bizarre product (coming from chindōgu, the Japanese art of inventing gadgets), learners can develop their reading, listening, speaking, writing and grammar skills, as well as analysing texts and using argumentative techniques. By pondering on the goals of advertising, publicists’ techniques and the influence of advertising on their lives, they also develop a critical mind.
Working with authentic materials in and outside the classroom allows us to work with real language as it functions in contextually appropriate ways, while providing opportunities to improve students’ intercultural awareness.
We will examine several examples of teaching practice, specifically designed for a language module aimed at students of Spanish in HE working with a B2+ level of linguistic competence (CEFR), where we have introduced sociocultural content by means of authentic written and oral texts from a variety of sources (mass media, cinema, official bodies, employment agencies, educational institutions, etc.) specifically related to the professional world.
Activities have been designed to enhance communicative skills and specific subject knowledge (grammar, lexicon and language functions). The use of simulations and real tasks will encourage the students’ active participation in solving real problems, giving them the opportunity to further develop those skills which make them employable, as most of these students will be carrying out during their third year a work placement or seeking temporary part-time employment in a Spanish speaking country.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
1) The document discusses using improvisation techniques in language learning classes at the LSE Language Centre. They have found that improv helps develop students' communication, presentation, and language skills.
2) Some of the improv activities described include warm-up games, story-building exercises, and role-playing scenarios. Student feedback indicates these activities have helped increase confidence and fluency.
3) The Centre now offers several improv language courses and has integrated some improv into other language classes. Feedback from students and teachers suggests improv is an effective way to engage students and improve language abilities.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.
End-tidal carbon dioxide (ETCO2) is the level of carbon dioxide that is released at the end of an exhaled breath. ETCO2 levels reflect the adequacy with which carbon dioxide (CO2) is carried in the blood back to the lungs and exhaled.
Non-invasive methods for ETCO2 measurement include capnometry and capnography. Capnometry provides a numerical value for ETCO2. In contrast, capnography delivers a more comprehensive measurement that is displayed in both graphical (waveform) and numerical form.
Sidestream devices can monitor both intubated and non-intubated patients, while mainstream devices are most often limited to intubated patients.
Get Covid Testing at Fit to Fly PCR TestNX Healthcare
A Fit-to-Fly PCR Test is a crucial service for travelers needing to meet the entry requirements of various countries or airlines. This test involves a polymerase chain reaction (PCR) test for COVID-19, which is considered the gold standard for detecting active infections. At our travel clinic in Leeds, we offer fast and reliable Fit to Fly PCR testing, providing you with an official certificate verifying your negative COVID-19 status. Our process is designed for convenience and accuracy, with quick turnaround times to ensure you receive your results and certificate in time for your departure. Trust our professional and experienced medical team to help you travel safely and compliantly, giving you peace of mind for your journey.www.nxhealthcare.co.uk
Digital Health in India_Health Informatics Trained Manpower _DrDevTaneja_15.0...DrDevTaneja1
Digital India will need a big trained army of Health Informatics educated & trained manpower in India.
Presently, generalist IT manpower does most of the work in the healthcare industry in India. Academic Health Informatics education is not readily available at school & health university level or IT education institutions in India.
We look into the evolution of health informatics and its applications in the healthcare industry.
HIMMS TIGER resources are available to assist Health Informatics education.
Indian Health universities, IT Education institutions, and the healthcare industry must proactively collaborate to start health informatics courses on a big scale. An advocacy push from various stakeholders is also needed for this goal.
Health informatics has huge employment potential and provides a big business opportunity for the healthcare industry. A big pool of trained health informatics manpower can lead to product & service innovations on a global scale in India.
Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers.
While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method.
While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.
Making Intercultural Connections: students promoting intercultural engagement Intercultural Connections Southampton has been running for the last 2 years and aims to facilitate better intercultural relations within and beyond the University of Southampton. Working closely with students we have held a highly successful intercultural festival (Welcome to our World) at which we had events and workshops facilitated by University staff, students and local groups. Linked to this we have developed a Cultural Game workshop to raise awareness of the experience of moving cultures which includes having to learn and adapt to different ways of doing and being. Finally, we have recently launched a pilot Intercultural Impact Awards scheme through which students can gain recognition for their efforts in developing projects to promote intercultural awareness and exchange. This is being rolled out as part of our Language Opportunity Scheme, which offers students free language and intercultural communication courses. We currently offer certificates of attendance for all students participating in this scheme but hope to enhance this through the intercultural impact awards scheme through which students can earn (digital) achievement badges. We are also investigating opportunities to develop a student-led social enterprise which will use some of the outcomes of the student projects in order to support and sustain the awards programme in the future.
How can we optimise blending online learning with face-to-face teacher-student contact time? What is the best way to assess students’ performance in a blended learning programme? These are some of the questions the University of Worcester Language Centre has addressed in recent years. Following the introduction of a 50% e-learning based syllabus on our Pre-sessional courses, we adopted a similar approach on our modern foreign language modules. A significant part of the content is now delivered via Blackboard. From end-of-programme testing we moved to continuous assessment via a portfolio and a reflective journal. Portfolio and journal submission is becoming increasingly electronic. What are some of the advantages and challenges of this approach, both for students and for tutors? On the basis of their feedback, what improvements could we make? We would like to share our experience so far and are interested in exchanging ideas about content delivery and assessment.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
No one is ever more than six feet from an act of translation. While the original caution from which these words are adapted is—hopefully—an urban myth, our lives are undeniably surrounded by acts of translation: in the mediation between self and other, the negotiations of our journey through time and across space, the processes of cognition through which we make sense of the world. Translation has, in that regard, more than an exchange value. What we might think of as a translational awareness has a crucial ethical dimension: it destabilises correctness of interpretation, rightness of assumption, self-containment of being. It urges—or should urge—its users to look at things differently. In this regard translation, as a cultural practice, inserts itself into one of the most powerful and potentially fruitful tendencies of modern thought and art: the questioning of representation—how we represent cultural difference, how we imagine time and space, how we understand our relatedness to the world. Acts of translation are, in that sense, everywhere. And yet in the modern foreign-language classroom, translation is all too readily traduced as little more than an exercise in comprehension, and the translational awareness that informs it frequently subsumed into learner error terror. This talk is concerned with the implications of this particular translation of translation.
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
This will be a show-and-tell concerning the Language Resource Centre's adaption of Planet eStream' IPTV system. This was initially to provide answers to DVD storage issues and live international TV distribution which has now developed into a sophisticated digital based teaching tool that allows access to a huge amount of language and cultural media resource. The system also provides individualised and customised media channels for teaching and learning.
A challenge that language teachers can face in the classroom is enabling students who are not language specialists to engage with the learning process. These students may find the language class abstract and disconnected from their own interests. A possible solution is to teach language through a topic that can be of interest for, and bring together, students from diverse academic background, and to allow them to develop transferable skills, such as critical thinking, problem solving and co-operation. In this paper, I will present a sequence of lessons on advertising for post-GCSE students in French (A2 level).
Advertising constitutes an engaging topic because it involves audio-visual media, language games and products that may correspond to students’ cultural image of France (fashion, gastronomy and elegance) and can accordingly raise their interest — their ‘active engagement and enjoyment combined, leading to more active participation in the on-going learning activities’ (Waninge, 2015) — for French language and culture. Through teaching materials and activities, including advertising texts, slogans, critical texts and recordings about advertisement, commercial spots, individual and group presentations, and the writing of a text promoting a bizarre product (coming from chindōgu, the Japanese art of inventing gadgets), learners can develop their reading, listening, speaking, writing and grammar skills, as well as analysing texts and using argumentative techniques. By pondering on the goals of advertising, publicists’ techniques and the influence of advertising on their lives, they also develop a critical mind.
Working with authentic materials in and outside the classroom allows us to work with real language as it functions in contextually appropriate ways, while providing opportunities to improve students’ intercultural awareness.
We will examine several examples of teaching practice, specifically designed for a language module aimed at students of Spanish in HE working with a B2+ level of linguistic competence (CEFR), where we have introduced sociocultural content by means of authentic written and oral texts from a variety of sources (mass media, cinema, official bodies, employment agencies, educational institutions, etc.) specifically related to the professional world.
Activities have been designed to enhance communicative skills and specific subject knowledge (grammar, lexicon and language functions). The use of simulations and real tasks will encourage the students’ active participation in solving real problems, giving them the opportunity to further develop those skills which make them employable, as most of these students will be carrying out during their third year a work placement or seeking temporary part-time employment in a Spanish speaking country.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
1) The document discusses using improvisation techniques in language learning classes at the LSE Language Centre. They have found that improv helps develop students' communication, presentation, and language skills.
2) Some of the improv activities described include warm-up games, story-building exercises, and role-playing scenarios. Student feedback indicates these activities have helped increase confidence and fluency.
3) The Centre now offers several improv language courses and has integrated some improv into other language classes. Feedback from students and teachers suggests improv is an effective way to engage students and improve language abilities.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.
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Digital India will need a big trained army of Health Informatics educated & trained manpower in India.
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We look into the evolution of health informatics and its applications in the healthcare industry.
HIMMS TIGER resources are available to assist Health Informatics education.
Indian Health universities, IT Education institutions, and the healthcare industry must proactively collaborate to start health informatics courses on a big scale. An advocacy push from various stakeholders is also needed for this goal.
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Certain chemicals, such as phthalates and parabens, can disrupt the body's hormones and have significant effects on health. According to data, hormone-related health issues such as uterine fibroids, infertility, early puberty and more aggressive forms of breast and endometrial cancers disproportionately affect Black women. Our guest speaker, Jasmine A. McDonald, PhD, an Assistant Professor in the Department of Epidemiology at Columbia University in New York City, discusses the scientific reasons why Black women should pay attention to specific chemicals in their personal care products, like hair care, and ways to minimize their exposure.
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Hypertension and it's role of physiotherapy in it.Vishal kr Thakur
This particular slides consist of- what is hypertension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is summary of hypertension -
Hypertension, also known as high blood pressure, is a serious medical condition that occurs when blood pressure in the body's arteries is consistently too high. Blood pressure is the force of blood pushing against the walls of blood vessels as the heart pumps it. Hypertension can increase the risk of heart disease, brain disease, kidney disease, and premature death.
Hypertension and it's role of physiotherapy in it.
Chinese Tea Culture and Healthcare
1. 中国的六大茶类及茶文化
China's six tea categories and Chinese tea culture
Beidi Wang, MD, MPH, MSc candidate
Director of International Office of Hunan Cancer Hospital
Chevening Scholar of British FCO
Email: bwang12@qub.ac.uk
2. 1972 1994 1999 2012 2014 2015
始建于1972年。
Founded in 1972
2012年挂牌成为“中南大学湘雅医
学院附属肿瘤医院”。
Became “Affiliated Cancer
Hospital of Xiangya Medical School
of Central South University”
2014年成为全国首家通过JCI国际认证的肿
瘤专科医院。
Received the JCI Certification in
2014
2015年成为美国MD安德森癌症
中心的姊妹医院。
Became Sister Institution
Agreement with MD Anderson
Cancer Center
1994年,在省属医院中首家通过
三甲医院评审。
Awarded Grade 3A hospital in
1994
1999年评为“全国百佳医院”
Awarded National Top 100
Hospital in 1999
Hunan Cancer Hospital
3. Through the efforts of the hospital's international cooperative workers for many years,
Hunan Cancer Hospital has signed cooperative agreements with hospitals, medical
institutions and various foundations in 12 countries and regions .
6. Tea history
Tea consumption has its legendary origins in China during the reign of Emperor Shennong
(Neolithic, 5000 years ago)
Tea Classic (茶经) is the first known monograph on tea in the world, by Chinese writer Lu
Yu between 760 CE and 762 CE, during the Tang dynasty
8. Six tea categories
green tea white tea yellow tea blue tea black tea
According to the degree of oxidization divided into six categories of tea
dark tea
9. Green tea
龙井Long jing(Zhejiang province)
碧螺春Bi luo chun(Jiangsu province)
古丈毛尖Gu zhang mao jian(Hunan province)
太平猴魁Tai ping hou kui(Anhui province)
Green tea is non-oxidized tea
10. White tea
Bai mu dan白牡丹
Gong mei贡眉
Bai hao silver needle白毫银针
Fujian province
White tea is weakly oxidized tea
11. Yellow tea
Jun shan silver needle君山银针(Hunan province)
Huo shan huang ya霍山黄芽(Anhui province)
Yellow tea is Lightly oxidized tea
12. Qing tea
■ Four categories:
Wu yi yan tea(North Fujian)闽北武夷岩茶
Tie guan yin(South Fujian)闽南铁观音
Dan cong(Guangdong)广东单丛
Oolong(Taiwan)台湾乌龙
■Da hong pao大红袍,Rou gui肉桂
Qing tea(Oolong or blue tea)is semi-oxidized
tea
13. Black tea
■ Black tea is more oxidized tea
■ Zheng shan xiao zhong正山小种(Fujian)
Qi men hong tea祁门红茶(Anhui)
Dian hong滇红(Yunnan)
14. Dark tea
■ Dark tea is post-fermented tea
■ Pu'er(Yunnan)普洱茶
Anhua dark tea(Hunan)安化黑茶
Liu bao tea(Guangxi)六堡茶
17. Teaware
Different tea use different teaware:
绿茶:用玻璃杯或盖碗冲泡
Green tea: glass cup or tureen
红茶:用白瓷杯冲泡或用茶壶冲泡,
Black tea: white porcelain cup or teapot
乌龙茶和普洱茶:用紫砂壶或瓷质小盖碗冲泡
Oolong and Pu'er: Yixing clay pot or tureen
白茶、花茶:用盖碗冲泡。
White tea and flower tea: tureen
18. Water temperature
■High grade green tea 85℃
■Normal green tea and black tea:
95 ℃
■Oolong tea:>95℃
■Yellow tea:80-85℃
■White tea:90℃
■Dark tea:100℃
19. Tea and health
茶多酚(tea polyphenols):
Consumption of tea may provide protection against
chronic diseases, including cancer, high blood
pressure, high cholest.
Tea polyphenols are believed to be responsible for
this cancer preventive effect, and the antioxidant
activity of tea polyphenols has been implicated as a
potential mechanism (Forester and Lambert, 2011).
20. Antioxidant function in different tea (J A Vinson 2000)
1 / IC50
(μM)
(
Green
tea
Oolong
tea
Black
tea
White
tea
21. Tea and health
茶氨酸(amino acid):
Several studies have reported that the consumption
of this amino acid has many therapeutic effects,
including improvements in brain and gastrointestinal
function, cancer drug therapeutic efficacies,
antihypertensive effects, and improved immune
function(Williams et al., 2019).
23. Tea and health
■ 茶性温凉特性
红茶、老白茶、熟普、湖南黑茶属温热性;
Black tea, old white tea, anhua dark tea is warm tea
绿茶、新白茶、新生普、铁观音属凉性,
凉性茶对肠胃刺激性较大,兴奋作用较大。
Green tea, new white tea, new pu'er tea, blue tea is
cold,
Cold tea has a greater irritating effect on the
stomach and intestines, and has a greater excitatory
effect.
■ 气候、季节对茶类的选择
夏日,可适当选择凉性茶,冬日选择温性茶。
Choose cold tea in summer , warm tea in winter.
梅雨季节可选用芳香类的花茶,疏散郁结。
Flower tea in rainy season.
24. Tea culture in school and
hospital
2015年5月27日中国茶禅首先在湘雅医学院选修
课中作为培养医学生人文素质的课程展开。
Chinese Zen Tea course in Xiangya Medical School to
cultivate the humanistic quality of medical students.
|good afternoon, i'm so glad to have chance to share some knowledge about Chinese tea culture with you. Thank Dr. Wang Liang 's invitation. I'm a gynecologic oncologist in Hunan Cancer Hospital, and also work in the International office of this hospital. I received Chevening scholarship of British government to support me studying at Queen's now.
I'm not an expert at tea, but when i come to Belfast, i find many foreign friends are interested at Chinese tea, and even for some Chinese they are not familiar at this kind of knowledge, so let's study this together.
first
now, all Chinese medical staffs are fighting with the novel coronavirus now, one of my collegues died 3 days ago, because of high pressure work. hope this disaster will end soon.
According to Lu Yu's Tea Classic, which is the first known monograph on tea in the world,
Do you know how many kinds of Chinese tea are divided into?
in china, according, but today i will not talk about the tea produce process.
there are some famous green tea, you may have heard, such as
most Bristish tea are kind of black tea, such as earl gray and English breakfast tea, but except black tea in it , there are also other ingredients in these tea.
some dark tea are made looks like bricks
i want to know for our foreign friends here who have been to China? Not only beautiful scenery, but also traditional Chinese culture and tea culture can be experienced
ensure the taste of tea.
different kind of tea , the water temperature is also different.
already many researches show the reason tea consumption may provide protection against chronic diseases ,including cancer , hign blood pressure, hign cholest, is because tea contains polyphenols and amino acid, and the antioxidant activity of tea polyphenols has been implicated as a potential mechanism. tea contains polyphenols and amino acid has reached a consensus, but whether it can provide protection to these diseases, still need more researches.
ignore
Too many cups of tea a day can leave you dehydrated. Dr. Simran Saini, Nutrionist at Fortis Hospital in New Delhi, explains, "Excess ea consumption means excess consumption of caffeine. This can reduce the absorption abilities of your tubules, which can leave you dehydrated. I wouldn't recommend drinking more than three cups a day in any case."
2.Bloating
Feeling bloated lately? May be you've drinking too much tea. The caffeine present in the tea may cause bloating in some people. Bangalore-based Nutritionist Dr. Anju Sood explains, "Excess consumption of tea may cause dehydration which calls for unwanted water retention and thus, you may feel bloated."
3. May Cause Vital Nutrient Deficiencies
According to Dr. Simran Saini, "Excess consumption of tea may hinder absorption of essential nutrients like iron by the body." Some studies have shown that black tea may decrease the absorption of iron.
4. Can Get You Addicted
One of the worst side effects of consuming excess tea is that you can easily get addicted to it. The caffeine in tea makes it addictive. Dr. Simran tells us, "When regular tea drinkers don't get their daily cup at the same time, it can leave them weary, lethargic, and irritable and bring down their energy levels." Some people may even experience headaches and fatigue until they get their daily quota of three to four cups of tea.
5.Anxiety and Restlessness
Tea does help in boosting your energy levels and perking you up but excessive caffeine intake can take a toll on your mental health and make you feel more anxious, restless and even sleep deprived.
Anything when consumed in excess will have its repercussions. If consumed in moderation, freshly brewed tea does offer some health benefits but you must bear in mind the side effects of tea.
In traditional chinese medicine, People of different constitutions should drink different kind of tea.
In xiangya medical school , there is Chinese Zen Tea course to cultivate the humanistic quality of medical students.
in my hospital, tea culture lectures and tea art performances are hold regularly
We also train and perform tea culture for patients.