Adulting got you down? Whether you just polished off your college graduation cake, are in your 20s or 30s struggling through a quarter-life crisis, you're simply trying to figure out how to become all grown up, or you're a parent looking for that perfect college graduation gift or Christmas gift for your twentysomething, 101 Questions You Need to Ask in Your Twenties is the audiobook for you. To find important life answers in your 20s, you need to start with good questions. Author, speaker, and blogger Paul Angone has dedicated the last 12 years to helping twentysomethings, and in this audiobook, he culminates his work to give listeners wisdom through major life questions like: What’s the best way to know if you’re actually ready to get married? Where’s the future of work headed and what does having a successful career look like today? How do I make a choice when I don’t know what to choose? How do I stop networking and start “relationshipping”? Why do some people have great marriages while others have complete wrecks before they even make it to the highway? Am I seeing the other side of people’s Instagram photos (you know, the side they’re not exactly posting pictures of)? What are the Pivotal Plot Points of my story? Do I have anyone on my "Dream Team"? After his success with 101 Secrets for your Twenties and connecting with millions of twentysomethings around the world through speaking engagements and his blog AllGroanUp.com, Paul Angone captures the hilarious, freakishly accurate assessment of life as a modern-day twentysomething (and thirtysomething) facing real millennial problems, but now he’s digging even deeper If you’re drowning your anxieties in Netflix and ice cream, are afraid you’re failing, going crazy, or both, or are just longing for a little guidance to get past “just getting by 1. Language: English. Narrator: Lyle Blaker. Audio sample: http://samples.audible.de/bk/hove/003551/bk_hove_003551_sample.mp3. Digital audiobook in aax.
The European Capital of Culture title is considered a valuable brand for the hosting cities, therefore, its wide promotion is a significant element of the planning and preparatory years. The theme of promotion around the ECOC event is studied from multiple angels, starting with the so-called traditional tools and methods which have been present since the beginning of the initiative, followed by the more in-depth analysis of the web-phenomena surrounding the ECOC projects. Furthermore, the advancement of on-line technologies has had a strong effect on the publicity of these projects, therefore, the investigation spreads beyond the appearance and functions of the official websites and includes the related web 2.0 manifestations. Interactivity and forms of on-line publicity is studied in connection with two particular ECOC projects, Pécs 2010 and Turku 2011. This book contributes to former studies related to the ECOC programme's symbolic capacity, and in some respect, goes beyond them by applying also different methods of webometrics, such as blog searching, link impact assessment and link relationship mapping.
This book is a compilation of three case studies and four essays. These essays are adequately and properly referenced. The first chapter is a case study of a Saudi student at the University of Hertfordshire. This case study sees into the causes of his errors (phonological, grammatical) as an L2 learner of English. The second essay measures the perceptions of a teacher about factors, such as, syllabus, assessment, reading, learning history, national ELT policy, personality and their impacts on his teaching practice. The third essay deals with the phonological and grammatical errors of an elementary Bangladeshi student as an L2 learner of English. The fourth essay highlights the importance of three components, viz., needs analysis, testing and material development in the process of course and syllabus design and their inter-dependent relationship. The fifth essay discusses the importance of using technology in ELT. Two formats of Blended Learning, viz., Blog and Wiki, are discussed with their accompanying usefulness and disadvantages. The sixth essay discusses the role of interaction in language learning.
This book focuses on training engineering students in technical writing skills with the help of Google Drive and Blog. A task-based module was designed with the syllabus of Technical English textbook to train the participants in technical writing skills. The training provided exposure to peer responding, editing, revising and publishing documents. The data was collected from the students' written assignments, questionnaires, results of pre-test, continuous assessment tests and post-test.Error analysis was done after the pre-test, three continuous assessment tests and the post-test.It was observed that the errors committed by the sample in the pre-test reduced considerably in the posttest.Descriptive statistics and test of significance was employed to interpret the pre-test and the post-test scores.The most significant findings were that, the tasks designed for training, helped students show considerable improvement in technical writing. It was evident that Google Drive and Blog created numerous opportunities for students to work on the process of writing.
Blogs are among the many commonly used technologies for educational purposes. However, they are also a technology used as a conversational and constructivist learning tool. Blogs' interactive, collaborative, user-friendly, and instant archival features have transformed them into effective tools for enhancing case-based teaching methods within the asynchronous nature of the online environment. The authors examined the student populace s acceptance of the blog through the use of a framework known as the Unified Theory of Acceptance and Use of Technology (UTAUT). This framework integrated eight theories from social psychology and sociology in order to examine the effects of several major factors on behavioral intention and actual use of the blog while learning e-business course materials and discussion topics.
This work explores the potential of blogs as learning spaces for students at the gymnasium level. It refers to the modern ways to evaluate and assess the level of knowledge through modern techniques. The blog is one of the most suitable tools to perform both assessment and evaluation in the secondary school. Blogs facilitate student collaborative skills within a community of learners and encourage and support blended learning activities by effectively changing formal to informal learning. Within the structure of a blog, students can demonstrate critical thinking, creativity and digital literacy. The current paper suggests that blog integration in the teaching-learning practice enhances pupils' learning experience and supports the achievement of specific learning goals.
50 TECHNIQUES TO ENGAGE STUDENTS AND ASSESS LEARNING Learning Assessment Techniques gives faculty 50 easy-to-implement active learning techniques that are designed to gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, this important resource embeds assessment within active learning activities. All the techniques presented include illustrative examples as well as information on their purpose and use, key learning goals, and step-by-step implementation instructions. The authors also offer direction for online adaptation and effective analysis and reporting. With Learning Assessment Techniques as their guide, instructors will know what and how well their students are learning, promote active learning that integrates assessment, and gather information in a systematic and streamlined manner. They will also have the tools to collect solid learning outcomes and data for institutional assessment and provide evidence of their effectiveness that is so vital when seeking promotion and tenure. 'An expertly documented, superbly organized, and convincingly written book centered around 50 techniques that showcase the power of course-based, teacher-driven, integrated assessment.' -Maryellen Weimer, professor emerita, Penn State, and editor, The Teaching Professor newsletter and blog 'Learning Assessment Techniques promises to be a landmark contribution to the resources upon which faculty members can draw. If you are looking for fresh ideas for learning activities for those hard-to-teach learning outcomes, you've come to the right place!' -Linda Suskie, assessment and accreditation consultant and author of Assessing Student Learning and Five Dimensions of Quality 'Now that higher education recognizes the need to promote more powerful kinds of learning, we need more powerful ideas on how to assess them. This book provides exactly what we need to move forward on that agenda.' -Dee Fink, author of Creating Significant Learning Experiences