NCompass Live - March 29, 2017
http://nlc.nebraska.gov/ncompasslive/
Learn how Los Alamos County Library System put together a simple, cost-effective English conversation program for patrons who wanted to practice their English speaking skills. Conversation circles are not English classes: you don’t need ESL teachers, a registration system or a fancy curriculum. We’ll show you how we put it together, what worked, what still needs development and share resources so you can develop your own conversation circles program.
Presenter: Elizabeth Rivera, Reference Librarian, Los Alamos County Libraries, Los Alamos, NM.
NCV 2 Language Hands-On Support Slide Show - Module 1Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Language Hands-On Support Slide Show - Module 4Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Language Hands-On Support Slide Show - Module 1Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
NCV 2 Language Hands-On Support Slide Show - Module 4Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Topic 1: What is a useful skill your mother or father taught you? Describe the skill and how you were taught this skill?
Topic 2: Difficult experiences can be valuable learning experiences. What was a difficult experience you went through? What did you learn from this experience essay?
Topic 3: Some movies are made just do entertain audiences, while others are meant to make audiences think about certain issues. Which type or movie do you prefer? Describe a movie you saw that represents your preferred type of movie. Give specific reasons for your ideas.
Topic 4: Imagine that you have a machine and can take one trip through time. Would you visit the past or the future? Explain your choice. Include details and examples in your explanation.
Topic 5: Some people believe that students should immediately go on to college after completing high school. Other believes that students should take a year or more off between high school and college. Which approach do you think is better for students interested in getting a college degree? Include details and examples in your explanation.
Oral History Education ~ Bringing History to LifeMy Storycatcher
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
Topic 1: What is a useful skill your mother or father taught you? Describe the skill and how you were taught this skill?
Topic 2: Difficult experiences can be valuable learning experiences. What was a difficult experience you went through? What did you learn from this experience essay?
Topic 3: Some movies are made just do entertain audiences, while others are meant to make audiences think about certain issues. Which type or movie do you prefer? Describe a movie you saw that represents your preferred type of movie. Give specific reasons for your ideas.
Topic 4: Imagine that you have a machine and can take one trip through time. Would you visit the past or the future? Explain your choice. Include details and examples in your explanation.
Topic 5: Some people believe that students should immediately go on to college after completing high school. Other believes that students should take a year or more off between high school and college. Which approach do you think is better for students interested in getting a college degree? Include details and examples in your explanation.
Oral History Education ~ Bringing History to LifeMy Storycatcher
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
Unit II Scholarly ActivityCultural InterviewPick a person to i.docxmarilucorr
Unit II Scholarly Activity
Cultural Interview
Pick a person to interview who has had a different cultural experience than you. Maybe the person or person’s family is from a different region or country. Other forms of diversity or difference are acceptable too. You may interview someone of any age, and it is OK if he or she is a co-worker, neighbor, friend, relative, spouse, or someone else you know. However, please keep in mind the spirit of the assignment. If you are interviewing someone you know well, please work hard in the interview to gain a deeper insight and appreciation for their experience.
Please conduct the interview face-to-face, through Skype/Face Time, or over the phone. The interview should be a minimum of 20 minutes long. Please take notes during the interview. If the interviewee gives you permission, you can record the interview to help you later when writing your assignment. It is not required to record or video tape the interview. You will not be turning in any recordings. You will be turning in a written assignment based on your interview.
Written Assignment Overview: Write a two-page essay about your interview experience. Your essay should include an introduction of your interviewee, summary of the interview answers in essay format, discussion of how the interview content relates to course concepts, and a final section with some concluding thoughts about the interview experience. You will be required to use the following headings: Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Interview Questions and Guidance
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differences will give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person? Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below is a list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final ...
1Unit 2 Cultural Interview AssignmentThis document includes.docxfelicidaddinwoodie
1
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differenceswill give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person?Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below isa list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at leastone relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final section of your essay, talk about how the interview experience went for you and your interviewee. How did it go?Reflect on what you learned from the interview experience. Did it deepen your cultural awareness or appreciation? How?
Cultural Interview Written Assignment Requirements Checklist
Essay contains the following headings:
Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Essay includes the following:
Introduction: Please introduce your interviewee to the reader. Describe how you conducted the interview.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final section of your essay, talk about how the interview experience went for you and your interviewee. Reflect on what you learned from the interview experience. Did it deepen your cultural awareness or appreciation? How?
2 pages (12 point font – double spaced) or 500 word minimum for the assignment.
No Sources are required for the interviewbut if you cite the text book oranother source you will need to use APA in-text citations and add a reference list. If you directly quote the person you interviewed in your essay please just indicate that by using quotes.
Tipson Conducting an Interview
1. Explain to the person you are interviewing a l ...
This powerpoint is for a post-convention institute at TESOL 2010, Boston. The four-hour session was very interactive, so the ppt will give only a limited sense of what was included.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
Conversation exchanges between students who are learning each other’s native language help students gain authentic skills in the target language, and provide invaluable linguistic and intercultural learning. This presentation examines best practices for establishing and growing a successful conversation exchange program at an academic institution.
Keys to Conflict Resolution (Primer & 5 Lessons)
Lesson 1: Active Listening
Lesson 2: Seven Steps for Managing Emotions, Especially ANGER
Lesson 3: Teach Escalation and De-escalation of Conflict
Lesson 4: Teach Conflict Styles and Collaborative Problem Solving
Lesson 5: Teach the Differences between Aggression, Assertion, and Passive Behavior
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docxdorishigh
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
NCompass Live - June 5, 2024
http://nlc.nebraska.gov/NCompassLive/
Trying to connect and understand teenagers can be difficult and overwhelming at times. So how do you attract teens to the library and keep them engaged? This presentation will offer tips on how to connect with teens, build relationships, along with programming ideas to keep them coming back. Maybe they’ll even bring their friends!
Presenter: Mari Vasquez, Youth Services Librarian, Crete (NE) Public Library.
NCompass Live - April 10, 2024
http://nlc.nebraska.gov/ncompasslive/
Libraries have been offering programming for decades, and in many cases the model has been, "Let’s plan a program, promote it, and see who shows up." This approach hasn’t changed much, even with social and technological changes, not to mention the pandemic and streaming programs. Program planning with a marketing mindset starts with identifying your customer’s needs and wants, then developing programs and services to meet those needs and wants. We’ll discuss how to use research – quantitative and qualitative – to plan and market programs that will engage your customers. We’ll talk about "bundling" programs and services for different audience segments. We’ll also cover how this more strategic approach can save time and resources for your library.
Presenter: Cordelia Anderson, Library Marketing and Communications Consultant, Cordelia Anderson Consulting.
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Erin Crockett, Library Director, Carroll County Library, Huntingdon, TN (Population served: 4,433)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Alec Staley, Branch Manager, Worcester County Library – Ocean City Branch, Ocean City, MD (Population served: 6,900)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Amber Sweetland, Director, Kimball Public Library, Kimball, NE (Population served: 2,500)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Abbie Steuhm, Research & Scholarship Librarian, Karl E. Mundt Library, Dakota State University, Madison, SD (FTE: 2,000)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Karen Mier, Library Director, Plattsmouth Public Library, Plattsmouth, NE (Population served: 6,620)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Jennifer Chess, Communications & Marketing Librarian; Lori Mullooly, Events and Programming Librarian; Lisa Gomez, Exhibition Librarian; U.S. Military Academy Library, West Point, NY (FTE: 4,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
NCompass Live - March 13, 2024
While every library is unique, they all seem to share one thing in common: they could use more money! Grant funding might be the just thing to help buy technology for STEM programming, get a new service initiative off the ground, or complete a renovation. But applying for grants can be overwhelming – and that’s assuming you can even find one for which you qualify. This session aims to introduce you to the tools to make the grant application process more easily navigable. In this session, Kathryn will provide tips for putting your best foot forward when it comes time to submit your proposal. Handouts include a roadmap to success and descriptions of various sections of the application.
Presenter: Kathryn Brockmeier, Grant Consultant.
NCompass Live - February 14, 2024
http://nlc.nebraska.gov/ncompasslive/
Nebraska’s statewide education network, Network Nebraska, has made great strides in expanding broadband services and fostering digital equity in the state. By significantly expanding access to eduroam* in community anchor institutions, such as K-12 schools, community colleges, and libraries, ConnectEd Nebraska has made an important impact on the state’s educational landscape. In addition, ConnectEd Nebraska is piloting innovative collaborations between school districts and local ISPs to expand access to eduroam in unique ways that go beyond traditional anchor institutions, reducing barriers to broadband access and enhancing educational opportunities. Attend this session to learn what eduroam is, where it's deployed throughout the state, and how your library can get involved.
More information is available at https://connectednebraska.com/
* eduroam is a secure, world-wide roaming access service developed for the research and education community that allows students, researchers, and staff from participating institutions to obtain Internet connectivity across campus and when visiting other participating sites.
Presenter: Brett Bieber, Assistant Vice President, IT Client Services, University of Nebraska.
NCompass Live - February 7, 2024
http://nlc.nebraska.gov/ncompasslive/
Do you have WiFi questions? Sherm has the answers!
On this episode on NCompass Live, the Nebraska Library Commission's Library Technology Support Specialist, Andrew 'Sherm' Sherman, will cover:
The current standards of WiFi technology
What WiFi standards and equipment libraries should be utilizing
The pros and cons of the different WiFi configurations in a library environment
The assistance Sherm can provide to libraries with their WiFi and other technology needs
NCompass Live - January 24, 2024
http://nlc.nebraska.gov/ncompasslive/
Brief book talks and reviews of new titles recommended to school and public librarians, covering both middle and high school levels, that were published within the last year.
Presenter: Sally Snyder, Coordinator of Children and Young Adult Library Services, Nebraska Library Commission and Dana Fontaine, Librarian, Fremont High School.
NCompass Live - January 17, 2024
http://nlc.nebraska.gov/ncompasslive/
Have you wondered if your library's website needs some work? How do you decide that, without being subjective? How do you know what to measure, or how to measure it? There are many current standards for content, images, navigation, usability, and more that can be readily applied to your website, allowing for a more objective analysis of what you currently have. A website audit can provide a valuable framework, especially before beginning a full or even partial redesign of your library's site. Learn about data-based principles that can guide your future work and discover some tools that can provide concrete specifics for elements that may need attention.
Presenter: Laura Solomon, MCIW, MLS is the Library Services Manager for the Ohio Public Library Information Network (OPLIN). She has been doing web development and design for more than twenty years, in both public libraries and as an independent consultant. She specializes in developing with Drupal. She is a 2010 Library Journal Mover & Shaker. She's written three books about social media and content marketing, specifically for libraries, and speaks nationally on both these and technology-related topics. As a former children's librarian, she enjoys bringing the "fun of technology" to audiences and in giving libraries the tools they need to better serve the virtual customer.
NCompass Live - January 10, 2024
http://nlc.nebraska.gov/ncompasslive/
What is the Nebraska Library Commission? Who are we? What do we do?
To kick off 2024, we will introduce you to the people and departments of the Nebraska Library Commission.
In Part 2, you will meet Christa Porter, Library Development Director; Tessa Timperly, Communications Coordinator; Gabe Kramer, Talking Book & Braille Service Director; and Devra Dragos, Technology & Access Services Director.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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.
South African Journal of Science: Writing with integrity workshop (2024)
Los Alamos County Library System Conversation Circles Program Facilitator Handbook
1. 1
Conversation Circles Program
Facilitator Handbook
About this manual: This manual relies heavily on the work done by the English Language Institute from the
University of Michigan and their Winter 2013 Conversation Circle Leader Manual, available upon request.
The Conversation Circles Program at Los Alamos Public Libraries is designed to provide an informal space for
people who wish to practice and improve their English speaking skills in a relaxed environment. A
conversation circle is not an English class, but it can complement formal classroom instruction by providing
additional opportunities to speak the language. It is also meant as a vehicle to welcome, promote
intercultural understanding, and provide a social space in which to make friends and learn about the
community. As a group leader, you are not expected to teach English. Your job is to keep the conversation
flowing.
Fall 2016: Library Conversation Circles will take place Tuesdays at 10:40 in The
Zone at Mesa Public Library starting September 13.
If you have questions or problems, please don’t hesitate to contact us:
Katy Korkos (katherine.korkos@lacnm.us / 505-662-8247)
Liza Rivera (elizabeth.rivera@lacnm.us / 505-662-8251)
Last updated: 3/30/2017
2. 2
I. Conversation Circles Leader Guidelines
A. Moderate the conversation
1. Encourage equal participation from all members
It’s important that all of the participants get equal opportunities to speak and share their opinions. Just
because some participants are quieter than others, it doesn’t mean that they don’t want to participate
in the conversation. If this begins to happen, you may redirect the conversation to quieter members.
(Learn how to pronounce everybody’s name!) Spend a bit of time learning about where each member
is from, what they are studying, etc. Learn to listen and ask questions. With beginning speakers,
provide some of the necessary vocabulary in the question itself. For example, “Do you like to live in the
country or in the city?” Then ask questions that require a more elaborate reply: “Why?” “How?” If one
participant is dominating the conversation, you could politely say something like “That’s an interesting
idea, A. What do you think about that, B?” or “Let’s give B a chance to tell us about his/her
experience.” You could also go around the group, asking each participant to take a turn sharing their
ideas or experiences.
2. Think of topics to discuss / activities in advance
This is both to get the conversation started and so you can start fresh if an awkward silence falls on the
group. Collect questions, topics, objects, materials, etc. to use with your group. Consider keeping notes
on what worked and what fell flat to share with the other group facilitators. (See p.4 for ideas)
3. Make sure all members can follow the conversation
a) Make sure they understand you
Participants may nod and respond “yes” even when they don’t understand what you’re saying.
They may simply be showing you that they’re listening, they may think they understand, or they
may be embarrassed to admit that they don’t understand. If you aren’t sure whether they
understand, you may want to rephrase in simpler language, and think of a way to check the
participant’s comprehension. For example, you could ask questions related to what you just
said, or you could ask participants to paraphrase what you just said. Be sure that members feel
comfortable interrupting if they don’t understand what’s going on.
b) Make sure they understand each other
Even if you are able to understand a participant, that doesn’t mean the participants understand
each other. If the participants come from countries in which the accent is very different, they
may have a hard time understanding one another. Also, lower-level participants may not
understand higher-level participants. In some cases, participants pay close attention to what
the conversation circle leader is saying, but they may “tune out” when the other group
members are talking. However, participants can learn a lot from each other, and can benefit
from giving and receiving feedback about how they are, or aren’t, being understood. Encourage
more advanced participants to slow down, and frequently check that lower-level participants
are “with it.” You could also ask the “listening” participants, “What do you think about what A
just said?” If they didn’t understand A, encourage them to ask A for repetition or clarification.
3. 3
B. Help with language and cultural questions
1. Help with grammatical and speaking mistakes
Consider whether the problem really impedes understanding. If that is the case, wait until a lull in the
conversation, then try a phrase like, “You know, B, I noticed something you might change to be a little
clearer. Instead of stressing the first syllable, say e-CO-no-my.”
2. Pay attention your language
Keep in mind that participants in the program want to learn English the way it is “really” spoken. Speak
naturally, but watch closely to see if they really understand you. Adjust your speed and vocabulary if
necessary. Think of different and simpler ways to say the same thing. Try to become aware of idioms,
figures of speech and slang when you’re talking. Your group will probably be interested in hearing
these expressions; but they’ll need help in understanding what you mean. (See p.5 for more about
simplifying your language)
3. Remember that communication across cultures is about more than just language
Coming from different cultures, your conversation circle members will probably have different styles of
communication. Style includes how long we speak uninterrupted, what kinds of questions we ask, and
what topics we choose to discuss. Other differences may be related to body language, eye contact,
gender-role expectations, etc. Expect to be surprised at some point by cultural differences. (For more
about intercultural communication see p.6)
C. Common problems
1. You ask a question, and no-one answers.
Give the participants plenty of time to think about, and formulate, their answers. Remember, they
need the time to translate your question into their native language, think of how they want to respond,
and translate their response back into English. Also, some people from other cultures are more
comfortable with silence for thought or reflection than many people from the USA are. Be patient.
Wait a little longer, repeat your question more slowly, or rephrase your question in a simpler way.
2. You are doing most of the talking in the group.
It’s important that participants get a chance to hear native English speakers, but it’s also important
that they get a chance to practice speaking English. If you’re doing most of the talking, try to talk less
and elicit more from the participants. You may feel uncomfortable with silence and feel the need to fill
it with your own words. But remember that the participants need more processing time than you do,
and that silence is sometimes okay.
3. One participant is very quiet, and doesn’t participate freely in the conversation.
The participant may just have a shy personality, or the participant may lack confidence, especially if
s/he is at a lower level than the rest of the group. If the participant seems to be at the same level as
the others, you may need to ask questions to that participant directly. In some countries people are
used to being called on individually to speak, so this should feel comfortable for them. If the
participant seems to be at a lower level, try asking him/her easier questions. Instead of asking an open-
ended question, ask the participant a question that can be answered with one or two words, and
suggest possible answers. For example, instead of saying “Tell me about your trip to Denver”, you
4. 4
could start with “How did you get to Denver? By car? By train?” You could also ask other participants
the same question and then ask the lower-level participant, after s/he has had a chance to understand
the question and hear other participants’ responses.
4. One participant continually asks detailed questions about vocabulary, grammar, etc.
The primary goal of Conversation Circles is for participants to practice informally. Facilitators can
comment on vocabulary or grammar issues that may be needed for clarification, but you don’t want to
spend a lot of time on this. It’s okay to clear up immediate confusion, but don’t let the conversation
turn into a formal English lessons. Participating in a Conversation Circle is not a substitute for a formal
class. Remember that free formal classes are available in the community.
5. Someone asks you a question you don’t feel comfortable answering (e.g., about age,
weight, marital status, etc.)
If you don’t feel comfortable answering the question, politely tell the participant that you’d rather not
answer the question. If it’s a culturally inappropriate question, explain to the participant that in the US,
it’s not polite to ask that question. You could also ask them if it’s common to ask that question in their
country, and what other questions may be inappropriate in their culture.
II. Conversation Circle Ideas
A. Conversation topics
Customs & Cultural Differences - Traditions, holidays, government, meals, dress, social issues, raising
children, etc. (See more about intercultural communication on p.6)
Current events - Local, national and international news.
Day to day interactions - Visiting the doctor, calling the police, meeting children’s teachers,
shopping, using the library, etc.
Language - Slang, idioms, phrasal verbs, superlatives (most, least, -est), words or expressions that don’t
translate easily.
B. Conversation Starters
Pictures - Family photos, weddings, holidays, other celebrations, trips. Ask participants to bring
their own.
Illustrated books – children’s picture books, photography books, art books
Hobbies and Crafts - Exhibit related items (materials, finished products, tools, etc.); explain and
demonstrate to each other.
Games & toys - Games are a great way to break the ice and start conversation without much
stress.
C. Community focus
Community resources - Local news outlets (Monitor, Post), how to use a telephone book, recycling
center, etc.
Recreational facilities - Trail network, pool, library, parks, skating rink, etc.
Community activities - Where to find out about community activities, discuss upcoming or past
community activities
Community Attractions - Bandelier, Walking Tour of LA, Bradbury Museum, etc.
5. 5
D. Additional Ideas
http://wiki.settlementatwork.org/wiki/ESL_Conversation_Circles_Toolkit
http://www.eslcafe.com/ideas/
https://letcteachers.wordpress.com/2012/04/15/hot-topics-conversation-starters-for-esl-classes/
https://www.eslpartyland.com/teachers/conversation/ideascards.htm
http://iteslj.org/questions/
III. Simplifying Your English
Conversational English is full of idiomatic expressions and two- or three-word (phrasal) verbs that many
people learning English as a Second Language haven’t learned yet. Participants often want to learn these
expressions, but they need you to interpret and explain them in simpler English, using basic vocabulary.
Here are some examples of expressions that may confuse participants:
A. Phrasal verbs
Common phrases Simpler form
show up come
blow it make a mistake or fail
give up quit
figure out understand
take off go / leave or remove
call off cancel
work out exercise or resolve
Additional resources:
http://www.englishcurrent.com/idioms/basic-english-phrasal-verbs-preintermediate-intermediate/
http://www.learn-english-today.com/phrasal-verbs/phrasal-verb-list.html
https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
B. Idiomatic expressions
Idiom Simpler form
give it a shot try
piece of cake very easy or simple
an arm and a leg expensive
beat around the bush not speak directly
at the drop of a hat instantly or immediately
cut corners not done well
to be under the weather to feel sick
Additional resources:
http://www.englishcurrent.com/idioms/esl-idioms-intermediate-advanced/
http://www.smart-words.org/quotes-sayings/idioms-meaning.html
http://www.learn-english-today.com/idioms/idioms_proverbs.html
6. 6
IV. Communicating Across Cultures
Cross-Cultural Values
Intercultural communication is about more than just language. When communicating across cultures we must
consider different manners, body language and communication styles. We must also consider the underlying
values and assumptions of the participants. Societies follow certain behavioral patterns based on values that
are deemed essential for social organization. The following is a list of cross-cultural behaviors and values. Keep
in mind that these are generalizations, and that they change over time. Also, there are personal and sub-
cultural variations to these behaviors and values.
Western (non-traditional) Non-Western (traditional)
Individualism
• emphasis on the importance of the individual • autonomy is discouraged; the good of the whole
group is more important than the individual
Punctuality
• promptness is a virtue, tardiness an insult
• emphasis on schedules
• prompt people can be considered aggressive
• minor regard for schedules
Privacy
• privacy is valued, and achieved in terms of space • privacy is maintained by withdrawing into oneself
Life Goals
• emphasis on material goods and achievement • emphasis on spiritual and personal characteristics
Destiny
• man controls his own destiny • the universe is controlled by exterior forces
Equality
• greater equality of sexes
• women are more independent
• roles are sometimes interchangeable
• man protects, shelters, and controls his women,
who depend on him and obey him
• roles are clearly defined
Friendships
• often taken casually • mean complete loyalty and commitment
Personal Characteristics
• impulsive • cautious
Perspective On Life
• youth-oriented, with an emphasis on the future • elders are more important, as is past tradition
Physical Contact
• touching is not important in communication • touching is important in human relations
Conversation
• coming to the point is important • frankness may be considered rude
Parenting
• children are openly praised
• told to look adults “in the eye” when being scolded
• considered unwise to praise a child in public
• children lower their eyes when being reprimanded
Formality
• informal in dress and business relationships • more formal in dress and business relationships
Importance Of Name
• take pride in own accomplishments • take pride in family name