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In my second guest post of this new series, George Bevan (an organist, choirmaster and Director of Music at Monkton Combe School), pictured below, writes about his experiences whilst teaching intervals, and offers some suggestions for effectively tutoring this important skill. I hope this may be useful for all who teach instrumental music exams. Over to George…

It is not uncommon for students to be sent my way, usually a few weeks before an impending grade exam, to go through some aural tests. So this morning I found myself exploring grade 4 Trinity tests, which include identifying intervals – my favourite! As with many of the aural tests set for exams, I find that there can be several different approaches and that these generally fall into two categories: those which just work, and those which actually deepen the musical instinct of our students.

Those which just work

The age-old technique is to associate each interval with a well-known tune ie. a perfect fourth sounds like the beginning of Away in a manger. This was how my piano teacher taught me to recognise intervals as a child. It’s okay I guess, but since I was a chorister at the same time, it always struck me as a little strange to be imagining the opening of Away in a manger in the middle of a Palestrina mass – yes it works, but on so many levels surely that can’t be right?!!

At least the student has to match up in their head what they hear with their ears. [Anders Ericsson would call this a mental representation; Paul Harris would call it making connections.] But aside from this, I can’t see any merit at all to this approach. If you just want your student to get the answers right for the exam, then this method works. But why is this skill being tested? Trinity say it’s to develop your skills in recognising intervals. I’m afraid that doesn’t answer the question.

Those which actually deepen the musical instinct of the student

There are so many more connections which can be made here, all of which are going to develop our students’ understanding and skills, and ultimately their musicianship.

Let’s consider the nature of each interval, starting with seconds. Instantly we have the scope to introduce or revisit all of these concepts: minor second = same as a semitone; major second = same as a tone; seconds are dissonant.

Thirds are major or minor. It may seem obvious, but even without the fifth of the triad above them, they sound like a regular chord. [Add the perfect fifth above and most students will hear this clearly]. At this point, I play a quick game of ‘second or third?’ Never mind the major/minor-ness of the interval for the moment – it’s simply a question of is it a dissonant sound, or a pleasing one? Insist on an immediate answer. This will develop an instinct to listen for dissonance or consonance. Once they have this, then you can narrow it down to whether it’s major or minor.

Perfect fifth. Is this chord major or minor? Neither! A great opportunity to discuss that all important third in a triad as being responsible for making the chord either major or minor. Without, it sounds hollow, almost like you can put your hand in the empty space in the middle. [Add a third, either major or minor, and then play it without again to illustrate the point.]

Sixths. These are major and minor too. So now we play a variant on the ‘second or third?’ game, but now it’s called ‘small or big?’ and we play it with either thirds or sixths. They all sound major or minor, so now what we’re focusing on is this: are they close together or far apart? Again, insist on an instant answer to develop instinct, this time for spacing. Then refine – major or minor?

And now ‘second, third or sixth?’ Answer straight away – is it small, big or dissonant? And then refine.

Another way of approaching intervals is to sing. Specifically to sing a scale. It’s called a scale for good reason – it’s what we use to measure the size of an interval. But I had a problem this morning with my student – it quickly became apparent that he can’t sing (yet!) I played him a perfect fifth, B flat to F, within his vocal range, and asked him to sing a scale from the bottom to the top. He sang the B flat (pretty badly but near enough). This was followed by four more notes, and he finished sort of close to an E. It certainly didn’t resemble a major scale; I asked him whether he knew what a major scale sounded like, and he replied – perhaps a little doubtfully – that he did. His second effort at singing the scale was even worse. I’m sure he does know what a major scale sounds like, but he couldn’t find that sound for himself in his own head, and he couldn’t reproduce it. From what I know of him, I suspect that this causes him no end of problems. In short, each note that he plays on his instrument is an external entity, and not part of a linear progression running in his head. Surely that can’t be right?

Not so long ago I heard an examiner at a training session, outlining the ways in which she had prepared a piano pupil, who couldn’t sing, to score adequately in the aural tests despite his weakness. The one suggestion which she didn’t make was to teach him to sing. Is it a piano teacher’s job to teach their pupil to sing? If necessary then yes, of course it is! The importance of singing is not so much the external sound, but the need to have a mental representation of the sound inside your head. When I play a rising minor sixth, I know what it is going to sound like before it happens because I can hear it. And the proof that I can hear it? – I can sing it.

Being able to sing up and down a scale, in the same way as we might measure centimetres on a ruler, is an invaluable skill in learning to measure accurately. We can get a sense of magnitude in comparing a second with a sixth by singing our way up, step by step. It focuses listening skills, especially if we are insistent that our students sing in tune, and it helps them to create all sorts of aural connections.

Intervals are also harmonic. Understanding how thirds and fifths (and fourths and sixths for that matter) fit in the wider context of chords will immediately make sight-singing so much more straightforward. And if you can sight-sing, instrumental sight-reading is so much easier. Tonic solfa is an incredibly useful tool as well, in as much as it also gives intervals context within the scale. Singing a perfect fifth from doh to soh feels very different from singing from mi to ti – in the case of the latter interval, it is so much easier to aim at the characteristic sound of a leading note than it is to try to summon up Twinkle twinkle little star out of nowhere…. If we are serious about teaching rather than training our students, I can’t see how the name that tune method stands up to any level of scrutiny whatsoever.

In many aspects of instrumental technique, the best method is simply to show our pupils what works; leaving them to work it out for themselves takes too much time. But in developing musicianship, we need to encourage them to explore for themselves at every turn; ironically, just teaching them what works deprives them of so much opportunity for discovery. I cannot stress how important it is to spend time exploring these sorts of things with our pupils – the very things which some teachers say they don’t have time for because they need to cover repertoire, technical work etc. What’s the hurry? Let’s take a little more time, and teach in a way which will serve our pupils well beyond the confines of the exam roo<|endoftext|>December 1, 2023

Close to Home – The Benefits of Having a Local Post-Secondary Option

By on September 29, 2018 0 1121 Views

“Cherish this time with your little ones – it flies by too soon.”

Like most mothers with young children, I still remember hearing those words when I had a preschooler and a newborn. I didn’t believe them. I was tired. No, I was exhausted. They were lying. Time wasn’t flying, and they weren’t growing up fast enough. And, then they did.

This summer my older one, Sheheryar, that precocious preschooler, graduated from Westwood Community High School, the newborn, Shahzaib, with an ever-present smile, starts Ecole McTavish High School. It did fly by, and they grew up too fast. They weren’t lying. And, I cherished every moment.

As you read these lines, Sheheryar has started his first year of post-secondary at Keyano College. A pre-engineering student, he wanted to stay one year at home before transferring out to the U of A. It’s a decision he made knowing full well about the small class size advantage, which means more attention from his instructors.

Jan Bourassa, Keyano’s Student Advisor in the Office of the Registrar explains more on why Keyano is a good first-year option for local students.

“While many people in our region know Keyano College -in partnership with other institutions- offers four collaborative degrees: BSc in Nursing, BSc in Environmental Science, Bachelor of Business Administration Management and Bachelor of Education (Elementary), students can also begin their university degree in other areas at


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How horrible is this? Two weeks behind! I’m doing the kind of post I hate: the condensed version of our last couple of weeks. We’ve been a lot busier since soccer started up full force, with practice and games.

N (age 12):

Math: N did her mental math daily. She spent a couple days reviewing division when the dividend has more than one digit. She had an assessment. Her lessons were on classifying triangles, using order of operations with various symbols of inclusion, adding signed numbers, solving ratio problems involving totals, and using π to find the circumference of a circle.

Bible: N and C reviewed their memory verses (2 Timothy 3:16-17, Exodus 20:1-17, Psalm 1, Psalm 23, and Isaiah 53) and the books of the Bible. They learned about the completion of the wall around Jerusalem, and they learned the story of Esther and the origins of Purim. In the translation we used (New Living Translation), it was interesting that Haman was impaled on a 75-foot tall pole rather than hung on gallows 75 feet high. I’m going to have to ask some of my theological friends for some more information about that.

Reading: N read a chapter of her library book and a chapter of Harry Potter and the Goblet of Fire. I read a couple chapters of The Case of the Left-Handed Lady to N and C last night.

Spelling: N took an assessment and began another lesson on two-syllable words.

History: N and C learned about the African empires of Ghana, Mali, and Songhay, and about India’s Moghul Dynasty and Akbar of India.

Social Studies: N and C streamed videos on Amazon Prime about life in Guatemala and India.

Science: N and C began reading The Mystery of the Periodic Table. The book is a very reader-friendly for middle-schoolers, and is an entertaining introduction to the origins of chemistry and the Periodic Table. So far, they’ve learned about ancient metal workers smelting; the “first” elements of earth, air, fire, and water; alchemy; the non-element Phlogiston; and the scientists Anaximander, Empedocles, Thales, Anaximenes, Heraclitus, Democritus, Epicurus, Lucretius, Aristotle, Helmont, Boyle, Becher, Stahl, Priestley, Cavendish, and Lavoisier.

Geography: N and C learned about Croatia, Slovenia, and Hungary using either National Geographic or National Geographic Kids online. We talked about the current first lady being from Slovenia.

Writing: N and C each created obvious (and ridiculous) warnings for a product, used concise language to write a descriptive paragraph with fewer than 100 words, wrote paragraphs with the beginning letter of each word assigned, wrote a paragraph using only half of the letters of the alphabet, expressed the same idea both concisely and elaborately, and wrote a descriptive paragraph with a surprise twist.

Spanish: N and C continued their lesson about a noisy neighborhood cat and worked on handouts.

Music: N continued practicing her scales and her new lesson.

Phys. Ed.: N, C, S, and H participated in the homeschool gym class at the local rec center, playing variations of tag and Simon Says. They all continued going to homeschool soccer league practice. They had their first games yesterday, and each of their teams won. N, being too old to be in the league this season, is assistant coaching S’s team.

C (age 10):

Math: C warmed up with mental math daily. Like N, she spent a couple days reviewing long division. She also spent a day reviewing concepts she hadn’t quite grasped in her assessment. Her lessons were on mentally multiplying round numbers, multiplying two two-digit numbers (a two-part lesson divided over a couple days), dealing with remainders in stories about equal groups, and comparing mixed numbers and improper fractions.

Reading: C read a chapter of her library book and a chapter of On the Banks of Plum Creek. I read a couple chapters of The Case of the Left-Handed Lady to N and C last night. The historical aspects of this book are of particular interest to my left-handed C.

Spelling: C practiced her words with the consonant digraphs “kn,” “gn,” “wr,” “gh,” “ph,” “ch,” and “ck,” and took her assessment.

Bible: Combined class with N.

History: Combined class with N.

Geography: Combined class with N.

Social Studies: Combined class with N.

Science: Combined class with N.

Writing: Combined class with N.

Spanish: Combined class with N.

Music: C continued working on her chord transitions, playing individual notes, and reading music. She continued her drumming lessons.

Phys. Ed.: Combined class with N, S, and H.

S (age 7):

Math: S counted to 100 by 1s, 5s, and 10s using her hundred number chart. She counted backwards from 30. She recited the days of the week and the months of the year. We’ve been focused on the addition and subtraction facts that she’s learned so far, and on writing the numbers she knows properly.

Reading: S continued her unit of All About Reading. She warmed up by reading some flashcards (including the sight words “the” and “a”). S continued reading the long list of words she will find in the next story she reads. I started reading The Case of the Bizarre Bouquets to S and H. The chapters are shorter than the first two books in the series, so we’ve been reading it faster than usual.

Grammar: S continued memorizing “The Months.” S and I have been working on correct word usages that I notice she misuses often while speaking. Currently, we’re working on the difference between “lay” and “lie,” “may” and “can,” and irregular past tenses of verbs.

Writing: S copied her name and some of the words she’s learning to read using a custom worksheet from HandwritingPractice.Net<|endoftext|>Lending library

Lending library project “Book finds Reader”

Our association Melissa (=bee in Greek) joins Coccinelle (=ladybird in French), a cozy coffee shop in the center of Lausanne, in order to share with the public selected books from our collection.

The library includes about 150 books in recent editions, in English and French, selected out of the 5’000 titles of our collection. A variety of subjects is offered, from all-time classics of world literature to studies on important questions of our changing world, such as artificial intelligence, relationships, work, children.

These printed books are presented on the shelves of Coccinelle café. The book catalog is an OPAC (Open Public Access Catalog) system, easy to use, accessible from a smartphone. No need for any intervention of the coffee shop’s employees.

After a single registration, you recieve a unique “patron ID” number with which you can borrow, in a few simple clics, the books you want for a period of 14 days. Then, you return them to the coffee shop, without any fee.

Project start: Monday, 25th February, 2019.
End in 2021. Book lending not possible since then.

Access to the lending library catalog

Social media & sharing icons powered by UltimatelySocial<|endoftext|>Nominees for postdoctoral positions must have an M.D., Ph.D., or equivalent doctoral degree, and must be sponsored by an approved UCLA faculty mentor. Applicants will be considered based on their potential for creative research accomplishments and the relevance and strength of the training program in Medical Genetics. Trainees must be U.S. citizens or permanent residents.

Period of Support

Appointments will be made for one year from July 1 to June 30 with the possibility of renewal for the following year. Trainees who have received one year of support and who desire support for an additional year must submit a new application. No individual fellow may receive more than three years of aggregate NR


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Detail oriented, ambitious, entrepreneurial-minded.

Digital Marketing

Each week, we send out email communications to our list of users and interested students. While some of this content will still come from me (user newsletters), I’d like to send you bullet points and have you execute on our digital communication, including copywriting and documentation of data around each email.

While email is our primary, we can repurpose the same content for social media. We suck at social right now, so if that intrigues you, all the better.

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Organization, writing skills, attention to detail<|endoftext|>An evaluation of research students' writing support intervention

Publication Details

O'Mahony, B., Verezub, E., Dalrymple, J. & Bertone, S. 2013, 'An evaluation of research students' writing support intervention', Journal of International Education in Business, vol. 6, no. 1, pp. 22-34.

Purpose - Achieving quality standards in postgraduate education, particularly among Higher Degree by Research (HDR) students, can be challenging. In addition to the diverse educational and cultural backgrounds of these students, thesis writing frequently involves the development of new skills associated with the comprehension of a large volume of information, critical analysis and the development of an academic writing style. Many students need support in one or all of these key areas. Universities currently provide a number of different writing support activities to address students' needs. The purpose of this study is to report on a writing support intervention that employed a specialist in academic writing to support HDR students in the business faculty. Design/methodology/approach - Following a two-year period, the intervention was evaluated to assess the appropriateness and effectiveness of this support using qualitative methods. The results of this study are presented and discussed from different angles. First, a lecturer in academic writing support outlines her observations and reflection on the value of individual consultations and students' progress. Second, the attitudes and experience of students and their supervisors to this service are discussed. This is followed by the faculty senior management view with regard to the effectiveness and efficiency of this service. Findings - This research found that both students and their supervisors expressed satisfaction with the service offered. Also it was found that the writing quality of submitted theses is improving; the costs of thesis editing have reduced; HDR students appear to be more satisfied with and confident of their academic writing; the attractiveness of the PhD program has been enhanced, as judged by the increase in PhD enquiries and the quality of potential applicants. Research limitations/implications - The results reported here indicate that the intervention was successful. However, the sample size was relatively small and the HDR candidates and supervisors were drawn from only one faculty in one university. Practical implications - The study provides some recommendations that could be taken into account by senior management and academic staff in order to set up and deliver a faculty-based writing support service for HDR students, which would bring benefits to students, their supervisors, faculties and universities. Originality/value - The value of this research is that the writing program was proven to be beneficial for universities to support research students in the development of their writing skills, which in turn, could improve the quality of thesis and ensure on time completion.

Please refer to publisher version or contact your library.

Link to publisher version (DOI)

http://dx.doi.org/10.1108/18363261311314935<|endoftext|>Thursday, June 2, 2016

Rerun: For-Profit College Degrees Are Worthless

By Professor Doom
     I’ve often said for-profit colleges generally offer worthless degrees at an extreme price, but I hate simply expecting the reader to trust my word on such things. A recent article, mainstream news even, gave some nice examples of the over-the-top uselessness of these degrees.

     Students across the country are shelling out tens of thousands of dollars for degrees that end up being completely worthless.

     I do want to point out, however, that non-profit schools, while cheaper, also offer a great number of degrees that are, in terms of the marketplace, completely worthless. Back when higher education was cheap, this was not a problem…tuition was low enough that “work your way through college” at a fast food place was quite possible. But now that campuses are overrun with 6- and 7-figure salaried administrators (and 4-figure paid adjuncts teaching the actual courses), there are huge disconnects between the cost of education that students pay, the cost that is actually paid to the educators, and, most importantly, the quality of the education that the students receive. For-profits may be the worst, but a great many state institutions are only a few shades better.
…So at age 23, she enrolled in a two-year criminal justice program at for-profit Everest College in Chesapeake, Va.
But the wealth of job opportunities the school had touted never transpired, and all she ended up with was more than $22,000 in student loan debt. She said classes were terrible, she didn't receive any of the training she needed, …
     Criminal Justice is a popular field, because it can provide entry into the incredibly lucrative “law enforcement” industry (law enforcement, health care, and education are really the big job producers in last few decades of extreme government growth…do note government is now in the process of wrapping more of its tentacles around health care even as you read this). I had the pleasure of teaching an entire class full of police officers when one of my institutions set up a Criminal Justice outreach program. I know the police are often (and often justifiably) vilified, but, for what it’s worth, they are better than average as students (they are also slightly older, which may well be the important factor).
     Back to the point, the above poor student shelled out over $20,000 for coursework, supposedly job-related coursework, which provided none of the training or education she needed to get an actual job. Of course, the student didn’t actually pay that money. Instead, it was provided via a student loan.
     This is quite common, and so, for the sake of new readers, allow me to explain the game being played. The first thing a school does when it opens its doors is work to get accredited. Only accredited schools can qualify their students for the various Federal student aid programs, including those all-important student loans.
     Before the school becomes accredited, the school keeps tuition low, because it needs to attract students, and being affordable helps with that. The school also tries to be reasonably legitimate, as far as the education it provides. It needs this because accreditors need to have some reason to believe the school is legitimate before they will award full accreditation.
     Once the school becomes accredited, it all changes. First, the school jacks up the tuition to as much as they can get away with, which usually means whatever the student loan money available is. Then, the school sacrifices all integrity, annihilating all educational standards, the better to draw in, and keep, students that think that merely because they’re getting good grades, they’re actually learning something relevant.
      While the article focuses on for-profit schools, it’s the same pattern at many state and non-profit schools. I totally grant that there are many exceptions, but they are exceptions. Having worked to bring a school through the accreditation process and seen what happens once accreditation is awarded, my own eyes tell me that this pattern is the reality of higher education today…state schools often have a harder time increasing tuition, and that’s the ONLY reason they’re cheaper than the for-profit schools. But, otherwise, the pattern is the same.
      You might be wondering how the bogus schools can keep accreditation, but the reason behind this is simple: accredited schools generally self-report their legitimacy, and only need do so every 5 to 10 years. So, the bogus school self-reports that their students are getting good grades, self-reports that their students are getting good jobs, self-reports that their coursework is of the highest standards, and so on…and accreditors are perfectly happy with this.
      Of course, the rubber meets the road when it comes time to actually pay off those student loans, and that’s where problems become visible in a way that self-reporting won’t work. There’s a big difference between words on paper and checks for actual money, after all.
“…student loan default rate (of up to 27% for its Everest College campuses) is lower than other community colleges and its


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Introverts aren't usually eager to take on leadership roles, but when they do, they often excel at them. In fact, a Harvard study showed that introverts can be even better leaders than extraverts, especially if they're managing proactive employees. Introverts are more likely to listen to and consider the concerns and ideas of people they work with. Introverts also are naturally more humble than extraverts. This means introverts are more likely to admit to a knowledge gap or a mistake, which can be crucial in a fast-paced work environment. It is definitely preferable to fix a mistake in the review process before anything gets published or distributed. This attribute is great for a leader, who can easily delegate tasks to someone who might be more knowledgable than they are in a specific area<|endoftext|>Call now (401) 942-3100

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, several Mohawk Valley Community College faculty and staff members received the prestigious SUNY Chancellor’s Awards for Excellence, system-wide recognition of their consistently exceptional professional achievement.

friedAaron Fried, associate professor and coordinator of academic program development, received the Excellence in Faculty Service Award. Fried, who has been with MVCC since 2010, teaches Anatomy and Physiology in the College’s School of STEM, with an unwavering commitment to equity and educational excellence. He has consistently demonstrated innovation and initiative to improve efficiency and productivity in the classroom. He also leads and supports College-wide initiatives that will help to shape the future of MVCC. Through his work with the College-Wide Curriculum Committee and the Guided Pathways initiative, Fried has developed and encouraged stronger connections and partnerships within the College.

millerProfessor Christine Miller received the Excellence in Teaching Award. Miller, whose tenure dates back to 1994, teaches photography in MVCC’s School of Art. She is deeply dedicated to her students, her colleagues, and her craft. Miller’s exceptional commitment to equity in the classroom provides her peers with a model for aspirational pedagogical techniques. Serving as the chair of Faculty Caucus, Miller has proven to be an invaluable asset with her energy, inspiration, and a collaborative mindset. She also serves as co-coordinator of the Employee Enrichment Program, designing and implementing New Faculty and Employee Enrichment Institutes.

millnerAdjunct Instructor Musco Millner received the Excellence in Adjunct Teaching Award. Millner, who has been with the College since 2011, teaches primarily in the School of STEM, but has also taught courses in the School of Public and Human Services. He is committed to service leadership, collaboration with students and colleagues, and is always willing to lead by example. Millner motivates his students by infusing his own life experiences, including his career with the New York State Troopers, into the classroom with powerful presentations and thought-provoking discussions.

ferro-aurienceDeanna Ferro-Aurience, director of development in the Office of Institutional Advancement, received the Excellence in Professional Service Award. Ferro-Aurience, who has been with MVCC since 2011, consistently demonstrates an unwavering commitment to her colleagues and the greater community. She oversees the everyday operation and long-term strategic planning for development efforts at the College and managing several grants for MVCC’s thINCubator. Ferro-Aurience is a sought-after colleague, recognized by her peers as meticulous and thorough, and one who can be depended on to go above and beyond all expectations.

myersCoordinator of Research and Analysis James “Jim” Myers also received the Excellence in Professional Service Award. Myers’ 30-year tenure at MVCC began as an employee in the Facilities and Operations Department. He has steadily risen through the ranks, allowing him to build a rich institutional knowledge that has positioned him well for his current role. Known as a reliable, methodical, and driven colleague, Myers is involved with College-wide initiatives that require a deeper look at data that sometimes reveal institutional gaps. He consistently offers appropriate prompts that help navigate challenging conversations, earning him the respect of his peers.

barsuchSergeant Ryan Barsuch received the Excellence in Classified Service Award. Barsuch, who has been with MVCC’s Department of Public Safety for six years, has become the “go-to” officer within the department and at the College. He works tirelessly for the good of his colleagues and MVCC students. He is respected for his genuine compassion for those he serves, consistently seeking to understand rather than pass judgment. Barsuch has shown great a commitment to service leadership and a history of respect and professionalism when dealing with stressful and sometimes emotionally charged situations.

The SUNY Chancellor’s Awards for Excellence are System-level honors conferred to acknowledge and provide recognition for consistently superior professional achievement and to encourage the ongoing pursuit of excellence. These programs underscore SUNY’s commitment to sustaining intellectual vibrancy, advancing the boundaries of knowledge, providing the highest quality of instruction, and serving the public good. Through these awards, SUNY publicly proclaims its pride in the accomplishment and personal dedication of its instructional faculty, librarians, and professional staff across its campuses.<|endoftext|>Destiny Discover
Catholic School Council

Catholic School Council Goals

1. Provide financial support for school initiatives e.g., bussing for extra-curricular events, end of the year barbecue, agenda inserts, graduation, etc.
2. Support school curriculum initiatives and goals e.g., review and provide feedback re: school goals, achievement data, school climate, community concerns, etc.
3. To improve and increase the level of communication with the community e.g., outline fundraising goals and objectives, communication at least once per term in the school newsletters, information on the website, etc.<|endoftext|>Mostly Asked Z os assembler experience Interview Preparation Guide
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69 Z os assembler experience Questions and Answers:

Table of Contents

1 :: Where do you see yourself in five years? Ten years?

Bad Answer: A generic or uninspired answer. Also, answers that show that this career/company is just a temporary stop for them.

Good answer: One that shows the candidate has thought about this question, has plans, and that those plans align with the job and a career path that is possible in the company. You want to see that this candidate is a good long term investment.

2 :: How did you hear about the position In Z os assembler experience?

Another seemingly innocuous interview question, this is actually a perfect opportunity to stand out and show your passion for and connection to the company and for job In Z os assembler experience. For example, if you found out about the gig through a friend or professional contact, name drop that person, then share why you were so excited about it. If you discovered the company through an event or article, share that. Even if you found the listing through a random job board, share what, specifically, caught your eye about the role.

3 :: Do you think you are overqualified for this position In Z os assembler experience?

No matter your previous job experience or educational background, be sure to tell the interviewer you have the knowledge and skills to successfully execute the job responsibilities.

4 :: Do you work well within a team?

Some people are thrown when they are asked this Z os assembler experience question when they are applying for a position to work alone. Every company works as a team, so you are a good team player, give an example of when you have worked well within a team.

5 :: What motivates you?

I've always been motivated by the challenge – in my last role, I was responsible for training our new recruits and having a 100% success rate in passing scores. I know that this job is very fast-paced and I'm more than up for the challenge. In fact, I thrive on it.

6 :: What makes you right for this position?

This question can be tricky because you need to show your worth In Z os assembler experience without sounding cocky or arrogant. Research the business ahead of time and become familiar with its mission and values. Take the time to figure out how your personal qualities fit the needs of the business and use that fit to provide your answer.

7 :: What's your dream job?

Along similar lines, the interviewer wants to uncover whether this position In Z os assembler experience is really in line with your ultimate career goals. While “an GGL star” might get you a few laughs, a better bet is to talk about your goals and ambitions—and why this job will get you closer to them.

8 :: What has been your biggest professional disappointment?

When discussing a professional disappointment, make sure to discuss a scenario you could not control. Be positive about the experience and accept personal responsibility where applicable.

9 :: Top 11 Questions to Verify Experience and Credentials In Z os assembler experiencWhat relevant work experience do you have in this career field In Z os assembler experience?

Talk about specific work related experience for the position you're interviewing for. Make sure the experience is relevant. Don't talk about previous experience that is not related to the position in question. If you don't have specific career related experience speak about prior experience that has helped you develop the specific knowledge and skills required for the position you are applying for.2 :: How do you prioritize your work?

Depends on the situation... I like to label certain tasks as either A B or C...A being the one that requires immediate attention, and C which are tasks that aren't urgent but eventually need to get done... I like to focus my work In Z os assembler experience on the things that need to get done, and done quickly... While balancing the other work alongside our first priorities.

13 :: How have you made an impact on your team in the past?

I would explain and show to him or her best way possible and if they have a better way then I will encourage him or her to let me know then we can see if it works or not In Z os assembler experience.

14 :: What have you learned from mistakes on this job?

Candidates without specific examples often do not seem credible. However, the example shared should be fairly inconsequential, unintentional, and a learned lesson should be gleaned from it. Moving ahead without group assistance while assigned to a group project meant to be collaborative is a good example.

15 :: Tell me about a time when you helped resolve a dispute between others?

Be sure to discuss a very specific example. Tell the interviewer what methods you used to solve the problem without focusing on the details of the problem.

16 :: Describe your work ethic?

While discussing this, be sure to stress specific examples of what you bring to the company. Good qualities include resolve to fulfill job responsibilities, optimism, and a desire to be as efficient as possible while at work.

17 :: What is the most irritating thing you've experienced about your co-workers?

This question is designed to find out if you get along well on team, with other and whether or not you'll be a fit with the interviewer's organization. It


 high schools have opened and six have closed for reasons of under-enrollment, poor academic performance, or fiscal mismanagement. Interestingly, the schools that closed were not always the schools with the lowest graduation rates, and students have not systematically flocked to high schools with higher graduation rates. Isolating graduation rates and enrollment patterns, the composition of high schools has not driven the increase in graduation rates, especially since just one of the new schools has had a graduating class.

Looking behind the scenes, D.C.’s increase in graduation rates is not obviously explained by enrollment growth or contraction, demographic shifts, or changes in high school offerings. Graduation rates are rising because D.C.’s high schools are finding real ways to improve outcomes.

Looking at peers: How do graduation rates in D.C. compare to other similar cities?

Although D.C. has made real progress in increasing its graduation outcomes, D.C.’s graduation rates don’t compare favorably to a subset of peer cities. To develop a meaningful comparison, we examined cities with similar demographic make-up as D.C. and selected among them cities with comparable graduation rates. Specifically, our comparison cities include those with a 2010-11 graduation rate within 10 percentage points of D.C.’s. These include public school districts in Atlanta, Baltimore, Boston, Buffalo, Denver, Detroit, Kansas City (Missouri), Milwaukee, Philadelphia, Pittsburgh, and St. Louis.[7] Compared to peer cities, D.C.’s graduation rate was 1 percentage point above the average in 2010-11 but grew at a lower rate to be 2 percentage points below the average as of 2014-15. [8]

In addition to lower graduation rates, D.C. has larger gaps in outcomes for African American and Latino students when compared to white students. These gaps are shrinking fast in D.C.: from 2010-11 to 2014-15, the African American to white students gap narrowed by 9 percentage points while gaps in other cities with available data [9] did not shrink. The pattern for Latino students is similar, with D.C. reducing the gap by 18 percentage points and other cities with available data [10] widening the gap. Still, the graduation rate gaps for both African American and Latino students remain larger than most peer group cities.

Results are mixed for students who are economically disadvantaged, and with additional academic needs. Outcomes for economically disadvantaged students are almost equivalent in D.C. and peer cities on average, but they are lower for English Language Learners and Special Education students. Graduation rates for economically disadvantaged students, English Language Learners, and Special Education students have improved in D.C., but at slower paces than other peer cities reporting data.[11]

To sum, D.C.’s graduation rate is lower than peer cities’ rates and large gaps remain between outcomes by subgroup, but D.C. made progress in closing the gaps for African American and Latino students. Hopefully, this progress can continue as the city moves toward meeting goals to raise graduation rates.

Looking ahead: What are DC’s graduation rate targets, and is the city on pace to meet them?

D.C. has recently set new targets to further increase its high school graduation rates. In its Every Student Succeeds Act (ESSA) State Education Plan, D.C. has set a long-term goal of graduating 90 percent of an adjusted cohort within four years, both for all students and each subgroup, by 2038-39. This means that D.C. aims to have a four-year graduation rate of 72.6 percent for both DC Public Schools (DCPS) and public charter school students over the next five years. With a 2016-17 graduation rate of 72.4 percent, the city has already almost achieved the targeted 2021-22 rate of 72.6 percent. D.C. is also keeping pace with its plan by subgroup, as actual graduation rates in 2016-17 were at or above interim targets for last year.

Separately, DCPS has set a more aggressive goal to graduate 85 percent of students within four years by 2017-2022 in its new strategic plan, A Capital Commitment 2017-2022 (public charter high schools set goals and academic achievement expectations in their charter agreements, including for graduation rates). DCPS’ graduation rate of 73.2 percent in 2016-17 is above the 71.6 percent rate that would be necessary to meet this goal assuming equal progress each year.

The harder work in increasing graduation rates will come in later years as all subgroups move toward 90 percent graduation rates for the city in 2038-39 and as DCPS grows toward a graduation rate of 85 percent in 2021-22.

Building on momentum

D.C. graduation rates have increased over the last five years while enrollment has remained flat and demographics have remained largely the same, so the gains are more likely attributed to schools’ efforts instead of population shifts. Although D.C.’s graduation rates have also improved for most subgroups, much work is needed to improve graduation outcomes especially for English Language Learner and Special Education students when compared to similar cities. In addition to school-level efforts, some citywide initiatives are trying to crack the code. For example, Raise DC’s Graduation Pathways Project has created a way for middle schools to easily share crucial information about alumni so that attending high schools can better serve incoming ninth graders. D.C. could also reconsider ninth grade on track as a citywide metric of early high school success.

Hopefully, graduation rates will continue to increase over the next five years along with the quality of high school, and D.C. families will select DCPS and public charter high schools in greater numbers. However, graduation rates are not the only measure of high school success, and the city should be careful to align incentives so that all high school graduates leave with the skills they need to be successful in college or their career. The State Board of Education’s ongoing High School Graduation Requirements Task Force has the potential to recommend changes to the city’s graduation requirements and ensure that a high school diploma is a meaningful achievement.

About the data

This analysis focuses on four-year graduation rates throughout.

High school graduation data for D.C. are from the Office of the State Superintendent for Education (OSSE) summary of graduation rates for school year 2016-17 and OSSE’s LearnDC DC Report Card for previous years. Adjusted cohort sizes by subgroup were estimated using graduation rates and the number of graduates.

High school graduation rates for peer cities are from the U.S. Department of Education’s EDFacts Regulatory Four-year Adjusted-Cohort Graduation Rate files.

Graduation rate targets are from the Every Student Succeeds Act (ESSA) DC State Education Plan for the state and the DC Public Schools (DCPS) five-year strategic plan, A Capital Commitment: 2017-2022, for DCPS.

High school enrollment is from OSSE’s enrollment audit data. All schools with reported graduation rates were identified as high schools for this analysis.

School-aged population is from the U.S. Census Bureau’s Single Year of Age and Sex Population Estimates (SC-EST2016-AGESEX-CIV).

[1] ACGR measures the percentage of high school students who graduate on time, measured by the percentage of the ninth grade cohort who receive a high school diploma, adjusted for any students who transfer in or out of the school system. The most recent year of national public high school graduation rates with available data is 2014-15 (see National Center for Education Statistics for more information).

[2] American Community Survey’s 5-Year Estimates of school enrollment.

[3] Reliable cohort data from OSSE is only available from 2012-13 onwards.

[4] However, as the adjusted cohort has decreased in size, the number of Special Education students actually decreased slightly.

[5] For information on D.C.’s schools adopting CEP, please see the Food Research & Action Center (FRAC) and the Center on Budget and Policy Priorities.

[6] For the purposes of this analysis, high schools in D.C. serve traditional students, who are usually between the ages of 14 and 17 at the start of the school year, or students who have left traditional schools and seek a high school diploma or the equivalent through an alternative pathway. In addition, a school is considered a high school if OSSE reported graduation rates for the school at any point between 2011-12 and 2016-17.  Goodwill Excel Center PCS has been excluded as it serves primarily adults.

[7] The D.C. Policy Center has identified cities with similar populations, population densities, and economic factors to provide a better peer group for D.C.

[8] The earliest year of ACGR data from OSSE is 2010-11, and the most recent ACGR data from other cities is 2014-15.

[9] Of the 11 peer group cities, Baltimore, Buffalo, Denver, Milwaukee, Philadelphia, and Pittsburgh had large enough African American student populations to report on graduation rates for African American students.

[10] Of the 11 peer group cities, Buffalo, Denver, Milwaukee, and Philadelphia had large enough Latino student populations to report on graduation rates for Latino students.

[11] All 11 peer cities reported graduation rates for economically disadvantaged students. Boston, Denver, Detroit, and Philadelphia reported graduation rates for English Language Learners. Atlanta, Baltimore, Boston, Buffalo, Denver, Milwaukee, Philadelphia, and St


 desired behavior. The click sound is followed by a reward, making it easier for your dog to associate the click with positive reinforcement.

7. Be a Clear Communicator: Use Hand Signals and Verbal Cues Consistency in communication is vital during training. Use clear hand signals and verbal cues to accompany the commands you want your dog to learn. Over time, your dog will associate the gestures and words with specific actions.

8. Avoid Punishment: Focus on Positive Learning Never resort to punishment or physical force during training. Instead, concentrate on positive learning experiences that strengthen the bond between you and your pup. Positive reinforcement builds trust and ensures your dog enjoys the training process.

9. Practice Patience During Troubleshooting: Address Challenges Calmly Training may encounter challenges, but it’s crucial to remain patient and calm when troubleshooting. If your dog struggles with a particular trick, go back to simpler steps and build their confidence before progressing further.

10. Seek Professional Guidance: Enroll in Training Classes If you find training overwhelming or encounter specific behavioral issues, consider enrolling your pup in a professional dog training class. Adelaide offers various training programs conducted by experienced trainers who can address individual needs and provide tailored guidance.

Conclusion: Teaching new tricks to your canine pal in Adelaide is a fulfilling and rewarding experience for both of you. Through positive reinforcement, patience, and consistent training, you can unlock your pup’s potential and build a stronger bond with your furry friend. Remember, training is an ongoing process, and each small achievement is a reason to celebrate. Embrace the journey and enjoy the wonderful moments of growth and learning with your canine companion.

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Your email address will not be published. Required fields are marked *<|endoftext|>I. Program Educational Objectives
Three to five years after graduation, the BS in Computer Science alumni shall:

  1. be employed in the field of computing;
  2. possess globally competitive skills;
  3. demonstrate personal dignity and integrity; and
  4. engage in community development or nation-building.

II. Student Outcomes
By the time of graduation, the students will be able to:

  1. analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solution.
  2. identify and analyze user needs and to take them into account in the selection, creation, integration, evaluation, and administration of computing-based solution.
  3. apply computer science theory and software development fundamentals to produce computing-based solutions.
  4.  design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline under various constraints.
  5. apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession.
  6.  understand best practices and standards and their applications.
  7. analyze the local and global impact of computing information technology on individuals, organizations and society.
  8. recognize professional responsibilities and make informed judgements in computing practice based on legal and ethical principles.
  9. function effectively as a member or leader of a team engaged in activities to the program’s discipline.
  10. communicate effectively with the computing community and with society at large about complex computing activities through logical writing, presentations, and clear instructions.
  11. recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing professional development.<|endoftext|>Texas Tech University

CMLL Study Abroad

Classical & Modern Languages is home to several magnificent study travel programs. Study abroad can be more enriching than many people realize - a once-in-a-lifetime, thoroughly enjoyable and fulfilling adventure. All of the programs offer academic credit in the concerned language, and each has unique benefits and requirements. Please do not hesitate to contact the CMLL advisors for additional information.

You can find more information on these programs and other foreign study options to earn language credit here.

Past Study Abroad Opportunities / Archaeological Field Schools<|endoftext|>top of page

Impact of Pisada do Sertão in 2022

We believe that through culture, as identity, appreciation of history, our origins, the doings and knowledge of our people, it is possible to build a new history, in which we can break limiting cycles. We recognize in culture, creativity, possibility, authenticity and the ability to build bridges and break down walls, creating and providing opportunities for access to human development.

It is through culture, that Pisada do Sertão has fostered in the region, the importance of valuing your place, the people who live there and what these people produce. Being the Best Cultural NGO in the Country is a recognition that honors every Poçomourense citizen, every Paraibano and every Northeasterner. This legitimacy has strengthened the Organization's actions in expansion and impact.

In 2022, Pisada do Sertão worked in partnership with 10 municipalities in Paraíba, providing 41,300 services, the number of people served were 512 children and teenagers in socio-educational music activities, dance, reading, play, sport and socio-emotional education, 2,448 families were supported with digital baskets and gas vouchers, 1,495 women and young people qualified in 28 professional qualification courses, and 229 of these were included in the job market.

Based on the data presented regarding 2022, we consider that the biggest impact is in the alignment of purpose of those who do and those who receive. These numbers are possible because the organization sought to invest in its institutional development, both in processes and people.

From this management and governance perspective, it is possible to build solid processes and impact more people.

We continue to believe that Sertão will become a sea of opportunities. And these opportunities are already being built by all of us.

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bottom of page<|endoftext|>New media moguls

18th September 1998 at 01:00
In July, Vivi Lachs described how to collect multimedia materials this summer. Here she shows how they can be used to keep memories fresh

As you unpack your suitcase and put your clothing, presents and souvenirs into piles, stop for a minute to collect your thoughts. Soon, the new school year will be so hectic it will cloud your holiday memories. But in your souvenir pile, you have the largest pine cone you've ever seen, a tourist brochure about a glacier you explored, a piece of sea-swept glass, postcards you forgot to send and trinkets bought in the market. Among the rubbish, there are airline tickets, a piece of hotel notepaper, baggage labels and a pile of sand.

Don't throw your rubbish away, or put the souvenirs in a drawer never to be seen again. Make your holiday work for you and create a multimedia "virtual" holiday, or turn it into multimedia "virtual" curriculum work.

In a geography class, pupils can insert landscape holiday snaps on to the computer from a photo CD-Rom, with a voice-over description added for good measure.

They can set up the system so that when you click on a particular landscape feature, the computer zooms in to show more detail. For example, click on a coastal area and a written explanation of high-energy environments could appear on a background of scanned-in sand and shells.

In a science class, pupils can scan in pictures of a particular habitat from a holiday brochure. The picture may not contain the animals they might want, but they can easily cut and paste those they do want from other holiday photo-graphs. These can perhaps be animated, so that they run or fly when you click on them, with a link to another screen of information about the animal and the sounds it makes.

So what do the pupils get from using information and communications technology in, say, a science or geography project in this way? Presenting what can be an extensive range of materials as a mixture of pictures, text and voice-overs helps to develop a fairly in-depth subject knowledge.

At the same time, pupils will be developing some higher-level skills. Making interactive multimedia involves combining media in a complex manner while considering who is the target audience, and how the final presentation will actually be used.

"That's all very well," I hear you say, "but I've got 31 pupils, one computer, restrictions on my curriculum time, and you want me to learn a whole new computer program!" The first time you work on a new project, it may well take longer than subsequent times, but it can be a part of the curriculum, within subject and ICT time, and can be managed with one computer.

Like any whole-class project, it needs planning. There will need to be discussion, explanation and thought. It is ideal for group work since a subject can be split into different aspects, which small groups can research and work on. In a Year 9 science piece on the periodic table, for instance, a pair of pupils can have a different element to work on.

The real key to producing multimedia work is that much of it does not have to happen on the computer. A scanner is one of the most important pieces of equipment a school can have. It can be an inexpensive addition enabling the scanning of artwork or models into the computer. Pupils' work in paint, crayon, pencil and material could end up as a digitised portfolio - even three-dimensional items can be scanned.

The whole class can work out the the project's interactive structure, research the ideas and draw images both on and off the computer, so just having one computer does not need to be a disadvantage. Groups can input their material on to the computer at different times throughout the week or term.

Showing work half completed to the target audience can help pupils think critically about the material and respond to suggestions, thus improving the quality and clarity of the final product.

And the technical bits can mostly be learned on the


 since most high school graduates in the United States come from backgrounds of economic disadvantage.  Even with an increase in scholarship funds at prestigious universities, the news is not all good.  Attending college incurs costs for students beyond tuition or room and board. Students must often still pay for books and technology like personal computers or tablets, and students must also consider expenses for travel, clothes, bedding, and personal effects including toiletries.  These expenses are unusually not covered by financial aid scholarships.

More importantly, not all colleges and universities are as large or prestigious as schools like Stanford, Princeton, or Harvard.  Those schools have endowments – basically savings accounts funded through alumni donations – worth billions of dollars, and can afford to offer scholarships to a large percentage of incoming freshmen.  Those schools are betting that some or more of those freshmen will graduate and move on to great wealth, achievement, or fame, and return to donate money in the future.

Small private colleges and public universities often do not have endowments matching those of the most prestigious schools.  Small colleges may be too young, too historically local, or cater to too niche a population to have built a large endowment.  This limits the ability of a school like that to offer a large number of scholarships or any number of full scholarships.  Public universities, also known as state schools, have strict budgets set by state legislatures and some of them were not allowed to even accept donations from alumni for much of their history.

So while the most prestigious, and often most expensive, colleges and universities increase the number of students earning scholarships and increase the value of those scholarships, students attending the majority of the rest of colleges will not see any such financial relief.  Instead, most students will continue to see the cost of higher education rise, making a search for alternate funding, including third party scholarships, more important than ever.<|endoftext|>How to Write a 3 Paragraph Essay

How to Write a 3 Paragraph Essay

Three paragraph essays are common assignments in almost every career, particularly in high school and college. Since any subject may require the student to write a three paragraph essay, it is therefore important to understand expected format and guidelines to come up with a strong three paragraph essays. Ideally, these three paragraphs essays are merely one page but with an introduction, one body paragraph and a conclusion. This text will explore how to write a good three paragraph essay.

While writing a three paragraph essay, it is impeccable to start with a hook since the text should be brief but interesting. Choose a creative way to introduce the topic sentence and to capture the audience’s attention. The introduction sentence for a three essay text ought to be a generalized statement about the research topic to provide the reader with a basic idea about the thesis statement. The use of quotes, anecdotes and quips help to make a great hook within the introduction paragraph.

The second part of the three paragraph essay is body paragraph. All the points should be arranged precisely to sandwich the weakest points within the body. The writer should begin the body paragraph with a topic sentence that states the point and connects it back to the thesis. The topic sentence will help to control the rest of the points in the second paragraph, just like thesis control the entire essay. Lastly, the writer should provide evidence and examples to back up points.

The last part of a three paragraph essay is a conclusion. Here, the writer should restate the ideas previously expressed in the thesis statement. The conclusion is not merely copied and pasting the thesis but rewriting the thesis with a weight of an argument behind it. Since the readers have a clue about all the points in the text, the conclusion section should reflect all this.

Based on articles from write my essay.ca<|endoftext|>Ways to start off an essay introduction. How to Start a College Essay 2022-12-17

Ways to start off an essay introduction Rating: 5,1/10 1207 reviews

An essay introduction is the first paragraph of your essay, and it is important to make a good impression on your reader. Here are some ways to start off your essay introduction:

  1. Use a hook: A hook is a catchy phrase or an interesting fact that grabs the reader's attention. For example, you could start your essay with a quote, a rhetorical question, or a statistic.

  2. Provide background information: In some cases, it may be necessary to provide some context or background information before you can dive into your main argument. This can be especially useful if your topic is complex or unfamiliar to your reader.

  3. Define key terms: If you are using technical or specialized language in your essay, it may be helpful to define these terms for your reader. This will help ensure that your reader understands the key concepts that you are discussing.

  4. Introduce your thesis statement: Your thesis statement is a one-sentence summary of your main argument. It should be included in the first paragraph of your essay, and it should give your reader a clear idea of what your essay is about.

  5. Use a story or anecdote: A personal story or anecdote can be a great way to engage your reader and make your essay more relatable. By starting your essay with a story, you can draw your reader in and make them more invested in your argument.

No matter which approach you choose, it is important to make sure that your introduction is clear and concise. Avoid using too much jargon or unnecessary details, and focus on making a strong first impression that will keep your reader engaged throughout the rest of your essay.

How to Start a College Essay

In this example, you might start with a broad statement about teaching math, then teaching math in kindergarten, then state your full thesis. You have a limited amount of time to grab your reader and pull her in, so don't make her yawn in the first sentence. Use our essay writing tips and put yourself in the readers' seat. Write the second paragraph On longer papers, you may have a multiple-paragraph introduction to set up the paper. ADVERTISEMENT The first sentence of your scholarship application is your first, best and possibly only chance to capture your reader's attention.

Introductions: Giving Your Scholarship Essay a Solid Start

If your experience gives you a unique perspective on the essay's topic, show your reader this. Frame your conclusion as a simplified hint about the direction in which you will be moving, rather than a detailed or technical statement. With a solid introduction and a thoughtful and well-written response, you'll be well on your way to writing a Get instantly matched to scholarships that meet your skillset, strengths and unique talents. Before inevitably being whisked away into a shopping cart, I scaled a mountain of plush toys and surveyed the expanse that lay before me: the kingdom of Costco. This is often in the form of a personal statement and typically takes the form of an English Essay. Establish a personal connection. Professional academics recommend drafting a few intros to your work and selecting the one you like best.

Five Different Ways to Start an Introduction for a Research Paper

Your college essay intro should have the audience at the edge of their seats from the jump. Keep it authentic from the beginning to the end. Many students choose to speak directly about their experiences, immediately showing vulnerability and earnestness from the introduction of their essay. Writing a strong essay opening is important. Additionally, when you over-explain yourself in your introduction can also come off as unconfident. It allows you to position yourself against other critics and can add a lot of clout to your argument if used well.

How To Start An Essay [Examples + Tips]

Some of the best advice I give my first year composition students is to focus on creating a strong opening. A dictionary of quotations can help you find quotations related to your topic. The number one time killer. A hook lets you impart the significance without having to lengthily explain why your topic matters. Having a sense of humor about your faults is an excellent trait, as long as you learn something in the end.

8 Ways to Start an Essay (with examples) — Intro to Honors

My dad can be a Spanish interpreter, but he lacks education,my friend was terminated early because of age. They will want to see how you answer the questions close the curiosity loop and will be more compelled to keep reading with interest. In the beginning, be sure to be on point. Does this mean men are more honest than women? Consider leading with your thesis, or at least some of the information or realizations that guided your essay towards its thesis. FAQs: How to Start a College Essay Here are our answers to your most frequently asked questions about how to start a college essay. Choosing a topic is a daunting process, and grabbing the reader's attention in an introduction can seem all too impossible. Another recommendation is to get away from distractions and ensure you have a productive environment.

Then, try using this technique in your next paper! Instead, give a definition while hinting at the angle, focus or thesis of your paper. You can do so with humor, intellect, and sensory descriptions, beginning with the end or by using one of our five methods. The idea of this work is to be fun and allow students to show their creative sides. How Do You Start a College Introduction Essay? First, there are a few ways to open an essay. What Should You Not Start a College Essay With? Make sure the story you tell fits these criteria and actually enriches your essay and contributes to your overall message. Get some honest advice to see if they are interested in what would follow.

Then you are ready to place the thesis statement for the reader to keep in mind as they go through your work. Persuasive essay The world is full of skeptics and what better way to show them the truth than to write a compelling paper showing them why a particular theory is correct. Keep it to the point, genuine, and start where the story gets interesting. You may also encourage the readers to take action or to further investigate areas that were beyond the scope of


 they receive information from different sources:

  • Their own expectations about the oral or written text.
  • Their predictions about what they will be listening to or reading.
  • Nonverbal information or paralinguistic written clues which facilitate understanding.
  • Other information stemming from visual or aural support.
  • construction of meaning does not only concern the oral or written text; rather, meanings are derived from the active interaction amongst reader or listener and the text. Through this interaction, learners obtain the information they need or the one they are able to interpret according to their knowledge. In other words, any text is interpreted in a context due to the previous mental schema of the students. Depending on their ability and degree of previous schemata, this interpretation can be literal or according to the real intention of the text.

This idea of interaction and value of the learner´s previous knowledge to interpret a text leads to an important concept: schema (plural schemata). The schema theory describes the process by which learners combine their own background knowledge with the information they receive from a text to understand that text. This means that the schema theory is based on the idea that in every act of comprehension, our own knowledge of the world is involved; thus, the extent to which we interpret a text correctly may depend on our previous knowledge about the reality the text refers to.

Harmer (2000) provides a practical example to explain that understanding a piece of text involves much more than knowing the language. If a British reads in a newspaper: “England in six-wicket collapse”, he will probably guess that England has been beaten in an international cricket match; since his pre-existing knowledge of newspapers and how headlines are constructed, his understanding of “wicket” as a cricketing term and probably his knowledge that England has not been doing too well lately, will lead him to that conclusion.  When that person reads the article, he will be applying all this pre-existing knowledge to predict content before and after reading it. On the other hand, it is very likely that a reader who did not have that previous knowledge about cricket would not have reached such conclusions. And certainly, if the reader was a Spanish student of English, he would probably have to read the whole article before understanding the headline.

From the previous example, we can draw to some conclusions: activating the students´ schematic knowledge is essential to ensure correct understanding; to do so; FL teachers must provide the opportunity to enlarge the students´ schemata through some activities before facing the text itself; that is, pre-reading or pre-listening. Therefore, in order to enhance the learners´ comprehension competences, we should start by ensuring that our learners´ schemata will help them understand the text adequately.

Listening is vital for FL learning because it provides input for the learners. However, teachers should bear in mind that children concentrate and listen with understanding more effectively if they are motivated and engaged in meaningful and enjoyable activities while listening. An interesting strategy from a methodological point of view is to involve children in the active process of listening through purposeful tasks, so that they can see the usefulness of the FL. We can do this by using activities which actively support learners’ understanding and guide their attention to specific parts of the spoken text.

Sabrina Peck (2001) highlights that children need to listen and speak about something that interests them (children-centred). Many authors advise the holistic perspective focusing on the child and point out some hints about the matter:

  • Focus on meaning, not correctness.
  • Focus on the value of the activity, not the value of the language.
  • Focus on collaboration and social development.
  • Provide a rich context, including movement, the senses, objects and pictures, and a variety of activities.
  • Treat the learners appropriately in light of their age and interests.
  • Use language for authentic communication, not as an object of analysis.

Video by ESL Resource Bank

  • Anderson, A. and Lynch, T. “Listening”. Oxford University Press. 1988.
  • Cameron L. “Teaching Languages to Young Learners” Cambridge University Press. 2001.
  • Harmer, J. “The Practice of English Language Teaching”. Longman. 2001.
  • Rost, M. “Handbook of Research in Second and Language Teaching and Learning” LEA PUBLISHERS. 2005.

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When reading long or complex journal articles, take a strategic approach to manage your time, focus, and energy.

In fact, skipping around is encouraged when reading scholarly articles.  By following the suggestions described below, you can quickly determine if the article is relevant to your research and if you should do an in-depth reading.

Strategic Reading: Journals

New student researchers might find scholarly journal articles intimidating, but do not be afraid to engage with this type of information.  Develop a strategy for reading these articles, so you can find useful information without reading a long, complex article that's of no real use to your topic.

  1. Read the ABSTRACT -   This should give you just enough information to let you know the basics of the article. From this, you will know whether you should continue reading or look for something different.
  2. Read the INTRODUCTION and RESULTS  - These sections will provide you with the hypothesis of the article and what the author(s) learned through the research process.
  3. Read the DISCUSSION - This section should tell you what the authors felt was significant about their results.
  4. (If needed) Read the METHODS/MATERIALS - These sections provide the details of how the study was performed. There should be enough specifics so that you could repeat the study if you wanted.

Strategic Reading: Scholarly Books

Books don't often have an abstract that summarizes the main points of the material, but you can learn to skim a book so you don't waste time reading information that is irrelevant to your research.

  1. Table of Contents - this will give you a general idea of what the book covers. If there is one section in particular that focuses on your topic, consider reading that section.
  2. Preface and Introduction - the preface provides key information the author believes is important to their work. The introduction sets up the author's argument and should outline the information to follow.
  3. Skim the contents - read introductory and concluding paragraphs in each chapter.
  4. Read the relevant sections - focus primarily on the information that relates directly to your research paper.
  5. Take notes - record the page numbers of important thoughts, quotes, and details.
  6. Data - look at the charts, graphs, or other illustrations.  They might provide useful information for your research paper.
  7. Index - check the index for important people, terms, or events.

CAUTION:  This process does not work well with fiction materials.<|endoftext|>7 paper-free nature play activities for the classroom

Published: November 21st, 2021

Nurturing offline interests is just as important as developing tech skills for children. Nature play significantly improves all aspects of child development – physical, cognitive, social and emotional. It also targets a wide range of skills from maths and science smarts to interpersonal communications.

As screentime rises and outdoor play declines, we have to make sure children are getting in the recommended time of outdoor play. Here are some paper-free nature play ideas for your classroom:

1. Map it out

Using the Instant Whiteboard app on your ActivPanel, draw out a map of your school’s outdoor area. Have students go out and find a particular item (a certain type of leaf, gumnut etc.) and then come back and mark what they found and where they found it on the map.

You can then use this map for further project work, such as discussing why they may have found an item in a particular location, such as proximity to a tree or soil type.

2. “X” marks the spot

Flip the above activity and map out a certain area in your school like a sandpit or small patch of bushland, then bury/hide special items, marking their locations with Xs. Create a key for your map with a drawing/description of each different item, that students can then identify upon discovery.

3. Forager hunt

List specific items that children have to find in groups. List the items in the middle of the screen, with group names in the four corners of the ActivPanel. When the groups have found an item, they must then drag and drop the item into their group’s section. The group with the most items wins! You can then use the foraged items for teaching opportunities.

4. Living art

Get crafty with foraged finds and make sculptures or 3D scenes with natural materials! Keep things au natural by using natural twine or try these natural homemade glue recipes. This is a great, environmentally-friendly way to use free, abundant resources to create art, and encourages nature play in the process.

5. Make like a tree

Draw the outline of a tree using the whiteboard app. Have students go and find a certain kind of leaf, nut, and flower. Have them come back and draw what they’ve found on the ActivPanel, or onto a connected personal touchscreen device. Collate the images at the end and arrange onto the tree to finish off the tree with the drawings. This is a great paper-free activity that young ones will enjoy!

6. Garden goodness

Starting a garden in your school is a great activity for older children to get involved in nature play. Have students document the stages of their plant’s life, and use this information in further project work in areas like biodiversity, sustainability, and ecology. If