Speaking. Group members will speak at will; however, the facilitators may require that group members be recognized by the facilitator before speaking. Group members will try not to interrupt each other.
Speaking. Courteous and effective communicating with coworkers, providers, residents, family members, visitors, and ancillary departments.
Speaking. The tutor can assist in any of the following areas: ✓ Presentation skills ✓ Public speaking skills ✓ Controlling pronunciation while speaking ✓ Pronouncing the sounds, rhythm, stress and intonation of spoken English ✓ Strategies for improving intelligibility ✓ Improving fluency To make the most of English Language Tutoring: • Come with specific questions and concerns about aspects of your writing or speaking • Listen to the feedback you receive and try to work on those areas • Look for patterns of issues you are having, and make sure you attend to these the next time you visit: build on the feedback you receive so that the tutor does not have to point out the same things (keeping an error log might help you) Remember: • The tutor is not just there to ‘clean up’ your paper or your presentation for you. The goal is to identify the most serious issues and work with you to correct them. They are not an editing service, but a support resource. • The tutor is not a subject matter expert, so they cannot answer specific questions about the assignment or your courses. • Tutoring is advisory only. It does not guarantee a particular outcome. The tutor does not affect the final grade of any writing assignment or presentation and won’t discuss grades with you.
Speaking. Given notice and planning, though it is understood and agreed by both parties that Executive has his obligations to his Practice which take priority, Executive will make himself reasonably available for up to 12 live talks/presentations per calendar year at Company meetings.
Speaking drama Size of part Aggregate daily salary, including supplementary payment for rehearsals: Minimum number of days: 2005 – DKK: 2006 – DKK: 2007 – DKK: Roles of 0-50 lines: 2,660 2,760 2,870 3 of 8 hours Roles of 51-200 lines: 3,090 3,220 3,340 4 of 8 hours Roles of 201-350 lines: 3,540 3,680 3,830 5 of 8 hours Roles of 351-500 lines: 3,840 3,990 4,150 6 of 8 hours Roles of 501-800 lines: 4,430 4,600 4,790 7 of 8 hours Roles of more than 800 lines: 5,160 5,370 5,580 8 of 8 hours
Speaking. Nobody (0, 00%) had an excellent level; 8 teachers (7, 40%) were placed in a good level; 25 (23, 14%) teachers were regular and 75 teachers (69, 40%) need to improve. There is nothing else to say after these results, but a question that kills me comes across my mind: Who taught those teachers? Where did they have their preparation to be language teachers?
Speaking. It is one of the four main skills. Speak in order to give information or to express feelings, ideas, etc., with no problems. Stage: one part of the progress or development of something. Structure: The interrelation or arrangement of parts in a complex entity. Support: help and encouragement that you give to a person or thing Teaching: to give somebody lessons or instructions so that it knows how to do something. Technique: a particular way of doing something. Technology: the scientific knowledge and/or equipment that is needed for a particular industry, etc. Writing: the skill or activity of writing words
Speaking. (i) TOPIC — An informative speech is an original memorized speech designed to explain, define, describe, or illustrate an object, idea, concept or process. The general purpose of the speech is for the audience to gain understanding and/or knowledge of a topic that the student believes important for the audience. Informative speaking avoids predominantly persuasive subjects and techniques. All speeches must have been prepared during the current competitive year.
Speaking. “subject matter” as “the power-relations between dominant (or colonizing) cultures and the subordinated cultures which were once, or still are, under their political or economic power. Broadly speaking, post-colonial theory seeks to analyse the power of the dominant in the sphere of ideology, that is the ‘hegemony’ with which superior nations or classes control not only the economic and material lives of their subordinates, but also the terms in which they are described and defined, even the terms in which they think and speak.” 109 Sugirtharajah, “Memorandum,” 4. 110 Sugirtharajah, “Memorandum,” 4. 111 Sugirtharajah, “Memorandum,” 5. 112 Sugirtharajah, “Memorandum,” 5 writes, “[I]t will interact with and reflect on postcolonial circumstances such as hybridity, fragmentation, deterritorialization, and/or hyphenated, double or multiple identities.” 113 Sugirtharajah, “Memorandum,” 5. 114 Moore, Empire and Apocalypse, 7 who notes the parallel with feminist criticism, which is also a line of inquiry that adapts a number of methods under a particular ideological agenda. 115 Collins, Bible after Babel, 69. more broadly of the entire narrative of Acts, Virginia Burrus has made a compelling case for the utility of postcolonial criticism in the study of a book so saturated with the presence of the Roman Empire: Fanning out from the Palestinian matrix of Jesus’ movement to span the eastern Mediterranean and finally extending as far as Rome itself, the text maps a terrain traversed by the passages of travelers and marked by meetings between social “others” and ethnic “strangers.” On such grounds alone, Luke’s work would seem to provide rich opportunities for a thoroughgoing postcolonial analysis. If few have yet taken up the challenge of such an analysis, it is not only because of the relative newness of this theoretical-hermeneutical approach within biblical studies but also (one suspects) because of the haunting ambiguity of Luke’s political stance. Symptomatically, Luke-Acts has been interpreted with passionate persuasiveness both as radically subversive and as skillfully accommodationist in relation to the forces of imperialism and colonialism.116 More specifically, the postcolonial notion of “hybridity” is a valuable exegetical lens in these verses. Fortunately, other scholars have already undertaken the task of applying the concept of “hybridity” to the interpretation of biblical texts.117 In a recent article focusing on a reading of Numbers, Ulrike Sals adept...
Speaking. The tutor can assist in any of the following areas: ✓ Presentation skills ✓ Public speaking skills ✓ Controlling pronunciation while speaking ✓ Pronouncing the sounds, rhythm, stress and intonation of spoken English ✓ Strategies for improving intelligibility ✓ Improving fluency To make the most of English Language Tutoring: ⮚ Come with specific questions and concerns about aspects of your writing or speaking ⮚ Listen to the feedback you receive and try to work on those areas ⮚ Look for patterns of issues you are having, and make sure you attend to these the next time you visit: build on the feedback you receive so that the tutor does not have to point out the same things (keeping an error log might help you) Remember: ⮚ The tutor is not just there to ‘clean up’ your paper or your presentation for you. The goal is to identify the most serious issues and work with you to correct them. They are not an editing service, but a support resource. ⮚ The tutor is not a subject matter expert, so they cannot answer specific questions about the assignment or your courses. ⮚ Tutoring is advisory only. It does not guarantee a particular outcome. The tutor does not affect the final grade of any writing assignment or presentation and won’t discuss grades with you. By utilizing the SPS Tutoring Program,
