This document defines propaganda and discusses its key characteristics and techniques. It begins by defining propaganda as the deliberate attempt to shape perceptions and direct behavior to further the interests of the propagandist. It then dispels common misconceptions that propaganda is always about lying or emotions rather than reason. The document outlines several common propaganda techniques, provides historical examples of propaganda campaigns, and discusses how propaganda can be used domestically or internationally.
This document defines propaganda and discusses its key characteristics and techniques. It begins by defining propaganda as the deliberate attempt to shape perceptions and direct behavior to further the interests of the propagandist. It then dispels common misconceptions that propaganda is always about lying or emotions rather than reason. The document outlines several common propaganda techniques, provides historical examples of propaganda campaigns, and discusses how propaganda can be used domestically or internationally.
Cognitive Constraints on Multimedia Learning: When Presenting More Material R...Aysegul Liman Kaban
The document reports on three experiments that tested the effects of adding different types of supplemental materials to multimedia explanations. Experiment 1 found that adding on-screen text summaries hurt learning more than not adding extras. Experiment 2 showed both summary text and full verbatim text hurt learning equally. Experiment 3 showed including irrelevant video clips in explanations also impaired understanding compared to excluding extras. The findings provide evidence that less is more in multimedia learning by avoiding split attention.
This document discusses differentiation and student-centered learning. It provides examples of using choice boards and various apps to engage students and allow them to demonstrate their understanding in different ways. The document encourages using technology like iPads to promote student collaboration, creativity, and independent learning. Specific apps and online resources are suggested for activities like creating digital clocks, practicing math skills, and using devices' built-in features like text-to-speech.
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
There are several disadvantages to using the internet. Firstly, excessive internet use can cause physical health problems from being stationary in front of a screen for long periods, such as back pain, weight gain, or eye strain. Secondly, overuse of social media can lead to social isolation as people interact online rather than in person. Lastly, safety is a concern as people met online may not be trustworthy and downloaded content could be unreliable or illegal. In conclusion, the disadvantages of internet use regarding physical, social, and safety issues outweigh its advantages.
Add so me spice to your reading and writing classes Presented by Aysegul Lima...Aysegul Liman Kaban
Add so me spice to your reading and writing classes Presented by Aysegul Liman Kaban Do your students find reading and writing activities boring? Have you ever wished practicing reading and writing could be more fun for you and your students? If you say yes, this session is for you. As we already know it is not easy to motivate the students who are easily distracted and only think about surfing on the Internet. In this workshop we will look at ways to use technology to make your classes more fun.
27 May 2012 Yeditepe University THE IATEFL LT & TD SIG Joint Conference Yeditepe University, istanbul Turkey
THE IATEFL LT & TD SIG Joint Conference
27 May 2012
Speaking Assessment fit for the future was presented by Aysegul Liman Kaban Aysegul Liman Kaban
This document summarizes an English instructor's background, teaching philosophy, and speaking course structure. It notes that the instructor graduated from Marmara University and currently works as an instructor and tester at Gedik University, while also pursuing an MA. The instructor believes projects should be technology-rich, engaging experiences reflecting real-world skills. The speaking course includes 4 hours per week of classes, 1 hour using English Central software, and 3 hours of speaking sessions over 30 hours.
Cognitive Constraints on Multimedia Learning: When Presenting More Material R...Aysegul Liman Kaban
The document reports on three experiments that tested the effects of adding different types of supplemental materials to multimedia explanations. Experiment 1 found that adding on-screen text summaries hurt learning more than not adding extras. Experiment 2 showed both summary text and full verbatim text hurt learning equally. Experiment 3 showed including irrelevant video clips in explanations also impaired understanding compared to excluding extras. The findings provide evidence that less is more in multimedia learning by avoiding split attention.
This document discusses differentiation and student-centered learning. It provides examples of using choice boards and various apps to engage students and allow them to demonstrate their understanding in different ways. The document encourages using technology like iPads to promote student collaboration, creativity, and independent learning. Specific apps and online resources are suggested for activities like creating digital clocks, practicing math skills, and using devices' built-in features like text-to-speech.
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
There are several disadvantages to using the internet. Firstly, excessive internet use can cause physical health problems from being stationary in front of a screen for long periods, such as back pain, weight gain, or eye strain. Secondly, overuse of social media can lead to social isolation as people interact online rather than in person. Lastly, safety is a concern as people met online may not be trustworthy and downloaded content could be unreliable or illegal. In conclusion, the disadvantages of internet use regarding physical, social, and safety issues outweigh its advantages.
Add so me spice to your reading and writing classes Presented by Aysegul Lima...Aysegul Liman Kaban
Add so me spice to your reading and writing classes Presented by Aysegul Liman Kaban Do your students find reading and writing activities boring? Have you ever wished practicing reading and writing could be more fun for you and your students? If you say yes, this session is for you. As we already know it is not easy to motivate the students who are easily distracted and only think about surfing on the Internet. In this workshop we will look at ways to use technology to make your classes more fun.
27 May 2012 Yeditepe University THE IATEFL LT & TD SIG Joint Conference Yeditepe University, istanbul Turkey
THE IATEFL LT & TD SIG Joint Conference
27 May 2012
Speaking Assessment fit for the future was presented by Aysegul Liman Kaban Aysegul Liman Kaban
This document summarizes an English instructor's background, teaching philosophy, and speaking course structure. It notes that the instructor graduated from Marmara University and currently works as an instructor and tester at Gedik University, while also pursuing an MA. The instructor believes projects should be technology-rich, engaging experiences reflecting real-world skills. The speaking course includes 4 hours per week of classes, 1 hour using English Central software, and 3 hours of speaking sessions over 30 hours.
3. Siyasal Partiler ve Adaylar
kampanya sürecinin hemen
başında çalışmalarını
organize edeceği,
gönüllülerini eğiteceği,
kampanya materyallerini
hazırlayacağı bir merkez
kurmak zorundadır.
9. Bütçeyi Oluşturan Kalemler
Seçim Günü Giderleri
Adayın Giyim Giderleri
Kampanya Genel Merkez
Giderleri
Anket ve Araştırma Giderleri
Danışmanlar
Aktiviteler
Mali Kaynak Oluşturma
10. 2820 Siyasal Partiler
Yasası
Parti Üyelerinden
Parti Milletvekillerinden
Aday Adaylarından
Parti Ürünlerinden
Bağışlardan
Devlet Bağışlarından
Parti Mal Varlığından
Konser, Balo, Eğlence
13. Kampanya Yönetiminin
Oluşturulması
Klasik kampanya çalışmalarının
gerçekleştiği dönemlerde
kampanya çalışmaları siyasal
partilerin yöneticileri ve
gönüllüleri tarafından
planlanıyordu.
Kitle iletişim araçlarının
gelişmesiyle seçmenlerin ikna
edilmesi etkili kampanya
yönetimi ve pazarlama belirli bir
uzmanlığı gerekli kılmıştır.
14. Kampanya Ekibini
Oluşturan Uzmanlar
Kampanya Genel Yönetmeni
Kampanya Genel Koordinatörü
İletişim ve Medya Danışmanları
Siyasal Danışmanlar
Kamuoyu ve Anket Uzmanları
İnternet Uzmanları
İmaj Uzmanları
Metin Yazarları
Teknik Danışmanlar
17. İletişim ve Medya
Danışmanları
Medya ile ilişkilerini düzenlemek
Kampanya materyallerini
hazırlamak
Mesajların medya planlamasını
yapmak
Diğer Partilerin kampanyalarının
analizi
Hangi bölgede ne
uygulayacaklarına karar verirler
18. Siyasal Danışmanlar
Kampanya yönetimine ilgili
adayın veya partilerin siyasal
ideolojisi ve seçmenlerin
siyasal eğilimleri konusunda
bilgi sunmakla görevli olup,
kampanya politikalarını ve
mesajlarını hazırlar,
kampanya ideolojisini belirler.
19. Kamuoyu ve Anket
Uzmanları
Kampanya yönetimiyle
çalışır.
Kampanya öncesinde
seçmenlerin eğilimlerini,
ve önceliklerini saptamak
için anket uygular yada
verilen mesajların etkisini
ölçer.
20. İnternet Uzmanları
İnternet uzmanları internet
teknolojisini ve işlevini çok
iyi bilen kişilerdir.
İnternet uzmanları iletişim
uzmanları ile birlikte
çalışırlar.
23. Metin Yazarları
Adayların değişik mekan ve
zamanlarda yapacağı
konuşmaları hazırlayan
kişilerdir.
İletişim, Anket ve Siyasal
Danışmanların görüşlerini alarak
hedef kitleye en uygun mesajı
en uygun şekilde kodlayarak
hazırlar.