Search results for 'tag:Sample tag:Universities' matching tags 'Sample' and 'Universities'

How I Teach Literature

ms.s — Wed, 01 Oct 2008 11:36:44 GMT

I wanted to share one strategy on how will I teach Literature to my students in the future. My chosen selection was "The Last Leafâ by O. Henry. I focused on the creative level of reading wherein I asked my students to relate a quotation and illustrate by giving examples based on real life on how they understood the story. My sample finished product looked like this:

Illustration:

âThe Last Leafâ by O. Henry is one our literary selections tackled when I was in third year which I can relate to the quotation above. The main character here loses hope in her life because of failures in painting which is her source of income and wanting to die, until her neighbor changes this when he painted a leaf which became an inspiration for her which caused the neighbor to die. The main character now realizes that she needed to continue her life with a purpose now.

I also can illustrate the life of a Manilyn Monroe. She should have been very lucky in her time because she had things more than enough for her. She had a very good life, sheâs rich and popular. But at her peak of success she committed suicide. She is an example of a person living with out a sense and wasted her life easily. Her life must have been very bad. She is not only the person who commits suicide but many people around the world. These people may not know really how to live and these people may not know God.

Quotation:

âWe are always getting ready to live but never living.â

- Ralph Waldo Emerson

Explanation:

The quotation means that all people are living just because they need to live. They live because it is the fact of life and they donât have any choice. They donât have any purposes in living. They donât know why and how living life to the fullest of what you are. In this world all of us are living because it is what we are used to but not realizing that living has deeper meaning than that. Life is a wonderful thing God had given us so we shouldnât waste it after all. We must give the best shot in every moment we live because this life is only once that is given.

On earth each of us has a work to do before our lives have done. We are the ones who make out of our life and the ones responsible for it. Yet, we donât really know the difference of live from living. Live for an ordinary person is like living with out a God. Their life doesnât have directions and they are living in a miserable life, while living is having a beautiful life with God and a bright future.

In conclusion, we live because we have a purpose here on earth. That is why we are living because we believe that there is a God who made us having a plan for us.

This was the tangible product that I expect from my students to confer with. This shall be included in my lesson plan if I had given the chance to execute the teaching. I hope you can give insights on what should I improve and modify. Thank you and have a nice day.

Sincerely,
Kahren Sagun
3rd Year BSE Major in English
University of Santo Tomas Philippines

A love of travelling (Multiple choice test)

Tanit — Fri, 12 Sep 2008 17:08:35 GMT

This quiz is given by the University of Cambridge as a free sample of Paper 3 (Use of English), Part 1 (Selective cloze) of the ESOL First Certificate in English (FCE), taken approximately at the upper-intermediate level.

This exam is easier than the CAE (I posted an example of a similar exercise at the CAE level here) ... but it's not that easy!

_______________________________

A love of travelling

What we know about music and the brain (Multiple choice quiz)

Tanit — Fri, 12 Sep 2008 15:58:29 GMT

This quiz is given by the University of Cambridge as a free sample of Paper 3 (Use of English), Part 1 (Selective cloze) of the ESOL Cambridge Certificate in Advanced English (CAE).
The format of this exam is currently undergoing major changes, so from the December 2008 session onwards, it will be different.

Anyway, are you ready to challenge your grasp of vocabulary and understanding of (apparently) similar words? Here we are!

_____________________________________________

What we know about music and the brain.

[test]Work on the human brain has "indicated|expressed|directed|guided" how different parts are centres of activity for different skills, feelings, perceptions and so on. It has also been shown that the left and right halves, or hemispheres, of the brain are "responsible|amenable|dependable|reliable" for different functions. While language is processed in the left, or analytical hemisphere, music is processed in the right, or emotional hemisphere. "Aspects|Views|Factors|Pieces" of music like tone, pitch and melody are all probably processed in different parts of the brain. Some features of musical experience are processed not just in the auditory parts of the brain, but in the visual ones. We donât yet fully understand the "implications|expectations|assumptions|propositions" of this.
The tempo of music seems to be "directly|surely|plainly|evidently" related to its emotional impact, with fast music often "felt|endured|encountered|touched" as happier and slower music as sadder. It is the same with the major biological rhythm of the body: our heart "rate|pulse|speed|pace" quickens when weâre happy, but slows when weâre sad. Military music may have "evolved|extended|advanced|elevated" from attempts to get us ready for "battle|fight|quarrel|struggle" by using fast drumming to "stimulate|activate|motivate|animate" our hearts into beating faster. Music is perhaps one of the most complex experiences the brain "copes|manages|bears|holds" with and it has become an absolutely "vital|important|compulsory|dominant" part of our rituals and ceremonies. It has power beyond language to "communicate|notify|report|associate" mood and co-ordinate our emotional states.[/test]

Motivation Letter

pbsingh1967 — Fri, 25 Jul 2008 11:17:14 GMT

Dear sir,
Please help me with some sample formats of motivation letter to apply for a senior management level position in an international university.
Thanx

Motivation letter! Would anyone check this for me, please?

Anonymous — Mon, 19 May 2008 19:46:22 GMT

Hi to everyone, I found this forum very useful and all of you guys helped a lot. :-) according to your advices and sample letters I tried to write my own motivation letter. I need it to apply for two-month working experience in England (within my studies). Could I ask anyone to check my letter, please please please? I am not english so as I suppose there are gonna be many mistakes. Sorry in advance! Thanks a lot!!! :-)

Katka, the Czech republic

There you go...

Dear Madam,

I am hereby writing to apply for a two-month working experience in England, in which I am particularly interested. My name is Katerina Vaculikova and I am a 21 years old student in my second year of studies, at the St. Cyril and Methodius Faculty of Theology, PalackÃ½ University, Olomouc. The purpose of this letter is not only to describe my educational and professional background, but also to focus your attention on how highly motivated I am for such an opportunity. I first became interested in social work through being involved into an integrating project for handicapped people under the aegis of EU, The Inclusion Czech republic. Within this project I was responsible for preparing and organising 2-day workshops as well as for keeping foreign relations, relations with donors and also with those who made this project really working â people with any kind of handicap. During the last two years of my studies, I went through my working experiences in a variety of institutional and other facilities and with many types of clients. As my school practices went on, I subsequently realised who I want to work whit. I feel the closest relation to the target group represented by elderly or mentally handicapped people. I know that I can offer them the best of myself, try to make their troubles more tolerable and accept them as unique beings. I can not even describe how satisfied and happy I always feel while working with them. Concerning my language skills, they are based on my working experiences abroad. I spent almost six months in London, working and discovering a beauty of England and I found this place very beautiful. This two-month working experience could give me a chance to improve my language skills and show me what the care is alike in one of the most advanced countries of the world. Because no matter where you are and no matter what you do, the main principle of social work should still be to help to the needed ones as much as possible. In order to be good and achieve high standards, I need to obtain not only theoretical, but also practical knowledge and I am convinced that this higher level of experience could help me to prove that. I would like to combine the knowledge I already know and any new information, align the knowledge and gain a wider perspective on the matter. Furthermore, I feel that such an opportunity is a way how to find out what I really want and if my life journey has taken the right direction. Taking this type of challenge can help me to discover what is truly hidden inside me. French novelist Anatole France once said: âTo accomplish great things, we must dream as well as act.â After a few years of child dreaming I came to know that if I finally try to turn my dreams into reality I could better envision my future and direct the path of my lifeâ¦ and therefore I am catching this opportunity. J Yours faithfully,

Re: Occupational English Exam ( OET )

snoopyt — Wed, 07 May 2008 06:41:57 GMT

Hi! I'm a nurse from China. I would like to ask whether the e-course in Victoria University is worth to join?

http://www.staff.vu.edu.au/oet/

As there are no courses provided here, and i just got the sample papers.

Or are there any other courses (e-learning) that you recommend?

Thanks!

Re: Plz help me.. The advantages of cartoons on children

Anonymous — Wed, 26 Mar 2008 18:54:27 GMT

My chosen topic for investigation was 'Children and Television'. Within this topic I decided to focus on whether children of the ages 7 - 8 understand the differences between reality and fiction in television programmes.

To enable me to do my investigation I used a combination of both primary secondary research methods. Primary research allowed me to develop my role as a researcher to gain my own findings and secondary research method allowed me to compare or contrast my findings to previous studies undertaken.

One example of a secondary research method I used to investigate the relationship between children and television was using search engines on the Internet.The search engine I used was www.yahoo.com. Initially I types in 'children + Television' however, this gave me websites on children's television channels such as www.cbbc.co.uk. I therefore decided to refine my search as I needed sociological studies undertaken into children's perceptions of reality and fiction on television. I therefore refined my search to 'Children + Television + Reality'. This proved more successful supplying me with a useful article www.childrennow.org/television/talk-news/htm. This article gave parental advice on what age children are able to watch the news without it deeply upsetting them, due to the reality of events it features. A strength of this article is it is created by an organisation, however it does have a psychological perspective, which over emphasises that television radically effects children.

Another useful site was www.stevwib.zen.co.uk. This had the advantage of being created by a media teacher therefore its contents has been checked to make sure it was relevant to the topic. One useful article found on this site was www.aber.ac.uk/media/documents/short/realrev.html. This gave a summary of previous studies undertaken to find out children's perceptions of reality and fiction on television. However, as all articles do, it was biased towards a particular perspective.

All in all, the Internet is a huge medium, therefore to gain relevant information searches need to be refined. Also, no text is unbiased, therefore the bias in articles and websites need to be considered.

Another secondary research method I used was books. One was David Buckingham Moving Images: Understanding Children's Emotional Responses to Television Manchester University Press (1996). In one chapter this explained his study undertaken with children from a variety of age groups, asking about their perceptions on the reality and fiction of three television programmes; Casualty, Ghostwatch and Crimewatch. Another book I used was Bob Hodge and Daivd Tripp Children and Television Polity Press (1987). One chapter focussed on a study they undertook in interviewing children of 5 - 12 on their perceptions of the reality of certain television characters. In evaluation a strength of using these books was that I could look at previous studies that had been undertaken looking at the methods they used and the age groups they focussed on. Another advantage was I was able to compare and contrast previous studies to my findings. Although, both books were biased towards a certain perspective, and also they had quite complex concepts to understand as in 'modality' and 'perceived reality'.

For my primary research I e-mailed children's channels CBBC and CITV, asking for a professional opinion on what programmes they thought children would perceive to be fictional or reality based. However, I had no reply, in a way this turned into a positive, because I realised my approach through e-mailing was not direct and personal enough. If I had have got a response it would have been advantageous because I would have information direct from a media institution.

For my primary research I piloted an interview with a neighbour of a similar age to the children in my final sample. I created a semi- structured interview and scheduel, and pre-defined questions on specific television programmes, for example "Do you think Grange Hill is a real school?" However, the child only watched one programme that my pre-defined questions related to, so allowed no comparison of reality and fiction. However, this was beneficial because it taught me not to be too specific with my pre-defined questions, instead to let the respondents lead the direction of the interview.

For my primary research I phoned my ex primary school to arrange a time to interview a group of 7 - 8 year old children on their perceptions of reality and fiction in television programmes. The direct approach was more successful than e-mailing as I got a direct reply. I interviewed a group of eight children; four boys and four girls. I felt a mixture of genders would be best, because perceptions of reality and fiction could differ between the genders therefore this gave me a more representative sample more true to life. I used children of the ages of seven and eight, it would have been interesting to interview children from a different age groups, however, having only one child's perception from each age group would be unrepresentative to make generalisations from and a representative study would have needed a larger sample size.

In reflection of my pilot study I used an unstructured interview with open ended questions, for example. 'Do you watch television?' and let the interview develop from there. This had the advantage of having the flexibility to explore different ideas and emotions expressed by the children, thus not limiting the children to my specific pre-defined questions (as I did in the pilot). I used a tape recorder to record the interview, because it would have been highly inaccurate to depend on me remembering each point raised, so could have lead to a study with little validity. I decided to talk to the children informally to begin with not on the specific topic of television, to relate them and to get around the observer paradox. In reflection I feel I built up a better rapport with the females sa they payed a more active role in the interview. This could have been because myself being a female, unintentionally directed the questions at the females causing interview bias.

All in all, I used a range of primary and secondary research methods, both of which had advantages and disadvantages as any methods do.

This is a good answer covering a range of methods, accurately detailing sites and books used, summarising their key points and carefully relating them to one another. Evaluative, reflective, clear.

With detailed reference to your research findings, analyse and discuss the relationship between children and television

Re: write a letter to ask about scholarship

Hampeh — Sat, 15 Mar 2008 09:38:44 GMT

Thanks Mister Micawber for your reply and your advice. Sample of Job Application Letter help me a lot even though the purpose of the letter is different.

http://jobsearch.about.com/od/morejobletters/a/jobappletter.htm

How about if I change to this:

[Name of recipient]

[Address of Company A]

[Phone of recipient]

[Date]

Dear Mr [Name of recipient],

With reference to your advertisement at www.abc.com, I am interested in applying for the scholarship you offer.

The opportunity presented in the advertisement is very interesting, and I believe that my strong technical experience and education will make me very competitive candidate for this position.

I have Degree in Computer Engineering from MIT and currently still pursuing my Master in Software Engineering at University of Oxford. I have 2 more papers and should be finish in May this year and I will be graduating on October this year. Besides that, I also have Certified Cisco Network Associate (CCNA).

I have over five years of experience in various positions as Technical Consultant, Engineer, and Project Manager in various companies; Company ABC, Company DEF and Company GHI.

I have attached my resume for your reference. Should you require any further information, please let me know.

I can be reached anytime via my cell phone, 123456 or my email, myemail@yahoo.com. Thank you very much for your time and consideration, I look forward to speaking with you about this scholarship opportunity.

Yours sincerely,

[My Name]

Re: anybody knows teaching medical english?

Anonymous — Thu, 17 Jan 2008 14:21:48 GMT

Is it you have looked at the UK, University of Bath UBELT project? They make English language testing of medical professionals, aswell Pharmacists, who are to work in UK. They give suggestions and sample material. This test is only test written for Pharmacists.

Even though he was accepted/admitted/approved to several top universities,

Angliholic — Fri, 21 Dec 2007 14:51:22 GMT

While most of his family is medically-minded--his father and two brothers are all doctors--Wang's passion has always been music. Even though he was accepted/admitted/approved to several top universities, Wang chose a smaller college and pursued a career in music.

Do all of the bolded words fit in the above sample and mean about the same? Thanks.