Academic literature on the topic 'LinMot Talk 6.9'

In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners� classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners� response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.

A Primary educator is that parents have an obligation to educate their children to know God. God through Moses ordered the parents of the Israelites to love God with all their heart and not only be limited to that but then also taught their children about God. The method delivered by Moses, which must be done by parents is to teach repeatedly, talk at all times, tie it to the hands and forehead and write on the door and the gate. From these four methods it can be concluded that Moses commanded the Israelites to love God by the method of teaching repeatedly, talking at all times, binding to their hands and forehead and writing on the door of the house and gate, then every Israelite looked at God in sacredness and studied God in the context of life with, so that the teachings of God are one with the child and are realized in every life.Abstrak: Pendidik yang utama adalah para orang tua yang memiliki kewajiban untuk mendidik anak-anak mereka untuk mengenal Allah. Allah melalui Musa memerintahkan agar para orang tua di Israel untuk mengasihi Allah dengan segenap hati dan tidak hanya terbatas pada hal tersebut, melainkan juga mengajarkan anak-anak mereka tentang Allah. Metode yang diajarkan oleh Musa agar para orang tua mengajarkan hal tersebut kepada anak-anak secara berulang-ulang, membicarakannya dalam segala waktu, mengikatnya di tangan dan dahi mereka serta menuliskannya pada pintu rumah dan pintu gerbang. Dari empat metode ini dapat disimpulkan bahwa Musa memberikan perintah orang-orang Israel untuk mengasihi Allah dengan cara mengajarkannya secara berulang-ulang, membicarakannya di segala waktu, mengikatnya pada tangan dan dahi, serta menulikannya pada pintu dan gerbang, maka setiap anak-anak Israel akan memandang Allah dengan kekudusan dan belajar tentang Allah melalui kehidupan, sehingga pengajaran tentang Allah dinyatakan dalam setiap kehidupan.

This study examined children’s responses to two alternate prompts used to transition to the substantive phase of an interview. Children ( N = 401) experienced four scripted events and were later interviewed. After rapport building, half of the children were asked, “Tell me what you’re here to talk to me about today,” whereas the other half were asked, “Tell me why you’re here to talk to me today.” Children’s responses were coded as informative (e.g., nouns) or uninformative (e.g., “don’t know”). The what prompt elicited more informative responses than the why prompt, and 7- to 9-year-olds were more informative than 5- to 6-year-olds regardless of the type of prompt they received. Given that the what prompt elicited more informative responses, the present study provides initial support for this phrasing when forensic interviewers transition to the substantive phase.

Abstract Objectives Frequent exposure to negative familial weight talk (NFWT), such as teasing or critical comments about weight from family members, may contribute to weight bias internalization (WBI) in children. WBI entails applying negative weight-based stereotypes to oneself and results in self-devaluation. Higher levels of WBI are linked to adverse outcomes, such as low self-esteem and disordered eating. We examined the association between NFWT exposure and WBI in a diverse sample of children from the Greater Boston Area. Methods Baseline data on 137 parent-child dyads were analyzed. Children, 9–14yo, completed six items measuring NFWT frequency on a 6-point Likert scale (“never” to “almost every day”) from parents, siblings, and other household family members. Responses were converted to times in the past 3 months, summed, and dichotomized as < 9 times vs. ≥9 times. Children completed the WBI Scale–Modified indicating their agreement with applying negative weight-based statements to themselves on a 6-point Likert scale (“strongly disagree” to “strongly agree”). Responses were averaged and the mean WBI score was dichotomized as “low” (<3.0) versus “moderate-high” (≥3.0). Results Over half (52%) of the children were girls and 30% had overweight/obesity (BMI > 85th percentile). Half of the parents were non-Hispanic white. The mean child WBI score was 2.1 (SD = 0.9) and 15% had moderate-high levels of WBI. The median NFWT frequency was 0 (IQR = 6.0) and 25% reported NFWT ≥ 9 times. Children exposed to NFWT ≥ 9 times were 8.2 times more likely to have moderate-high levels of WBI than children exposed to NFWT < 9 times in the past 3 months (prevalence ratio = 8.2, 95%CI = 3.4 to 20.0, P < 0.001, by log binomial regression adjusted for child weight and parent race/ethnicity). Conclusions Family members appear to be a salient source of weight stigma in children. Exposure to NFWT as little as 3 times per month was significantly associated with moderate-high levels of WBI in this diverse sample of children. More research is needed to understand the impact of NFWT on child WBI, such as differences across racial/ethnic groups, by source (i.e., parents versus siblings), and across the lifespan. Funding Sources National Institute of Diabetes and Digestive and Kidney Diseases and the National Institute of Drug Abuse of the National Institutes of Health.

The following article is a lightly edited transcript of a talk given by Nischala Joy Devi at the 2008 Symposium on Yoga Therapy and Research (SYTAR) held in Los Angeles, CA, March 6-9, 2008. Nischala Joy Devi is a masterful and compassionate teacher and healer. She was a monastic student of Yogiraj Sri Swami Satchidananda and spent over 18 years receiving his direct guidance and teachings. During her time as a monk, she began to blend Western medicine with Yoga and meditation. She helped develop the Yoga portion of the Dean Ornish Program for Reversing Heart Disease, and now leads Yoga of the Heart trainings for Yoga teachers and therapists. She is the author of The Healing Path of Yoga and The Secret Power of Yoga. The transcribed talk was part of a series of case presentations entitled "This is What I Do as a Yoga Therapist."

Cílem předkládané studie je podat přehled o českém výzkumu interakce ve výuce angličtiny. Interakci chápeme jako vzájemné ovlivňování mezi učitelem a žáky během výuky. Na interakci ve třídě nahlížíme pohledem dialogismu, který chápeme jako teoretický a epistemologický rámec předpokládající interakci jako jednotku analýzy. V přehledové studii analyzujeme 9 empirických studií uveřejněných v letech 2006–2014 jako články v časopise, knihy, kapitoly v knize nebo disertační práce. Tyto studie byly kriticky analyzovány z pohledu dialogismu. Významným zjištěním je například skutečnost, že řada studií se zabývala jazykem učitele (teacher talk), především otázkami učitele a používáním cílového a mateřského jazyka. Tyto a další oblasti výzkumu porovnáváme s odrazem zahraniční situace ve vybraných přehledech výzkumu a poukazujeme na mezery v tuzemském výzkumu. Co se týče metodologie výzkumu (a s ní souvisejících teoretických východisek), řada studií při analýze interakce ve třídě abstrahovala od kontextu. Činnost jednotlivců (učitele, žáků) tvořila v řadě studií analytickou jednotku spíše než samotná interakce. Tato zjištění naznačují, že v empirickém výzkumu nebyl dialogismus příliš uplatněn.

Melissa Victoria Harris-Lacewell, Barbershops, Bibles, and BET: Everyday Talk and Black Political Thought. Princeton, NJ: Princeton University Press, 2004, 336 pages, ISBN: 0-691-11405-6, Cloth, $37.95.Barbara Ransby, Ella Baker and the Black Freedom Movement: A Radical Democratic Vision. Chapel Hill, NC: University of North Carolina Press, 2003, 496 pages, ISBN: 0-8078-2778-9, Cloth, $34.95, ISBN: 0-8078-5616-9, Paper, $19.95.Ange-Marie Hancock, The Politics of Disgust: The Public Identity of the Welfare Queen. New York: New York University Press, 2004, 210 pages, ISBN: 0-814-736-580, Cloth, $60.00, ISBN: 0-814-736-70X, Paper, $20.00.

AbstractThe very brightest z > 6 galaxies are ideal laboratories for studying the physical properties of star-forming objects into the epoch of reionization. Selected from degree-scale, ground-based fields, these rare objects provide a key insight into early dust production and may harbour faint AGN. Targeted follow-up of small samples have unexpectedly shown both Lyman-alpha emission and other rest-frame UV lines (e.g CIV and HeII), suggesting unique star-formation conditions (or AGN) at early times. Furthermore, ALMA observations have revealed that 75% of the star-formation in these galaxies may be obscured. I will talk about HST/ALMA follow-up of bright z ∼ 7 LBGs in COSMOS and present new results from even brighter samples from z = 6 – 9 selected over ∼ 5 deg2. The power of both ALMA and JWST, coupled with the intrinsic luminosity of these sources, will provide a unique insight into the formation and evolution of vigorously star-forming galaxies in the first billion years.

220 Background: As survival rates increase among cancer patients, quality of life needs become more salient. Cancer Support Source (CSS) is a distress screening, referral and follow up program that uses a validated distress screening tool and referral algorithm to link cancer patients to resources tailored to their needs. The objective of this study was to describe psychosocial concerns and unmet needs at different times since cancer diagnosis. Methods: English speaking cancer survivors (n = 905) across 26 affiliates of a nationwide cancer support organization participated in the CSS program by first completing a screening tool, including a 4 item depression subscale. Participants rated the level of concern (0 to 4) about 15 items and identified the help they wanted for each item (talk with a member of your health care team and/or connect you with online resources). We used regression analysis, adjusting for age, to examine differences by time since diagnosis ( < 1 y; ≥ 1 y) in level of distress; type of concerns (rated ≥ 2); and items selected to talk with the health care team. Results: The sample was 78% female, 10% Latino, 9% Black, and median age 57 y. 41% were breast cancer survivors, 6% lung, and 6% colorectal. More than half were within 1 y of their diagnosis (61%, n = 507); 39% ≥ 1 y (n = 331). Those newly diagnosed ( < 1 y) had significantly higher levels of distress (p = 0.011); increased risk for depression (p = 0.007); and more likely to be concerned about changes in work, school, or home life; body image; feeling nervous or afraid; worry about the future; and making a treatment decision (p < 0.05). Among those who indicated that an item was a concern, newly diagnosed patients were significantly more likely to want to talk to their health care team about pain; financial worries; exercising; feeling lonely or isolated; feeling nervous or afraid; and worry about the future (p < 0.05). Conclusions: These findings suggest that patients are more distressed and more likely to want to talk about their psychosocial needs within the first year of a cancer diagnosis. Future research should evaluate efforts to provide tailored resources within the first year of a diagnosis when distress levels are highest.

RedPOP celebrates its 25th anniversary and the congress was a great occasion to commemorate it. More than 400 attendees from 23 countries around the world had the opportunity to talk about the relationship between art, science, education, public policy on science appropriation, science journalism, and new ways to reach the public audience. At the same time a Science Theater Festival was held. The Congress in numbers: 5 Magisterial Conferences, 245 simultaneous presentations, 8 Working Groups, 9 simultaneous Workshops, 22 poster and 6 theater plays. 10 countries from Latin America (90Conversation was essential in this congress and everything was prepared to motivate it. Participants had the opportunity to hear voices from Latin America an outside of it through the international keynote. The challenging issues that were raised in the plenary sessions as well as the opportunity to make heard their voices during the Working Groups and to be able to work in the Workshops with the keynote speakers, made this a motivational meeting.

What is wrong with rights might lie in several places. Some accuse the very concept of a right belonging to an individual as a kind of property. Chapter 6 considered this charge and found it wanting. Instead, Chapters 5, 7, 8 and 9 identified problems in misleading connotations of talk about ‘natural rights’, the failure to reckon with the contingency of rights upon economic and political conditions, and the importation of what is paradigmatically a legal idea into ethical deliberation. An additional possibility is that problems lie not only in concepts of rights, but also in the way in which judges treat them. This is the topic of this chapter and the following one. The present chapter examines recent decisions of the European Court of Human Rights (Al-Skeini [2011], Al-Jedda [2011]), and the Supreme Court of the United Kingdom (Smith [2013]), which threaten the UK’s military power. It concludes that, in these cases, the jurisprudence of the European court is vitiated by an imprudence born of a limited historical and political imagination, a culture of risk-aversion, and an ideological rights-fundamentalism. Such imprudent jurisprudence serves to weaken the military effectiveness of European States Party and their ability to support politically fragile states, to undermine states’ confidence in international treaties, and to provoke calls for states’ withdrawal from the Convention altogether.

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

One of the challenges in the numerical simulation of a system of particles in a fluid flow is to balance the need for an accurate representation of the flow around individual particles with the feasibility of simulating the fully-coupled dynamics of large numbers of particles. Over the past few years, several techniques have been developed for the direct numerical simulation of dispersed two-phase flows. Examples include the ALE-FEM formulation described by Hu et al. [1] and the DLM method of Patankar et al. [2]. The former uses a finite element mesh that conforms to the shape and position of each particle and evolves dynamically as the particles move, while the latter employs a fixed mesh and constraints are imposed in the volume of fluid occupied by the particle to reproduce a corresponding rigid body motion. In both the aim is to fully resolve the flow dynamics for each particle and there is a corresponding demand for high resolution of the flow. A typical approach used for gas-solid flows has been the point-force method that combines a Lagrangian tracking of individual particles with an Eulerian formulation for force feedback on the fluid flow. The latter approach has worked well for very small particles in systems of negligible void fraction but significant mass loading. The resolution level is very low and often the particles are smaller than the spacing between grid points. Its success comes from the averaging effect of large numbers of small particles and the fact that the influence of an individual particle is weak. The approach though is inaccurate for liquid-solid or bubbly flows when the individual particles are of finite size and the void fractions may easily be larger than 1%. In tracking the individual particles an equation of motion is formulated that relates the particle acceleration to the fluid forces acting on the particle, and these forces such as drag and lift are parameterized in terms of the local fluid velocity, velocity gradients and history of the fluid motion. Once flow modification is included however, it is harder to specify the local flow. The parameterizations also become more complex as effects of finite Reynolds number or wall boundaries are included. As a numerical procedure, the force-coupling method (FCM) does not require the same level of resolution as the DLM or ALE-FEM schemes and avoids the limitations of the point-force method. It gives a self-consistent scheme for simulating the dynamics of a system of small particle using a fixed numerical mesh and resolves the flow except close to the surface of each particle. Distributed, finite force-multipoles are used to represent the particles, and FCM is able to predict quite well the motion of isolated particles in shear flows and the interaction between moving particles. The method also provides insights into how the two-phase flow may be described theoretically and modeled. The idea of the force-coupling method was first introduced by Maxey et al. [3]. The basic elements of the method are given by Maxey & Patel [4] and Lomholt & Maxey [5]. In the basic version of the method, fluid is assumed to fill the whole flow domain, including the volume occupied by the particles. The presence of each particle is represented by a finite force monopole that generates a body force distribution f(x,t) on the fluid, which transmits the resultant force of the particles on the flow to the fluid. The velocity field u(x,t) is incompressible and satisfies ∇·u=0(1)ρDuDt=−∇p+μ∇2u+f(x,t),(2) where μ is the fluid viscosity and p is the pressure. The body force due to the presence of NP bubbles is f(x,t)=∑n=1NpF(n)Δ(x−Y(n)(t)),(3)Y(n)(t) is the position of the nth spherical particle and F(n)(t) is the force this exerts on the fluid. The force monopole for each particle is determined by the function Δ(x), which is specified as a Gaussian envelope Δ(x)=(2πσ2)−3/2exp(−x2/2σ2)(4) and the length scale σ is set in terms of the particle radius a as a/σ = π. The velocity of each particle V(n)(t) is found by forming a local average of the fluid velocity over the region occupied by the particle as V(n)(t)=∫u(x,t)Δ(x−Y(n)(t))d3x.(5) If mP and mF denote the mass of a particle and the mass of displaced fluid, the force of the particle acting on the fluid is F(n)=(mP−mF)(g−dV(n)dt).(6) This force is the sum of the net external force due to buoyancy of the particle and the excess inertia of the particle over the corresponding volume of displaced fluid. In addition a short-range, conservative force barrier is imposed to represent collisions between particles and prevent overlap. A similar barrier force is imposed, normal to the wall, to represent collisions between a particle and a rigid wall. With this scheme the body forces induce a fluid motion equivalent to that of the particles. The dynamics of the particles and the fluid are considered as one system where fluid drag on the particles, added-mass effects and lift forces are internal to the system. The method does not resolve flow details near to the surface of a particle, and indeed the no-slip condition is not satisfied on surface. At distances of about half a particle radius from the surface the flow though is fairly well represented. While there is no explicit boundary condition on the particle surface, the condition (5) ensures that the bubble and the surrounding fluid move together. The method has been applied to a variety of flow problems. Lomholt et al. [6] compared experimental results for the buoyant rise of particles in a vertical channel filled with liquid with results from corresponding simulations with FCM. The particle Reynolds numbers were in the range of 0 to 5 and the results agreed well. The wake-capture and the drafting, kissing and tumbling of pairs of particles, or of a group of three particles were found to match. Comparisons have made too with full direct numerical simulations performed with a spectral element code [7]. Liu et al. [8] examined the motion of particles in a channel at both low and finite Reynolds numbers, up to Re = 10. There was in general good agreement between the FCM results and the DNS for the particle motion, and the flow details were consistent away from the particle surface. There has been extensive work in the past on the sedimentation of particles in a homogeneous suspension, mainly for conditions of Stokes flow. Climent & Maxey [9] have verified that the FCM scheme reproduces many of the standard features found for Stokes suspensions. The results for finite Reynolds numbers illustrate how the structure of the suspension changes as fluid inertia is introduced, in particular limiting the growth in velocity fluctuation levels with system size. Further work has been done by Dance [10] on sedimenting suspensions in bounded containers. Recently we have been studying the dynamics of drag reduction by injecting micro-bubbles into a turbulent channel flow. This has been proven through experiments over the past 30 years to be an effective means for drag reduction but the details of the mechanisms involved have not been determined. Numerical simulations by Xu et al. [11] have shown clear evidence of drag reduction for a range of bubble sizes. A key feature is the need to maintain a concentration of bubbles in the near-wall region. In the talk, the method will be described and example results given. Specific issues relevant to gas-solid flows will be discussed.