The document provides information on the different types of TOEFL (Test of English as a Foreign Language) tests, including the Computer Based Test (CBT), Paper Based Test (PBT), and Internet Based Test (iBT). It notes that the CBT has been discontinued, the PBT exists in remote areas but will be phased out, and the iBT will be the sole TOEFL test used going forward. The bulk of the document then focuses on providing details about the structure, scoring, and sections of the iBT, including reading, listening, speaking, and writing. Strategies are offered for each section.
TOEFL, formerly known as “Teaching of English as a Foreign Language” is an “English Language Proficiency Test” designed in the early 1960’s by The National Council of the Testing of English as a Foreign Language.
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
The IELTS Writing Task 1 challenges students to describe a line graph, bar chart, pie chart, table, map, or flow diagram. The line graph is the most common, so it features most prominently in this PPT. Check out http://www.ted-ielts.com for more IELTS writing guides and tips.
TOEFL, formerly known as “Teaching of English as a Foreign Language” is an “English Language Proficiency Test” designed in the early 1960’s by The National Council of the Testing of English as a Foreign Language.
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
The IELTS Writing Task 1 challenges students to describe a line graph, bar chart, pie chart, table, map, or flow diagram. The line graph is the most common, so it features most prominently in this PPT. Check out http://www.ted-ielts.com for more IELTS writing guides and tips.
There are many components in IELTS test. True/False/Not Given is one of them. To answer the multiple choice you have know couple of tips, techniques and strategy about it. This slide will help you to find all of those things.
IELTS Listening - Form Completion - Introduction - Useful TipsIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This presentation presents an overview of the IELTS Academic Reading sub-test. It may be used by both teacher or tutor and students in online preparation or review.
Tips and strategies to help you do well on the Sentence Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
IELTS Reading - An Overview of IELTS Reading Question Types AC - GTIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
There are many components in IELTS test. True/False/Not Given is one of them. To answer the multiple choice you have know couple of tips, techniques and strategy about it. This slide will help you to find all of those things.
IELTS Listening - Form Completion - Introduction - Useful TipsIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This presentation presents an overview of the IELTS Academic Reading sub-test. It may be used by both teacher or tutor and students in online preparation or review.
Tips and strategies to help you do well on the Sentence Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
IELTS Reading - An Overview of IELTS Reading Question Types AC - GTIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
English grammar test 8: Misused forms – Un-English ExpressionsAgeng Tirtakencana
English grammar test 8: Misused forms – Un-English Expressions. Common Errors in English - Free English grammar exercises, rules, lessons, worksheets, games, quiz and tests online. Learn English grammar & practice.
Though the TOEFL Speaking section is the shortest section of the TOEFL test, many students struggle with it the most. Speaking in English, into a microphone, under a time constraint, in a room full of other test-takers … it can be stressful if you’re not prepared.
Luckily, you have time to prepare! By understanding the format of the TOEFL Speaking section, and some strategies for making good use of your time, you’ll be able to answer all six speaking questions in the allotted time.
Learn more: http://magoosh.com/toefl/2015/toefl-speaking/
Want to improve your TOEFL Speaking score? Magoosh TOEFL prep can help: www.toefl.magoosh.com
I am preparing to take TOEFL Test myself. I compiled this slide in the preparation process. I thought other friends preparing for the test can benefit from the ideas presented in the slides. Let's go and prepare guys.
LITERATURE REVIEW ON SALT RESISTANT TRANSGENIC RICE VARIETY IN BANGLADESHWaliullah Wali
Introduction
Rice is the seed of the grass species Oryza sativa (Asian rice) or Oryza glaberrima (African rice). As a cereal grain, it is the most widely consumed staple food for a large part of the world's human population, especially in Asia including Bangladesh. It is the agricultural commodity with the third-highest worldwide production, after sugarcane and maize, according to 2012 FAOSTAT data.
Since a large portion of maize crops are grown for purposes other than human consumption, rice is the most important grain with regard to human nutrition and caloric intake, providing more than one-fifth of the calories consumed worldwide by humans.
Transgenic Rice or Genetically modified rice are rice strains that have been genetically modified. Rice plants have been modified to increase micronutrients such as vitamin A, accelerate photosynthesis, tolerate herbicides, resist pests, increase grain size, generate nutrients, flavours or produce human proteins.
The natural movement of genes across species, often called horizontal gene transfer or lateral gene transfer, can also occur with rice through gene transfer mediated by natural vectors. However, the cultivation and use of genetically modified varieties of rice remains controversial and is not approved in some countries.
Objective of Transgenic rice production:
Objective of Transgenic rice production is to given bellow-
High-yielding varieties
Flood-tolerant rice
Drought-tolerant rice
Salt-tolerant rice
Environment-friendly rice
Future potential
Golden rice
Expression of human proteins
PRODUCTION OF BIOENERGY FROM INDUSTRIAL AND AGRICULTURAL WASTEWATERWaliullah Wali
Abtract
Water pollution is the contamination of water bodies, very often by human activities. Water can be polluted by various ways; Industry and agriculture are the main source of water pollution. At present polluted water cause very harmful effect to the environment. However, treatment of water reduces some portion of this harmful effect, but this might involve high cost. As a results many industries in our country does not abide by the rules of Government environmental policy and through their waste water into the river. The discharge of wastewater into the environment poses a serious threat. This results environment pollution and causes harmful effect on animal lived in water (e.g. fish) as well as for human beings. But it is also a huge opportunity for ecological health, social wellbeing and green employment. If, high value product is obtained from this polluted industrial waste water, then it might be used by the Industries and environment will be less toxic. These studies show some useful application of industrial waste water to get high value products and services.
Abtract 3
Introduction 3
Types of water pollution 5
1. Nutrients Pollution 5
2. Surface water pollution 5
3. Oxygen Depleting 5
4. Ground water pollution 5
5. Microbiological 5
6. Suspended Matter 6
7. Chemical Water Pollution 6
8. Oil Spillage 6
Source of Water Pollution: 6
1. Industrial Waste and Effluent 7
2. Solid Waste and Sewage Disposal 8
3. Inadequate Sanitary Facilities 9
4. Arsenic Contamination of Ground Water. 9
5. Underground storage and tube leakages 10
Effects of Water Pollution 11
1. Death of aquatic (water) animals 11
2. Disruption of food-chains 11
3. Diseases 12
4. Destruction of ecosystems 12
5. Human Health 12
6. Economic cost 13
Present wastewater management 13
1. Preventive practices 13
2. Capture the wastewater immediately 13
3. Treatment 13
4. Recycle and re-use water: 14
5. Education, Awareness, Advocacy and Stewardship: 14
Production of Bioenergy from Industrial And Agricultural Waste water 15
1. Production of Biological methane 15
2. Biological hydrogen production 18
3. Biological electricity production 22
4. Biological chemical production 26
Conclusion 29
References 29
DNA- based biosensors
DNA- based biosensors
Limitations
Poor detection limit
Non-specificity
Inefficient electrode regeneration
Sophisticated electrode preparation
It lacked specificity towards As(III)
Aptamers - based biosensors
Aptamers are single-stranded DNA or RNA molecules that can bind to a number of target analytes, including proteins and peptides with high affinity and specificity.
Commercial potential for use as biosensors.
Aptamers - based biosensors
Aptamers - based biosensors
Possible mode of interaction of arsenic site with aptamer
Aptamers - based biosensors
Aptamers - based biosensors
Protein-based biosensors
Most protein-based biosensors developed for As(III) or As(V) are based on the inhibition phenomenon.
Interaction between protein and arsenic species
Characteristics of cell free arsenic biosensors with detection limits and induction period/response time
Conclusion
A number of arsenic biosensors have been developed based on whole-cell biosensor to biomolecules based biosensors.
However, whole-cell biosensor has successfully utilized in the analysis of arsenic in groundwater and soil, but has some limitations.
Biomolecules based biosensors has quick response capacity and better detection limits.
Further challenges
Development of biosensors that could detect arsenic in complex matrices including health related matrices such as blood, urine, etc. and water with high TDS and salinity including seawater.
Article info
Thank you All
Cancer genome databases & Ecological databases Waliullah Wali
Introduction
Biological databases are libraries of life sciences information, collected from scientific experiments, published literature, high-throughput experiment technology, and computational analysis.
Information contained in biological databases includes gene function, structure, localization, clinical effects of mutations as well as similarities of biological sequences and structures.
Cancer genome databases
COSMIC cancer database
COSMIC cancer database
COSMIC is an online database of somatically acquired mutations found in human cancer.
The database is freely available.
COSMIC cancer database
Types of data
Expert curation data
Genome-wide screen data
COSMIC cancer database
Expert curation data
Manually input by COSMIC expert curators.
Consists of comprehensive literature curation followed by subsequent updates.
Includes additional data points relevant to each disease and publication.
Provides accurate frequency data as mutation negative samples are specified.
COSMIC cancer database
Genome-wide screen data
Uploaded from publications reporting large scale genome screening data or imported from other databases such as TCGA and ICGC.
Provides unbiased molecular profiling of diseases while covering the whole genome.
Provides objective frequency data by interpreting non mutant genes across each genome.
Facilitates finding novel driver genes in cancer.
Enter into -
COSMIC cancer database
by typing http://cancer.sanger.ac.uk/cosmic
in the address bar of Browser
Searching Process
Examples
Examples
Examples
Examples
Ecological databases
Ecological databases
Ecological databases is a source for finding ecological datasets and quickly figuring out the best ways to use them.
BioOne
DataONE
GEOBASE
BioOne
BioOne is a nonprofit publisher that aims to make scientific research more accessible.
BioOne was established in 1999 in Washington, DC.
BioOne is Complete and open-access.
It serves a community of over 140 society and institutional publishers, 4,000 accessing institutions, and millions of researchers worldwide.
Enter into -
BioOne Ecological database
by typing http://www.bioone.org/
in the address bar of Browser
Hemophilia is a common hereditary coagulation disorder due to deficiency or reduce activity of clotting factor VIII or clotting factor IX.
This disorder is a X- linked recessive disorder.
Types:
Hemophilia A- deficiency of clotting factors VIII
Hemophilia B- deficiency of clotting factors IX
Hemophilia C- deficiency of clotting factors XI
Parahaemophilia- deficiency of clotting factor V
Causes of hemophilia
Hemophilia has a sex-linked recessive inheritance.
In most cases Hemophilia caused by a mutation in a gene that encodes for one of the clotting factors .
Since the hemophilia gene is located on the X chromosome, Hemophilia usually occurs in males, and Female is the carrier of hemophilia.
Diagnosis
Complete blood cell count
Coagulation studies
FVIII assay
Normal values for FVIII assays are 50-150%. Values in hemophilia are as follows:
Mild: >5%
Moderate: 1-5%
Severe: <1%
Treatment of Hemophilia
Other Types of Treatment
Desmopressin (DDAVP)
Antifibrinolytic Medicines
Vaccinations- hepatitis A and B.
Gene Therapy
Gene Therapy
New Drugs for Hemophilia treatment
New Drugs for Hemophilia treatment
Bangladesh perspectives
Bangladesh would have 10800 hemophiliacs.
But, initially the patients does not concern about hemophilia.
Patients are usually diagnosed only after bleeding episode and sometimes the episode are causes serious consequences.
Conclusion
Primary diagnosis with the success of gene therapy and availability of the new bioengineered products the prospect of the hemophiliacs will be brighter in near future.
For better view, press F5.
As we go through our lives each of us will have very different needs for our own healthcare.
Scientist's are constantly researching to make medical care treatment more personalized.
One way they are doing this is by-
Stem Cells therapy
Stem-cell therapy is the use of stem cells to treat or prevent a disease or condition.
It is also known as regenerative medicine, promotes the reparative response of diseased, dysfunctional or injured tissue using stem cells or their derivatives.
It is the next chapter of organ transplantation and uses cells instead of donor organs, which are limited in supply.
What are Stem cells?
Stem cells are called “master cells”
Stem cells are cells that are undifferentiated.
What are Stem cells?
Steam cells have the potential to become all other kinds of cells in our body.
What are Stem cells?
Types of Stem cells
How stem cell therapy works?
Disease cured by stem cell therapy.
Spinal Cord Injuries
Stem cell treatment of Diabetes mellitus type 1 & 2
Stem cell treatment of Stroke
Cancer treatment
Heart damage
Baldness
Tooth implanting
Deafness and blindness
Have stem cells already been used to treat diseases?
Ethical Consideration of Stem Cell Therapy
As the research method mainly focused on Embryonic Stem Cells, which involves taking tissue from an aborted embryo to get proper material to study. This is typically done just days after conception or between the 5th and 9th week.
Since then, researchers have moved on to more ethical study methods, such as Induced Pluripotent Stem Cells (iPS). iPS is artificially derived from a non-pluripotent cell, such as adult somatic cells.
Nowadays stem cell treatment has been spreaded throughout the world. It has also been grown commercially in developed countries.
It is thought that one day it may be the major key to treat various diseases.
Using stem cells to conduct medical research and treat disease is acceptable?
Don’t know
No
Yes
Do you approve of the extraction of stem cells from human embryos for medical research?
Don’t know
No
Yes
Transgenic animal models for the functional analysis of vasoactive peptidesWaliullah Wali
The renin–angiotensin system (RAS) is a hormone system that regulates blood pressure and fluid balance.
renin–angiotensin system (RAS) is developed in animal by transgenic technology and effects of vasoactive peptide are seen.
Vasoactive peptide is a peptide hormone containing 28 amino acid residues.
Vasoactive peptide is produced in many tissues including the gut, pancreas, and suprachiasmatic nuclei of the hypothalamus in the brain.
It stimulates contractility of heart, causes vasodilation, lowers arterial blood pressure.
Vasoactive peptide has a half-life (t½) in the blood of about two minutes.
Transgenic technology has established to be very useful for the functional analysis of vasoactive peptide systems.
In-plant Training Report at Ziska Pharmaceuticals Ltd. by~ WaliullahWaliullah Wali
ZISKA PHARMACEUTICAL LTD.
In Plant Training
Training Period: From August 06, 2014 to August 19, 2014Duration: 14 Days
Training Areas:
WarehouseProduction DepartmentQuality Assurance & Quality Control Department Product Development DepartmentMaintenance & Engineering Department
Introduction
In Bangladesh the pharmaceutical sector is one of the most developed hi-tech sectors within the country's economy.
This sector is also providing 97% of the total medicine requirement of the local market.
Recently few new industries have been established with high tech equipment’s and professionals which will enhance the strength of this sector.
Ziska Pharmaceutical Ltd. is one of them.
PROFILE ABOUT ZISKA PHARMACEUTICAL LTD.
Company Name: Ziska Pharmaceutical Ltd.
Factory Location: Karol Surichala, Safipur, Gazipur
Head Office: Nurul tower, 34- Purana Paltan line, Dhaka-1000
Corporate Setup: Private Limited Company.
Manufacturing areas: 146500 sft.
Established Year: 1986
Popular Products OF ZISKA PHARMACEUTICAL LTD.
Engineering department
Engineering department
The Engineering department deals with the complete maintenance of the production and companies total working environment .
The Engineering section of Ziska Pharmaceuticals Ltd. covers the following Utilities :
Production machineries.
Electricity supply
Air Handling
Water supply
Emergency supply
Repairing, restoring and reporting
Worker distribution and pest control.
Engineering department
Utility Service
Electricity:
Required electricity mainly obtained from DESA, incase of load shedding heavy duty generator provide electricity.
Generator:
Name: Cummins
Type: diesel operated.
Capacity: 1750 kilowatt.
Requirement: 1500 kilowatt.
Engineering department
Engineering department
HVAC:
It means Heating Ventilation Air Conditioning (HVAC). It maintains optimum temperature and humidity throughout the factory.
All seeks to provide thermal comfort , acceptable indoor air quality and reasonable installation operation.
Engineering department
HVAC:
Controlling of temperature and Relative Humidity in deferent areas-
Dispensing: 22±2°C 45±5% RH
Solid &Liquid: 22±2°C 55±5% RH
Sterile: 22±2°C 50±5% RH
Low humidity requiring rooms: 22±2°C 25±5% RH
Minimum air change rate:
Class B 30/hr
Class C 30/hr
Class D not less than 15/hr
Engineering department
HVAC system:
Engineering department
HVAC system:
Engineering department
Chiller system:
This system is involved for the production of chilled water which is supplied through the pipe to produce air conditioning system.
Process:
Engineering department
Engineering department
HEPA Filter
High-efficiency particulate air Filter or HEPA filter is an air filter that must remove (from the air that passes through) 99.97% of 0.3 µm size particles.
Smaller and larger particles are filtered at even greater efficiency.
The effi
Contents
Definition
Purposes
Ingredients
Types of toothpaste
How to choose a toothpaste?
Toxic components of a toothpaste
Caution on toothpaste usage
Definition
A toothpaste or dentifrice is a substance used with a toothbrush for the purpose of cleaning the accessible surfaces of the teeth.
Toothpaste Ingredients
Different types of Toothpastes
ANTI-CARIES AGENTS
Fluoride:
considered to be the most effective caries-inhibiting agent, and almost all toothpastes today contain fluoride in one form or the other
The most common form is sodium fluoride (NaF), but mono-fluoro-phosphate (MFP) and stannous fluoride (SnF) are also used
Fluoride is most beneficial when the mouth is not rinsed with water after tooth brushing. In this way a bigger amount of fluoride is retained in the oral cavity
How do teeth decay?
Tooth decay begins when the outer surface of the tooth is attacked by acid. The acid is produced by bacteria which live on the surfaces of the teeth as a layer called plaque. When foods or drinks containing sugars enter the mouth, the bacteria within the plaque rapidly converts the sugars into acid. The plaque can hold the acid in contact with the tooth surface for up to 2 hours before it is neutralized by saliva.
During the time that the plaque is acidic, some of the calcium and phosphate minerals, of which enamel is largely composed, are dissolved out of the enamel into the plaque. This process is called demineralisation.
Fluoride:
There are three main theories considering the positive action of fluoride in the prevention of caries:
Positive action of fluoride in the prevention of caries:
the most important anti-caries effect is claimed to be due to the formation of calcium fluoride (CaF2) in plaque and on the enamel surface during and after rinsing or brushing with fluoride.
CaF2 serves as a fluoride reservoir.
When the pH drops, fluoride and calcium are released into the plaque fluid.
Fluoride diffuses with the acid from plaque into the enamel pores and forms fluoroapatite (FAP).
FAP incorporated in the enamel surface is more resistant to a subsequent acid attack.
Mouthwashes
A mouthwash is defined as a non-sterile aqueous solution used mostly for its deodorant, refreshing or antiseptic effect.
Mouthwashes or rinses are designed to reduce oral bacteria, remove food particles, temporary reduce bad breathe and provide a pleasant taste.
Mouth rinses are generally classified as either cosmetic or therapeutic or a combination of the two.
Mouthwashes
Therapeutic rinses
often have the benefits of their cosmetic counterparts,
but also contain an added active ingredient, f. ex. fluoride or chlorhexidine, that help protect against some oral diseases.
What are antiperspirants and deodorants?
Antiperspirants and deodorants are personal hygiene products designed to control sweating and body odour. Antiperspirants and deodorants contain ingredients that control sweat and body odour safely and effectively. They are readily available on the market as sprays (aerosol), sticks, creams or roll-ons.
Shampoo
Human Hair Structure
Introduction
Shampoo is a hair care product that is used for the removal of oils, dirt, skin particles, dandruff, environmental pollutants and other contaminant particles that gradually build up in hair.
Introduction
Ideal Properties
Functions of Shampoo
Classification
Classification
Based on Appearance:
Powder Shampoos
Liquid Shampoos or Lotion
Gel Shampoos or Solid Cream
Classification
Classification
II. Based on Use or Function:
Conditioning Shampoos
Antidandruff and Therapeutic
Baby
Balancing
Clarifying
Classification
III. Based on Origin:
Compositions
Shampoos are typically composed of 10 to 30 ingredients.
Several types of ingredients are particularly important, including “Surfactants" that aid in cleansing and lathering.
“Conditioners" and “Active ingredients" that affect the hair and scalp.
“Additives" that stabilize the product.
Compositions
Compositions
Compositions
Compositions
Manufacturing Process
Some pearlising agents are waxy solids at ambient temperature and require melting in a drum oven or similar before use.
Demineralised water is most commonly used in order to minimise contamination of the product.
No further processing is required after blending, and the product may be packed off directly from the mixing vessel.
Manufacturing Process
For preparing liquid shampoo,
Triethanalamine lauvyl sulfate,
stearic acid are heated to about 650C.
Water & preservatives are also heated to 650C.
Both the solutions are mixed together and then cooled.
Perfumes are added after that. The shampoo thus prepared is bottled by automatic bottle filling machine.
Quality Control Tests
a)Foam Stability
Cylinder shake method was used for determining foaming ability.
50ml of the 1% shampoo solution was put into a 250ml graduated cylinder and cover the cylinder with hand and shaken for 10 times. The total volumes of the foam contents after 1 minute shaking were recorded. The foam volume was calculated. Foam should retain for atleast 5mins.
Foam Stability = V2-V1
Quality Control Tests
b)Skin – irritation Test:
Draize test in Rabbits where a patch test technique is used on the intact skin of Albino Rabbits.
A set of 6Rabbits used for testing each material.
Shampoos should be tested only for a short duration thatis,not more than(NMT)4hours as these products come in contact with skin only for a short duration.
These preparations are diluted between concentrations of 8 to 10%.
Quality Control Tests
c)Wetting Action:
Canvas disk is used, is one inch in diameter is floated on the surface of a solution and the time required for it to sink is measured accurately.
Quality Control Tests
d)Viscosity:
Is determined using Brookefield Viscometer.
100ml of shampoo is taken in a beaker and spindle is dipped in it for about 5min and then reading is taken.
Quality Control
Anti-inflammatory drugs
Inflammation is a normal, protective response to tissue injury caused by physical trauma, noxious chemicals, or microbiologic agents. Inflammation is the body's effort to inactivate or destroy invading organisms, remove irritants, and set the stage for tissue repair. When healing is complete, the inflammatory process usually subsides.
However, inflammation is sometimes inappropriately triggered by an innocuous agent, such as pollen, or by an autoimmune response, as in asthma or rheumatoid arthritis. Inflammation is triggered by the release of chemical mediators from injured tissues and migrating cells and include amines, such as histamine and 5-hydroxytryptamine; lipids, such as the prostaglandins; small peptides, such as bradykinin; and larger peptides, such as interleukin-l.
Table of Contents
General Agreement on Tariffs and Trade 3
First Phase : 5
Second Phase : 5
Third Phase : 5
OBJECTIVES OF GATT : 5
OBJECTIVES OF GATT : 5
FUNDAMENTAL PRINCIPLES OF GATT : 5
OTHER FUNCTIONS OF GATT : 5
OTHER FUNCTIONS OF GATT : 5
Did GATT succeed? : 6
Slide 20: 6
Slide 21: 6
Slide 22: 6
Slide 23: 6
Slide 24: 6
Difference between GATT & WTO 7
Tooth 3
Human Teeth Anatomy 4
Typesof Teeth 5
Functions of teeth 6
Common Dental Problems 6
Medications Used in Dentistry 8
Medication in dentistry 8
I. Anesthetics 9
II. Analgesics/pain killers 10
A. Paracetamol/ Acetaminophen 10
B. Non-steroidal anti-inflammatory drug (NSAIDs)[8] 11
C. Corticosteroids ointment 11
III. Mouth washes 11
IV. Antibiotics 12
V. Antifungal 13
VI. Antiseptics 14
VII. Dry Mouth Drugs 14
VIII. Muscle Relaxants 14
IX. Drugs to Control Plaque and Gingivitis 14
X. Other dental medications 14
Fluorides 14
Benzodiazepines 15
Saliva substitutes 15
Dental Prophylactic Preparations 15
Mouthwash 15
Toothpaste 17
Recommendations 19
Teeth Brushing Technique 20
References 20
X ray
Md. Waliullah Wali
Dept. of pharmacy
Southeast University
Outline
XRD
X-ray diffraction (XRD) is an analytical technique looking at X-ray scattering from crystalline materials. Each material produces a unique X-ray "fingerprint" of X-ray intensity versus scattering angle that is characteristic of it's crystalline atomic structure.
X-ray diffraction procedures
apply only to crystalline
Materials.
Principles of XRD
X-ray diffraction is based on constructive interference of monochromatic X-rays and a crystalline sample.
The interaction of the incident rays with the sample produces constructive interference (and a diffracted ray) when conditions satisfy Bragg's Law (nλ=2d sin θ).
XRD Techniques
XRD Techniques
Applications of XRD
Limitations of XRD
XRF
X-Ray Fluorescence is defined as “The emission of characteristic "secondary" (or fluorescent) X-rays from a material that has been excited by bombarding with high-energy X-rays. The phenomenon is widely used for elemental analysis.”
X-ray fluorescence procedures
applied to the material
in any physical state,
solid, liquid and gas.
Principles of XRF
The XRF method depends on fundamental principles that are common to several other instrumental methods involving interactions between electron beams and X-rays with samples, including, X-ray spectroscopy (e.g. SEM – EDS), X-ray diffraction (XRD) and wavelength dispersive spectroscopy (microprobe WDS).
XRF Techniques
Applications of XRF
Advantages of XRF
Limitation of XRF
0
References
1. Elements of physical chemistry by S Glasstone
2. Atkins physical chemistry
3. Pharmaceutical chemistry by LG Chattem
4. Brady, John B., and Boardman, Shelby J., 1995, Introducing Mineralogy Students to X-ray Diffraction Through Optical Diffraction Experiments Using Lasers. Jour. Geol. Education, v. 43 #5, 471-476.
5. Brady, John B., Newton, Robert M., and Boardman, Shelby J., 1995, New Uses for Powder X-ray Diffraction Experiments in the Undergraduate Curriculum. Jour. Geol. Education, v. 43 #5, 466-470.
6. Buhrke, V. E., Jenkins, R., Smith, D. K., A Practical Guide for the Preparation of Specimens for XRF and XRD Analysis, Wiley, 1998.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. The Types of TOEFL Test
The TOEFL test is the most widely respected English-language test in the world and has been
used since 1964, recognized by more than 9,000 colleges, universities and agencies in more than
130 countries, including Australia, Canada, the U.K. and the United States. [According to
Educational Testing Service (ETS)]
There are tree types of TOEFL tests:
1. CBT ( Computer Based Test)
2. PBT ( Paper Based Test)
3. iBT ( Internet Based Test)
CBT has already been discontinued.
PBT still exists in some remote areas, but it will be discontinued in each country as soon
as the iBT is introduced.
iBT will be the only TOEFL test used in all countries in the future.
4. TOEFL iBT
INTRODUCTION:
TOEFL stands for (Test of English as a Foreign Language).
iBT stands for (Internet Based Test).
iBT was introduced for the first time on September, 24, 2005 in the United States.
The test takes about four hours including the time required for giving directions
and the break between the listening and the speaking sections.
Most of the questions on the iBT are multiple choice, but for some questions you
will have to follow the given directions on the screen.
5. TOEFL iBT Intro
COST: 165 US$
VALIDITY: 2 YEARS
SCORE OBTAINED: APPROXIMATELY 10 DAYS AFTER THE TEST
TOTAL TEST DURATION: ALMOST 4 HOURS
TOTAL SCORE: 120
8. Reading Section
The reading section tests your ability to understand reading passages
like those in College textbooks . There are three passages on the short
format and five passages on the long format. After each passage you
will answer 12-14 questions about it.
Number of Passages: 3-5
Time: 60 – 100 Min.
Total Number of Questions: 36 – 70 Nos.
9. Reading Section (Continue…)
QUESTION STYLE QUESTION TYPE NUMBER OF QUESTIONS
(PER PASSAGE)
MULTIPLE CHOICE
QUESTIONS
1.Factual Information Question 3-6
2. Negative Factual Information Question 0-2
3. Inference Questions 0-2
4. Rhetorical Purpose Questions 0-2
5. Vocabulary Questions 3-5
6. Reference Questions 0-2
7. Sentence Simplification Questions 0-1
OTHERS 8. Insert Text Questions 0-1
9. Prose Summary/
10. Fill in the Blank
1
10. Reading Section (Continue…)
STRATEGIES FOR CRACKING READING
Read the title & first sentences of each paragraph
meticulously within 1 minutes to get an overall idea.
In TOEFL, questions in reading will come orderly.
Evaluate one question at a time.
Try to save time when you will answer vocabulary
questions. (Give not more than 20-25 sec per
vocabulary question).
Be cautious to provide you at least 4-5 minutes for last
two questions (Insert text question + Prose Summary)
since you have to devote time to correctly answer these
questions.
11. Reading Section (Continue…)
1. FACTUAL INFORMATION QUESTIONS
STRATEGY
1) Read the question.
2) Identify the key words.
3) Search of the key words or synonyms of them.
4) When you find the key word, remind yourself of the question and read carefully to find
the answer for yourself.
•60% of the answers will be found in the sentence with your key words.
•30% will require you to read 1 sentence more.
•10% will require you to read 2 sentences more to find the answer.
5) Check the answer choices and choose the one that matches your anticipated answer best.
13. Reading Section (Continue…)
2. NEGATIVE FACTUAL INFORMATION QUESTIONS
STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS)
1) Read the question.
2) Identify the key words.
3) Search of the key words or synonyms of them.
4) When you find the key word, remind yourself of the question and read carefully to find
the answer for yourself.
•60% of the answers will be found in the sentence with your key words.
•30% will require you to read 1 sentence more.
•10% will require you to read 2 sentences more to find the answer.
5) Check the answer choices and choose the one that matches your anticipated answer best.
15. Reading Section (Continue…)
3. INFERENCE QUESTIONS
STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS)
1) Read the question.
2) Identify the key words.
3) Search of the key words or synonyms of them.
4) When you find the key word, remind yourself of the question and read carefully to find
the answer for yourself.
•60% of the answers will be found in the sentence with your key words.
•30% will require you to read 1 sentence more.
•10% will require you to read 2 sentences more to find the answer.
5) Check the answer choices and choose the one that matches your anticipated answer best.
17. Reading Section (Continue…)
4. RHETORICAL PURPOSE QUESTIONS
STRATEGY
Read the question to understand what you’re being asked.
Identify the key words.
Read the appropriate paragraph and find those key words or synonyms of them.
Read the sentence and understand that the purpose of the statement in the question was
to explain the content of that sentence.
Look for any adverbs that will help you to identify the relationship between your key
words and the content before it.
Now, choose an answer choice that reflects the information in the sentence before .
19. Reading Section (Continue…)
5. VOCABULARY QUESTIONS (EASIEST QUESTIONS)
STRATEGY
If you know the word:
I. Choose the answer or answers that match the meaning best.
II. Read the sentence with the highlighted vocabulary to double check the meaning.
If you don’t know the word:
I. Read the sentence with the word and guess what its meaning could be.
II. Choose an answer that fits this meaning. (If more than one works, guess fast).
You should not spend a lot of time on this question no matter what. If you don’t
find out the correct answer, just guess and move on to spend more time on a
different question.
21. Reading Section (Continue…)
6. REFERENCE QUESTIONS (PRONOUN QUESTIONS)
STRATEGY
I. Determine whether the pronoun is singular or plural.
II. Identify all of the nouns in the sentence before the pronoun that match in number
(singular or plural).
III. Choose the one that fits the meaning of the sentence best.
IV. Find the noun among answer choice and choose it.
23. Reading Section (Continue…)
7. SENTENCE SIMPLIFICATION (PARAPHRASE QUESTIONS)
STRATEGY
I. Read the main independent clause and nothing else. Understand the subject, verb,
and object. Break the sentence down piece by piece.
II. Read through the answer choices and eliminate any answer that does not state this
information exactly.
III. Read the next clause in the highlighted sentence carefully.
IV. Read through the answer choices and eliminate any answer that does not state this
information exactly.
V. Continue this process until only one answer is left.
25. Reading Section (Continue…)
8. INSERT TEXT
STRATEGY
I. Read the sentence carefully to identify what it’s saying and the key words within it.
II. Read the paragraph and find the sentence that contains key words from the plug-on.
III. Use pronoun in your plug-in sentence to determine where your sentence belong.
IV. If that’s not enough, identify words such as however, consequently, therefore, etc.
to determine whether your sentence continues the idea or begins the idea.
V. Finally, read through the paragraph with your answer in place and double check that
it makes sense.
28. Reading Section (Continue…)
10. FILL IN A TABLE (RARE, BUT EASY)
STRATEGY
I. Read an answer choice and identify the key words.
II. Find the key words or synonyms of them in the reading.
III. Read the sentence with your key word and determine what topic it belongs to.
IV. Match the answer choice to the appropriate topic.
30. Listening Section
The listening section tests your ability to understand spoken
English that is typical of interactions and academic speech on
college campuses. During the test, you will listen to
conversations and lectures and answer questions about them.
Number of Sections: 2-3 (2 sections will be counted towards score)
Time: 60 – 90 Min. (App.)
Total Number of Questions: 34-51 Nos.
32. Listening Section (Continue…)
There are two formats for the listening section:
1. Short format: containing two conversations and four lectures. (2 Sections)
2. Long format: containing three conversations and six lectures. [3 Sections (You can expect)]
There will be 5-6 questions after each listening passage to be answered.
Only two conversations and four lectures will be graded the rest of them are part of an
experimental section for future tests. Although only two conversations and four lectures will
be graded, you must try your best on all of them as you will not know which ones will be
graded.
You can hear each conversation or lecture only one time. You must be trained how to take
notes as it will help you answer the questions easily.
OVERVIEW OF THE LISTENING SECTION
33. Listening Section (Continue…)
OVERVIEW OF THE LISTENING SECTION
When you select the best option for a multiple choice question, click on
Next and then OK to go to the next question.
In the listening section, you cannot return to previous question, so make
sure that you have selected the correct option before going to next question.
Remember to keep glancing on the clock shown on the screen while
answering the questions so that you can mange your time.
The clock does not count the time you listen to conversations or lectures.
You will be given 10 minutes to answer all the 17 questions in a section.
During the conversation and lecture, time will be stopped automatically.
34. Listening Section (Continue…)
QUESTIONS TYPE
Main Idea Questions
Detail Questions
Inference (Sometimes Listen Again) Questions
Attitude and Opinion Questions
Purpose (Sometimes Listen Again) Questions
ANSWERS TYPE
Multiple Choice Questions (Among 4 Options)
Complete a Table
35. Listening Section (Continue…)
MULTIPLE CHOICE: MAIN IDEA
Question: What is the main topic of discussion?
(A) Chronological history of Victorian chemistry
(B) The varied attempts at element classification
(C) Mendeleev's life and ultimate achievements
(D) Publication of chemistry works in the 1800's
36. Listening Section (Continue…)
MULTIPLE CHOICE: DETAIL
Question: Which of the following most accurately defines a
carnivorous plant?
(A) It has the capacity to attract, catch, kill, and ingest its prey.
(B) It confines its prey for long periods of time in order to thrive.
(C) It absorbs the nutrients of insects and other plants.
(D) It requires nutrient rich soil, sunlight, and an aquatic
environment.
37. Listening Section (Continue…)
MULTIPLE CHOICE: PURPOSE
Question: Why does the student go to see the professor?
(A) To obtain a list of the main concepts covered in
the lectures
(B) To ask if a concept will appear on a test
(C) To review a concept's main principles
(D) To distinguish between two different concepts
38. Listening Section (Continue…)
MULTIPLE CHOICE: ORGANIZATION (RARE
Question: How is the lecture organized?
(A) The professor writes a definition on the board and then breaks
it down in four parts.
(B) The professor presents the information after the students have
talked in depth about it.
(C) The professor provides a brief overview and then discusses
two species in detail.
(D) The professor follows the order of the unit in the students'
textbook.
39. Listening Section (Continue…)
MULTIPLE CHOICE: INFERENCE
Question: What does the professor imply about geysers?
(A) They are an untapped source of geo-thermal energy.
(B) Large ones tend to erupt less predictably than small
ones.
(C) They deserve more attention than they receive.
(D) They are similar to volcanoes in some ways.
40. Listening Section (Continue…)
MULTIPLE ANSWER: SELECT MORE THAN ONE
Question: What is true about Idealism? Choose 2 answers.
[A] It is a way of understanding physics.
[B] It was based on scientific thought.
[C] It claims we cannot know objects.
[D] It was developed in 1700.
42. Listening Section (Continue…)
MULTIPLE CHOICE: ATTITUDE & OPINION
Replayed part of the passage:
Narrator: Listen again to part of the conversation. Then answer the
question.
Student B: Well, I can tell you what she went over.
Student A: Oh, OK. Did you take down any notes?
What does the student mean when he says this:
Student A: Oh, OK. Did you take down any notes?
43. Listening Section (Continue…)
MULTIPLE CHOICE: ATTITUDE & OPINION
Question: What does the student mean when he says this:
[heard again]: Student A: Oh, OK. Did you take down any notes?
[A] He would like to compare notes.
[B] He would like to borrow his friend's notes.
[C] He wants to make sure that his friend's notes are correct.
[D] He always copies his friend's notes
49. Speaking Section
Number of Questions: 6 No.
Independent: Questions 1 & 2
Integrated: Questions 3-6
Total Time: 20 Min. (App.)
The speaking section tests your ability to communicate
in English in an academic setting. During the test, you
will be presented with six speaking questions. The
questions ask for a response to a single question, a
conversation, a talk, or a lecture.
51. Speaking Section (Continue…)
QUESTION: 1
INDEPENDENT
•PREP: 15 SEC, RESPONSE: 45 SEC
Who is your best friend? Describe this person
and say why s/he is your best friend.
EXAMPLE
52. Speaking Section (Continue…)
QUESTION 1: STRATEGY
•TEMPLATE
“IN MY VIEW, X is my best friend FOR TWO IMPORTANT REASONS.
…….
FIRST, he is intelligent (R1)…..FOR EXAMPLE……
SECOND, he is trustworthy…… FOR INSTANCE…..
FOR THESE REASONS, x is my best friend”
ANSWER
REASON 1 EXAMPLE 1
REASON 2 EXAMPLE 2
55. Speaking Section (Continue…)
QUESTION 2: Preference
INDEPENDENT
•PREP: 15 SEC, RESPONSE: 45 SEC
Some people prefer traditional classroom, others
prefer online classroom. Which do you prefer? Give
specific reasons to support your answer.
EXAMPLE
56. Speaking Section (Continue…)
QUESTION 2: STRATEGY (Like Q. 1)
•TEMPLATE
“ALTHOUGH SOME PEOPLE PREFER online class, because it might
save their time (tenuous support for opposite site), IN MY VIEW,
traditional classroom IS MORE IMPORTANT FOR TWO GOOD
REASONS.
FIRST, you can learn more. FOR EXAMPLE, ….
SECOND, it’s fun. FOR INSTANCE,….
THAT’S WHY, …..
YOUR PREFERENCE
REASON 1 EXAMPLE 1
REASON2 EXAMPLE 2
59. Speaking Section (Continue…)
QUESTION 3: Campus Situation
INTEGRATED
•PREP: 15 SEC, RESPONSE: 45 SEC
TEXT: MAINLY ABOUT A CHANGE/PLAN OF A
UNIVERSITY WITH TWO REASONS.
TIME: 45 Sec/50 Sec
CONVERSATION: BETWEEN 2 STUDENTS, ONE OF
THEM WILL SUPPORT/REFUTE THE PLAN WITH MAINLY
SAYING AGAINST/SUPPORTING TWO REASONS.
60. Speaking Section (Continue…)
QUESTION: 3
YOU WILL BE ASKED…
THE MAN/WOMAN EXPRESSES HIS/HER OPINION
ABOUT THE PLAN OF THE UNIVERSITY. BRIEFLY STATE
THE PLAN AND OPINION OF THE PERSON AND
REASONS FOR HOLDING HIS/HER OPINION.
61. Speaking Section (Continue…)
QUESTION: 3 STRATEGY
TEXT CONVERSATION
CHANGE/PLAN REFUTE/SUPPORT
R1 R1
R2 R2
•TEMPLATE
The Reading Passage claims/states that…..
The wo/man’s opinion is that…/On the other hand, the wo/man thinks that…
S/He Provides two reasons of support.
First,….
Second,…
That’s why, the wo/man thinks it’s a ridiculous/great idea.
62. Speaking Section (Continue…)
QUESTION 4: ACADEMIC
INTEGRATED
•PREP: 30 SEC, RESPONSE: 60 SEC
TEXT: MAINLY ABOUT A TOPIC OF A SUBJECT WITH
IT’S DEFINITION.
TIME: 45 Sec/50 Sec
•LECTURE: PROFESSOR WILL GIVE EXAMPLES OF THE
TOPIC BY AN EXPERIMENT/INCIDENT.
64. Speaking Section (Continue…)
QUESTION: 4 STRATEGY
TOPIC FROM READING
DEFINITION BEST ONE SENTENCE THAT
DEFINES THE TOPIC EXACTLY
EXAMPLE FROM THE LECTURE
•TEMPLATE
The article is about TITLE which the passage defines as
DEFINITION…..
The professor provides an example of … to illustrate TOPIC…
According to the professor / S/he states that
And so, this example clearly illustrates the TOPIC.
65. Speaking Section (Continue…)
QUESTION 5: CAMPUS PROBLEM
INTEGRATED (L+S)
•PREP: 20 SEC, RESPONSE: 60 SEC
•CONVERSATION : ONE OF THE 2 STUDENTS WILL
HAVE A PROBLEM, TWO SOLUTIONS WILL BE
PROVIDED WITH PROS AND CONS OF BOTH
•TIME: App. 100-120 min.
67. Speaking Section (Continue…)
QUESTION 5: STRATEGY
•TEMPLATE
The man’s problem is that…
The students/speakers discuss 2 solutions.
First,
Second,
If I were the man, I would choose the second
solutions. The 1st isn’t good because, even though
+1, +2, +3, as the wo/man said, -1, -2, -3. 2nd
solution is good because, even though –D, -E, -F, as
the wo/man said, +A, +B, +C.
That’s why, I would prefer 2nd solution instead of
solution 1.
PROBLEM
SOLUTION 1 SOLUTION 2
+1 -1 +A -D
+2 -2 +B -E
+3 -3 +C -F
68. Speaking Section (Continue…)
QUESTION 6: ACADEMIC
INTEGRATED (L+S)
•PREP: 20 SEC, RESPONSE: 60 SEC
•LECTURE: Mainly About a Subject Matter/Topic with
Two Different Views/Types and Examples.
•Time: App. 90-120 min.
70. Speaking Section (Continue…)
QUESTION 6: STRATEGY
TOPIC
SUBTOPIC 1 EXAMPLE (E1)
SUBTOPIC 2 EXAMPLE (E2)
•TEMPLATE
In this lecture, the professor talks about TOPIC…
S/he describes two ways that SUBTOPICS…
The First way is … SUBTOPIC 1..
The Professor gives an example of E1 to illustrate the SUBTOPIC 1.
The second kind is SUBTOPIC 2..
The professor provides an example of E2 to illustrate SUBTOPIC 2..
That’s how the professor describes TOPIC.
76. Writing Section
The writing section tests your ability to write essays in
English similar to those that you would write in college
courses. During the test, you will write one essay about
an academic topic and one essay about a familiar topic .
TASK PATTERN/STYLE TIME SCALE SCORE
1. INTEGRATED Reading + Listening
+ Writing
Reading: 3 min. + Listening:
90-120 sec + Writing: 20 min
5
2. INDEPENDENT Personal
Choice/Preference
30 min 5
77. Writing Section (Continue..)
1ST QUESTION: STRATEGY
You will read an academic passage and then you will listen to a lecture on
the same topic.
You should take notes while reading the passage and listening to the
lecture because it will help you anticipate what the professor going to say.
However, notes are not graded.
You will have 3 minutes to read the passage.
The passage will disappear while you listen to the lecture, but will
return to the screen for reference when you begin to write the essay.
You will have 20 minutes to plan, write, and revise the integrated essay.
Minimum 150-225 words, but try to write 250-300 words.
78. Writing Section (Continue..)
TOPIC
Reading Opinion
(RO)
Professor Opinion
(PO)
Reason 1 (R1) Explanation 1 (E1)
Reason 2 (R2) Explanation 2 (E2)
Reason 3 (R3) Explanation 3 (E3)
•READING: Take small notes only, will appear again.
•LECTURE: Take detail notes.
79. Writing Section (Continue..)
1ST QUESTION: STRATEGY
WRITE:
•DIRECTION: MINIMUM 150-225 WORDS
•TRY TO WRITE: AROUND 300 WORDS
•WRITE 4 PARAGRAGH ESSAY
→INTRO: 1 PARA
→BODY: 3 PARA
•CONCLUSION IS NOT MANDATORY.
80. Writing Section (Continue..)
MODEL FOR TASK 1
The article states that…(RO)… and provides three reasons of support.
However, the professor explains that…(PO)…and refutes each of the
author’s reasons.
First, the reading claims that…(R1) The professor refutes this point by
saying that….(E1)…He states that…(E1)…
Second, the article posits that…(R2)… However, the professor says
that…(E2)… According to the professor…(E2)
Third, the reading passage avers that…(R3)… The professor opposes
this by explaining that…(E3)… We also learnt that…(E3)…
In a nutshell/To sum up/In brief/In summary, …./On the whole/To
summarize/By & large…..
81. Writing Section (Continue..)
EXAMPLE FOR TASK 1 (BY ME)
The article states that due to the augmentation of human populations and
corresponding agriculture as well as pesticide, the number of birds in the United States
will decline and provides three reasons of support. However, the professor explains that
anticipation made by the reading passage perhaps true for some birds, but not for all birds
and refutes each of the author's reason.
First, the reading claims that as a result of increasing human populations and
settlements, birds continue to disappear. The professor refutes this point by saying that
although urbanization reduce some bird's number, it provides larger habitats for other
birds. She states that the number of certain birds, like, pigeon are increasing due to
urbanization and continue to increase in the future.
82. Writing Section (Continue..)
Second, the article posits that destruction of bird habitats will be also due to the increasing
agricultural activities which need to keep pace with flourishing populations. However, the
professor says that certainly agricultural activities will be expanded in the future, but with
these expansions, there will be more new crops. As a results, there will be more new food and
this new food will help birds as well.
Third, the reading avers that the use of chemical pesticides also will be increasing as a
results of human settlements expansion and agricultural activities. This pesticides commingle
to food chain and birds eat these foods and their reproducing rate will be declined or they will
be dead. The professor opposes this point by explaining that the projection about future is
incorrect. According to the professor, people in the United States use less toxic pesticides
nowadays and also produce pest resistant crops, which need less pesticides. These pest
resistant crops don't harm birds.
In a nutshell, according to the professor, the reading passage is dubious and non-plausible
and she refutes each of the point by pointing that due to these activities, birds populations will
not be declined.
83. Writing Section (Continue..)
2nd QUESTION: STRATEGY
•Model Question:
Do you agree or disagree with the following statement?
“Children should be required to help with household tasks as soon as they
are able.”
Use specific reasons and examples to support your answer.
• Direction: Minimum 300 words
Try to write: around 450-500 words
• 4/5 paragraph essay
Introduction: 1 paragraph
Body: 2-3 para
Conclusion: 1 paragraph
84. Writing Section (Continue..)
MODEL FOR TASK 2
Write 1/2 sentence/s about the important noun of the context. Then
state your opinion. In my view,…. is better for two/several reasons. Even
though some people might find opposite, because it (tenuous reason for that),
in my view, …. is more important for two/several good reasons.
First, “state your reason 1 clearly”. Provide 2-3 general sentence to
support your reason. For example, “provide a elaborate example to support
your reason. You can hypothesize any story or whatever. But, it will be good
if the example is true, so that you won’t need to think.
Second, similar way..
To sum up….
85. Writing Section (Continue..)
EXAMPLE FOR TASK 2 (BY ME)
Travelling is one of the enjoyable things and most of the men and women like to travel
to be refreshed and relaxed. Travelling with a tour guide or not, is a contentious issue.
Personally, I accede with the statement that the best way to travel in a group when the
group led by a tour guide. Even though, some people might find traveling without a tour
guide , because it gives them more flexibility to enjoy, in my view, travelling in a group
led by a tour guide far better for several important reasons.
THE BEST WAY TO TRAVEL IS IN A GROUP LED BY A TOUR GUIDE
86. Writing Section (Continue..)
First, tour will be convenient and less difficult. When a group of people is travelling, led by
tour guide, the tour will be less difficult. Most of the time, we cannot anticipate the condition
of the travelling site. The tour guide is an expert about the site and how to surf all the area. For
example, when I was in my university, in the final year, we arranged a study tour around the
Bangladesh. First, we started the tour by launching our journey to Sundarban, one of the
astonishing and eye-catching world mangrove forests. Before the tour, there was a contention
whether we will have a tour guide or not. But, when we reached Sundarban, we were bound to
be led by a tour guide and some of my colleagues got disappointed with that. But within short
time, they discovered the fallacy of their disappointment. By the help of tour guide, we hiked
all around the forest with less tension. Moreover, the tour guide was friendly and helped us
safe travel.
EXAMPLE FOR TASK 2
87. Writing Section (Continue..)
Second, travelling in a group is much more haphazard than travelling alone because there
are variations of thought. Some people want to do one thing, whereas other people want others.
As a result, sometimes there are some unfortunate accidents, when group of people travel
without tour guide. In that case, I would like to address some evidence to substantiate my
reasoning. Few months ago, in my home country, Bangladesh, some boys travelled to Saint-
Martin. They were reluctant to be led by a tour guide. Perhaps they thought that a tour guide do
nothing but kills the pleasure. But, problem arose when they started to swim in the sea. They
did not know the safe place and worse place for swimming in this tourist site. Two of the boys
in the group, started to swim randomly without knowing the safe place for swimming. As a
result, they suffered a death , and we lost two valuable lives. This was not inevitable, rather
than if they were led by a tour guide, perhaps this might not happen.
EXAMPLE FOR TASK 2
88. Writing Section (Continue..)
Last but not least, travelling with a tour guide does not necessarily kill the merriment
pleasure and enjoyment. The main duty of a tourist guide is to provide a safe way to enjoy, not
to kill the entertainment. According to some people, these restrictions by a tour guide make
their travel limited and get less entertainment. These people want to get more pleasure at
expense of safety. What about they suffer death, like the guys mentioned in the second
paragraph? Is it wise to enjoy more at expense of safety? Personally I think, it is not a wise
decision, rather than it proofs devoid of intelligence.
In a nutshell, we need and do travelling for the life, for relaxation and refreshment. If we led
our life in a pernicious stage only for enjoying, then the purpose of travelling will be
questionable. So, we cannot risk our lives only for mere entertainment, and for the
aforementioned reasoning, travelling in a group led by a tour guide is the best way to enjoy
within the safe limit.
EXAMPLE FOR TASK 2