Archive for the ‘Distance learning’ Category
十個中英文句子結構之異同(十四)
August 31st, 2010
建議：使用如「名詞＋動詞＋受詞／介系詞」般的直接簡單句。除非
(a) 介系詞在如下的句型中（名詞＋動詞＋名詞＋動詞）描述動作，
(b) 介系詞用作科技條件的限制語（見第五單元），或
(c) 介系詞作為連接二個句子或段落的轉接語（見單元六），否則介系詞不擺於句前。
描述“科技限制條件”通常和數字的限制有關（如壓力、時間等），這類的條件常會影響實驗的結果。寫作者很容易察覺其實“科技限制條件”本身都是句子的主要重點。因此，說明科技限制性條件的語詞應被置於句首以便強調其重要性，也使其易於被讀者察覺。“科技限制性的語詞”有如下述各例：
但是，國內寫作者常常強調一些不該放於句首的非科技限制性條件。當然，決定一個條件是屬於科技限制性或是非科技限制性其實是很主觀的，而且完全取決於寫作者本身。第二單元已經強調過把最主要的重點置於句首的重要性。寫作者很可能認為所提到的條件並非是最重要的意念，而將之置於句末。
將中文直接英譯成英文及過份使用表示位置，非科技限制性條件、目的和條件的介系詞使得句子的重點和主題被迫擺在句末，此乃英文在邏輯模式上和中文推理之間的基本差異。科技英文的句子結構通常強調的是結果；反之，中文的句子結構卻常將表示特定條件的介系詞置於結果之前。國內寫作者可能認為把主題的說明文字置於句首比較好，而以英文為母語的人士卻認為這樣做只會讓句子的主題和意思更加難以理解和被找到（因被放在句末）。憑依上述的想法，比較中、英文構句在邏輯結構上不同點的典型例子如下所述：
中文：位置特定詞，結果（或事實）英文：結果（或事實），then位置特定詞。
Source:
求職英文: 描述所參預方案裡專業興趣的表現包括 (英文自傳)
i. 介紹此方案的目標
範例
My strong commitment to this profession is demonstrated by my recent collaboration with colleagues in constructing an effective performance index (PCI) and developing an objective hypothesis testing procedure for PCIs, capable of assessing the operational cycle time (OCT) and delivery time (DT) for VLSI.
Source:
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Less Is More: I Do, We Do, You Do
August 31st, 2010
Ensure student involvement by making them doing the work for you!
Factoid:
Whoever does the most work in your class is doing the most learning
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I don’t know who said that, but it’s spot-on.
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1. No student can learn without being involved.
2. If the teacher does all the work each lesson, then nothing is left for the student to be involved in.
3. Thus, ensure maximum student involvement by making your class do MOST of the work each lesson.
***
For example, follow I Do, We Do, You Do:
A. First, demonstrate a new skill briefly,
B. Next, practice the new skill together with your class,
C. Finally, let the students try it alone.
© 2010 David Mach
描述所參預方案裡專業興趣的表現(Why 工作方面問題)(三):英文求職面談口試
August 30th, 2010
描述所參預方案裡專業興趣的表現(Why 工作方面問題)(三):英文求職面談口試
範例
1 Why did you develop a love for nursing while at university?
2. Why is your personality conducive to stressful work situations?
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求職英文: 描述學歷背景及已獲成就 (英文自傳)
i. 總括個人的學術成就
範例
While my Master’s degree in Biochemistry prepared me for the rigorous demands of conducting original research in this field and publication of those findings in international journals, doctoral study in the same field equipped me with the required knowledge skills and professional expertise to excel in the biotechnology profession.
Source:
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LEARNnco Videoconferences
August 30th, 2010
New Links to New Learning favorite has added to its great videoconference line-up. Andy Campbell has shared that LEARNnco’s new program this year is the Science of Triathlon. Using several triathlon “props”, including a triathlon bicycle and wetsuit, this program will cover the science concepts of bouyancy, wet suit insulation, aerodynamics, density, inertia, simple machines, vital capacity, and even a little bit about the importance of nutrition for athletes. The program is geared toward upper elementary through 9th grade though it can be adapted to older age groups. To learn more about LEARNnco’s videoconferences, visit their !
Register Today for the NC3ADL Education on Demand Conference
August 30th, 2010
Education on Demand:
Get your “e” on!
Nov 14-16, 2010
Sheraton Imperial Hotel and Convention Center
Registration Deadline Oct 22
You Don’t Want to Miss the Conference!!!
The Next Chapter
August 30th, 2010
Life has a tendency to throw you various curve balls that put things into perspective. As I reached my 4-year anniversary at Bank of America, I realized that my career wasn’t going in the direction I had hoped and it wasn’t something I was passionate about. The one thing I knew was that I wanted to go to business school and broaden my understanding of international affairs. I looked at various MBA curricula and in my search I discovered the. What sparked my interest was that this program was a combination of traditional MBA style course work with an emphasis on ethics, leadership, and culture. I applied and began my journey through Aristotelian concepts of ethics and leadership, cultural considerations of doing business abroad, to understanding the fundamentals of project management, business strategy, and finance. Through these various courses, I was able to take the theoretical frameworks and transform them into practical applications in the business world.
As my scholastic life began to transition so did my understanding of what I wanted to do professionally. The MSGL program opened my eyes to see the business world through a different lens, something that was entirely different than the corporate hierarchal framework I was used to. I started applying for positions in California that I felt would allow me to be utilize my degree while still being able to be creative, flexible, and innovative in some kind of cultural or international capacity. I began the gruesome task of interviewing with multiple companies that I felt were a great fit with my personality and what I believed represented my future career path.
On Monday of my final week in the MSGL program, I landed a job at , a global software company, headquartered in Mountain View, CA, working in a creative environment that connected me with various people and cultures from around the world. I’m sure that there were multiple candidates that applied for this position, including traditional MBA’s but I really felt that the MSGL program allowed me to stand out from the crowd and get my foot in the door. What helped me land the job was not only my professional experience but also my educational background because I was able to provide Intuit with a global mindset.
As our world becomes increasingly flattened, as would say, we all have to understand how quickly technology is taking us from an 8 to 5 behind a desk job to a more virtual and international environment. We have now come to a pivotal point in our decade where the traditional job is not so traditional anymore. The MSGL program gave me the tools to face this reality and become successful. All the academic and mental challenges, professor influence, and group interactions both in class, virtually, or in the helped me grow from a person who was once content with just having a job to someone who is inspired and now wants to learn more about how social, political and economic challenges affects business interactions and how I can utilize my experience in MSGL to become a visionary leader in my personal and professional lives.
Henry Thoreau once said, “ Our truest life is when we are in dreams awake.” I am awake and beginning a life long dream.
Bridget Lopez is a University of San Diego graduate of Cohort 48 and works for global software giant Intuit, Inc.
Interview with Paul Rogers: Leading by Example Series
August 30th, 2010
This series is dedicated to highlighting the impact made by exemplary literacy and language professionals who lead by example. They share their inspirational tips and stories. This week we highlight the work of Paul Rogers, creator of the Pumarosa language learning program.
What is your name, affiliation, and connection to language learning?
My name is and I have been teaching ESL for more than 20 years. I am also the author of a free website for Spanish speakers, , which has been online for 6 years, and is now widely used.
What are your thoughts about leadership and language learning?
Leaders in our field should lead by example, not only as teachers but as language students. It is also very important to investigate the uses of new technologies as applied to language learning. And I also feel it is important to champion what I call a multi-cultural, multi-lingual approach, i.e. respecting, appreciating and learning from other cultures and languages.
In your opinion, what’s the most important aspect of a language teacher’s job?
I used to think that my job should be providing adequate and interesting lessons so that the students would be able to learn English as easily as possible. Although I still believe that aspect of the job is important, after studying your reports and articles, I have realigned my thinking! Learning languages is a life-long endeavor that is very important not only to the individual but also to society as a whole.
We must be frank and honest with language learners and tell them there is no quick fix, no fast track.
So now I look at my job as a resource and as a guide, and as an advisor and a friend. I have to say that I am more relaxed and probably more effective as a teacher now.
What are some of the projects you’ve been involved with that you would like to share?
I promote PUMAROSA and sell materials, such as workbooks.
Otherwise, I have developed a “Home Study” program for Spanish speaking adults. I teach classes in the students’ homes in groups of 4 or 5. The materials used include my texts, audio CDs and DVDs, along with PUMAROSA, You Tube and a few bilingual websites that feature popular US songs. I also show the students how to use a computer. I encourage everyone to buy a used computer for about $50 at the second hand stores nearby. Some of them went out and bought brand new computers! I have discovered that many people spend up to $100 a month in telephone calls back home. But with a computer hooked up to the internet for less than $50 a month, they can call back home for as long as they wish for free. Some of my students use a webcam, and I even “taught” a class to their families in Mexico!
What do you see as three new directions in language learning?
- The use of technology, in my view, changes the direction of language learning significantly. Now adult learners and families can basically learn at home without a teacher. This new development in distance learning makes language learning more democratic. Previously only a few people were able to attend classes, which were under the control of the teacher, i.e. ‘teacher centered”. Now learning can become ‘student centered’ so that mothers with children, for example, will not be excluded from learning anything.
- All of which leads to teachers becoming more and more like a guide or advisor rather than an authority figure. Paolo Freire would be very pleased with this shift.
- Distance learning programs will become the norm, with more and more community based involvement.
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What’s Cookin’ with Amy Sklansky in 2010-2011?
August 30th, 2010
Author Amy Sklansky is returning for the 2010-2011 school year as a New Links to New Learning for elementary students!
In , she will put on a chef’s hat & coat to “cook” a book. Into her large cooking pot go inspiration, rough drafts, revisions, pencil sketches, and more as she explains how an author’s idea becomes a published book. She will use her fifth book, The Duck Who Played the Kazoo, as her primary example, though she will also read from her other books.
In , Amy discusses her book Where Do Chicks Come From? This book, part of the well-respected Let’s-Read-and-Find-Out Science series, explains what happens inside an egg from fertilization through hatching. Using visuals in a highly interactive videoconference session, Amy outlines various stages of writing the book — research, revisions, artist’s sketches, etc.
With , Amy gives students a peek inside the mind of a poet. Sharing poems from her own books, she discusses the various places a poet finds inspiration. Then she gives examples of the ways a poet may revise her work – emphasizing concepts such as word choice, line breaks, action verbs, and punctuation. She encourages students to write a poem on their own during the videoconference using the same process.
For Amy’s programs, New Links pay $155, nonmembers pay $195 per session.
Missed a class? Loved a workshop so much that you want to relive it? As part of , we’re filming other Ithaca Freeskool classes and making them available online for anyone who wants to participate.
Learn how to start a D.I.Y. circus with Tori and Lily who taught us how to make hula hoops, poi fire spinners and juggling balls on June 11, 2010.
Global Nomads Group Fall 2010 Programs Open for Registration!
August 30th, 2010
You can join Global Nomads Group over interactive videoconference as they examine the with students who have been directly impacted in the Gulf Coast; travel to Haiti as they work with Haitian students to help re-build schools, or chat with young Pakistanis who are recovering from catastrophic floods that have affected more than 14 million people.
is committed to bringing their signature programs into your classroom, connecting students from across the country and around the world to engage in dialogue and raise awareness about pertinent global issues. Registration started August 26th on a first-come, first-served basis for the fall programs.
Some other programs you’ll see GNG offer this school year:
