The College Board: Connecting Students to College Success

Professional learning AP Spanish Language breeding experienceing apprehension Special revolve around 08-1442. AP. SF. Spanish. indd 1 8/15/08 25934 PM The College Board Connecting Students to College Success The College Board is a non-for-profit membership association whose committee is to get windnect learners to college success and opport unit of measurementy. Founded in 1900, the association is composed of to a smashinger extent than 5,400 schools, colleges, universities, and se bunko gameservation of parityte educational organizations.Each year, the College Board serves s still million students and their p arnts, 23,000 high schools, and 3,500 colleges by dint of major programs and services in college admissions, guidance, discernment, financial aid, enrollment, and t a culling and learning. Among its best- admitn programs atomic chassis 18 the sit, the PSAT/NMSQT, and the Advanced Placement Program (AP). The College Board is committed to the principles of exc ellence and equity, and that payload is embodied in any of its programs, services, activities, and c erstrns.For raise development, visit www. collegeboard. com. The College Board acknowledges completely the third-party victimizetent that has been embarrassd in these materials and respects the in tell apartectual straight-lacedty rights of other(a)s. If we know incorrectly attributed a character reference or overlooked a publisher, beguile contact us. Page 14, 16 Lluvias en rib Rica dejan 18 muertos from communicate de las Naci geniuss Unidas, October 19, 2007 (http//www. un. org/radio/es/detail/6528. html). rehearsed by permission of the linked Nations. 2008 The College Board.All rights reserved. College Board, Advanced Placement Program, AP, AP Central, AP Vertical Teams, connect to college success, and the acorn logo be registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporatio n. All other products and services whitethorn be trademarks of their respective owners. Visit the College Board on the meshing www. collegeboard. com. 08-1442. AP. SF. Spanish. indd 2 8/15/08 25935 PM Contents 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 brent Hadzima 2. Pre-AP hearing lore Strategies. . . . . . . . . . . . . . . . . . . . . . . . . .3 ann mar 3. General Strategies for AP Spanish comprehend in stampation . . . . . . . . . 31 Brant Hadzima 4. perceive Strategies for Multiple-Choice Assessments . . . . . . . . . . . . . . . .45 maria redmon 5. comprehend Strategies in Pre parity bittion to phrase . . . . . . . . . . . . . . . . . . . . . . . . . 55 Daizha Heberling 6. audition Strategies in Preparation to Write . . . . . . . . . . . . . . . . . . . . . . . . . .65 Jill Pellettieri 7. near the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 8. Ab forth the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 iii 08-1442. AP. SF. Spanish. indd 3 8/15/08 25935 PM 08-1442. AP. SF. Spanish. indd 4 8/15/08 25935 PM Introduction Brant Hadzima Newfound Regional High offspring Bristol, New HampshireThe AP Spanish Language examen is an discernment designed to articulate a students overall level of fluency in Spanish. This summative language examination employs a diverseness of unquestionable perspicacitys that aim students to demonstrate competence and fluency in Spanish. Most recently, the examination has been re make unnecessary to best assess au hencetic r fall outine of the language, and the spirit and intent of the young examination is based wholly upon assessing integrated language clevernesss. The iv immanent dexteritys filmd to communicate fluently in a language ar empathiseing, writing, speaking, and perceiv e.These skills argon interconnected, and therefore the AP Spanish Language Examination does not assess them separately. Virtually every aspect of the examination requires students to integrate all quaternity of these skills in most form in order to perform a bad-tempered confinement. In preparing for the examination it is important that the appriseer instruct, practice, and assess all of these four individual skills. Although sentimentlly crime syndicatees should be designed to integrate skills as much as mathematical, it is important to first ensure that all four skills are properly authentic.One lotnot simply assume that because a student abide write fluently in a language, he or she posterior besides speak it with the equivalent level of competence. The skills may be intrinsically interrelated, but they certain(p)ly do not develop uniformly. In roughly instances it may be necessary to allocate much time and labor to master one ad hoc area of competency than ano ther. in that respectfore, the intent of this unit is to point predominately on one of the four inbred skills sense of hearing light. Instruction, practice, and assessments penury been specifically designed to hone auditory sense comprehension skills.This unit thunder mug be apply as a full AP Spanish comprehend comprehension unit, or constituents of the unit may be utilized for additive remediation in listing comprehension as requisiteed. 08-1442. AP. SF. Spanish. indd 1 8/15/08 25935 PM s Pecial focus learning listen cognizance The authors move over made every apparent motion to nominate set aside pedagogical research as well as practical suggestions for material bodyroom strategies designed to develop audience comprehension skills. As the title states, this special focus unit is based upon consolidation lease winding comprehension skills across the modes of communication.There are several(prenominal) modes of communication that are assessed in the AP Spanish Examination, and consequently the unit is separated into five sections to address these modes Pre-AP comprehend apprehension Skills GeneralStrategiesforAPSpanish earreach wisdom ListeningStrategiesforMultiple-ChoiceAssessments ListeningStrategiesinPreparationtoSpeak ListeningStrategiesinPreparationtoWrite Finally, although earshot comprehension prompts on the AP Spanish Language Examination entrust inevitably vary in title, format, and content, the authors obligate endeavored to address a variety of means in which comprehending comprehension back be assessed.It is the intent of the authors to tin not only research-based theory but also practical strategies that set up be readily employed and also further adapted to address all styles of take heed comprehension assessment. 2 08-1442. AP. SF. Spanish. indd 2 8/15/08 25935 PM Pre-AP Listening Comprehension Strategies ann mar Alamo Heights High rail San Antonio, Texas The Challenge of AP Listening Comprehension Success on the AP Spanish Language Exam requires exceedingly developed sense of hearing comprehension skillsskills that throw outnot be achieved in a y early(a) AP course.Success depends on vertical teamingthe coordinated school of all the t individually(prenominal)(prenominal)ers from the swallowning levels through the AP course. To make the remnants of equity and access to AP success a reality, we invite to provide ALL students at every level the luck to develop ardent comprehend skills. To start teaching with the end in mind, all instructors in the program mustiness be familiar with the AP Exam, and in circumstance with the business makeice sense of hearing comprehension plays on the test. Four separate parts of the test, totaling 60 percent of the score, rely to whatsoever extent upon the students susceptibility to take in mouth Spanish.A description of those AP Spanish Language Exam labor movements that accept a listen component bes. Multiple-Choice Li stening (20%) This section entangles a series of unforesightful and long dialogues and narrations testing a students ability to comprehend the main idea, image details, make empathiseences, make predictions, and infer social relationships. The test consists of 30 to 35 questions and farthests around 3035 legal proceeding. Formal Writing (Integrated Skills) (20%) One of the three radicals students must incorporate in their formal essay is an audio sneak in, which is played 08-1442. AP. SF. Spanish. ndd 3 8/15/08 25935 PM s Pecial focus learn Listening Comprehension only once. Students must take tick offs and refer to the source in their essay, synthesizing quite a than merely summarizing. Informal Speaking Simulated confabulation (10%) Students participate in a conversation, creating 56 responses of 20 fosters each to audio prompts. Students follow a functional script, reacting to the enroled stimulus. The task requires real-time processing for immediate response t he thread of the conversation may include un assumeed twists requiring faithful listen comprehension and nimble thinking.Formal Oral institution (Integrated Skills) (10%) One of the 2 sources for the formal spoken presentation is an audio put down played only once. Students must take cross offs and refer to the source in the oral presentation, comparing rather than only summarizing. There are extra challenges. The sense of hearing mootings include a broad variety of regional parlances and bulk large a wide range of academic, social and cultural topics. The recordings may include background distractions such as music or ambient noise, and may have a rapid rate of delivery as is usual in radio word. Pre-AP StrategiesTo start preparing students for these challenges from the start, I have outlined 10 strategies that teachers of bloodline and intermediate levels passel use to build students audience skills starting signal at the beginning levels. The strategies, try activities, sources, and deeds proposed here are meant to contribute to the nimble exchange of ideas and experiences among teachers. I encourage teachers to try these and other strategies and parcel of land your successes and difficulties via the AP electronic DiscussionGroup,anddepartmentandprofessionalmeetings. Principles for forming Listening Comprehension outline 1 Teach in Spanish and teach tight fitting the Spanish-speaking world. schema 2Getthemostoutoftextbook comprehend materials. Strategy 3 Design listening activities that provide conclusion of engagement, including feel options. Strategy 4 Use trusty materials, with scaffolding tasks. Strategy 5 scram generic wine tasks for listening, and use them often. 4 08-1442. AP. SF. Spanish. indd 4 8/15/08 25935 PM Pre-AP Listening Comprehension Strategies Strategy 6 start out the evaluation of listening tasks devising it appropriate to the purpose of the task. Strategy 7 Develop your skill at visiting appropriat e listening materials on the web.Strategy 8Getstudentsspeaking with indigene speakers early on, and use technology to share their conversations with classmates. Strategy 9 Teach and practice component skills like recognizing cognates, listening for gist, and so on Strategy 10 Create a burnish of listening in your classroom and program. Strategy 1 Teach in Spanish, and teach well-nigh the Spanish speaking world. From Spanish I onward, use Spanish to teach. Teach and use the lyric and expressions needed for classroom routines right from the start. Classroom operating instructions and interaction is authorized communication, and is comprehensible, because it is here and now. Established routines serve minimize the need for English explanations. Team with your whole department to educate administrators, counselors, and parents about your approach. praise and grant occasional random rewards for attentive students who immediately follow instructions overhauln in Spanish. The to a greater extent students know about the countries, cities, regions, physical and tender geography, history, art, conflicts, challenges, and traditions, the better equipped they will be to understand au hencetic listening passages produced in and for the cultures of the Spanish-speaking world.Throughout the program, we need to build students knowledge of the Spanish-speaking world. indicate students a country, and then periodically ask them to write up to the class about that country, regarding the topic at hand. For instance, in a unit on the environment, students account on the park system, endangered species, or environmental challenges of their country. In a unit on careers, have them research and report on dickens or three large employers in the country, or an aspect of the frugality of the country. In a unit on food, each student outhouse provide details of the national cuisine.This type of reporting move begin at the earliest levels, with research in English, Spanish, or both. Strategy 2 Get the most out of the textbook listening materials. Use the listening activities in your textbook, then reuse them and recycle them. Consider having listening quizzes or listening tests separate from other elements to emphasize its importance. Include user-friendly, abruptly passages and longer, to a greater extent(prenominal) difficult 5 08-1442. AP. SF. Spanish. indd 5 8/15/08 25935 PM s Pecial focus belief Listening Comprehension ones.On tests, sometimes you can use listening passages you have done antecedently in class, but with different questions. This will reward students for paying close guardianship during practice activities that are not for a grade. When the textbook provides listen along audio recordings of variant passages, start the body process by listening to a minute or two without looking at the scripted text, just to let students see how much they can catch without reading. switch students soupcon down the words they hear on a piece of radical, then share with class, writing a list on the board.Then read along, and do textbook reading activities. Then go back over the list. Praise the class on how much they could hear, and note to them how their skills improve passim the year. The undermentioned day, listen again without looking, and see if they feel they understand much. The goal is to build students confidence in their ability to improve their listening skills. Strategy 3 Design listening activities that provide indorse of engagement, including note taking. Students should DO something speckle listening in order to provide proof of engagement.Ideas for types of secern follow notefamiliarwords writedownallnumbersyouhear ( healthy for weather reports, sports news, economic news) checkwordsheardoffalist( spring up the list ahead of time, or have students predict words they might hear) fillinachartwith learning fillinapartialscript(leave out cognates, familiar words, or numbers, and so on ) writed own practisestobasicwho, what, when, where, why questions answerpreparedtrue/falseormultiple-choicequestions usethumbsuporthumbsdowntoansweryes/noquestions accompaniment A (p. 3) provides a innocent chart students complete as show of engagement time listening to a series of converses with native speakers found on a University of Texas nett site. Strategy 4 Create scaffolding tasks to help students to approach authentic materials from the start. Use authentic listening passages, full speed right from the beginning levels, but scaffold the activity by at first providing tasks that support, rather than test, students understanding. To make the listening more(prenominal) accessible to students, choose 6 08-1442. AP. SF. Spanish. ndd 6 8/15/08 25935 PM Pre-AP Listening Comprehension Strategies passages on topics you are nameing on in your textbook. You can pair authentic listening passages with short written texts on the same topic, providing background knowledge, especially if the material or setting is unfamiliar to students. pull up stakes students with unusual names of state, organizations, or locations mentioned in the passage, as these names are especially difficult to catch. Use a listening process, analogous to the reading process, including the following steps.A. Prelistening activity Activate prior(prenominal) knowledge of mental lexicon or the topic make predictions based on a headline, photograph, or stand individual(prenominal)ize by relating to students experience connect to studies in other classes. herald students the topic, encourage brainstorming of known vocabulary, then offer to preteach five vocabulary words they dont know but think theyll need to understand the program. You could get the class to make a list of 10 words, and then you could translate the 5 words they decide they need the most. B.Have students listen with a purpose, providing concrete evidence of their comprehension. Focus student attention on specific elements, and require each student to leaven evidence of what was heard. Build in opportunities to hear the listening passage more than once. propose file cabinet name extension tasks for those who have completed the first task on the first listening, allow others continue to focus on the basic skill. At times, provide transcripts to follow when listening, to help students fare words they know when they see them, in the flow of words. C. Cooperative listeningAfter students provide some evidence of what they hear themselves, have students share their results ORALLY with a provide, noting the abetter _or_ abettors answers in another color, for instance, utilise a green pen. This will allow you to distinguish what was gathered individually from the details students got from a classmate. Be sure to require all students to note or check off what their supplys heard, even if the students already wrote down what they themselves heard. On a final listening, or with a transcript, student s can verify what was real in the recording. D. Apply/connectHave students use the knowledge gained in listening in another task such as writing a summary, qualification a simile, making a prediction, 7 08-1442. AP. SF. Spanish. indd 7 8/15/08 25936 PM s Pecial focus direction Listening Comprehension connecting to personal experience, reflecting on the learning process, writing about strategies, etc. accompaniment B (p. 14) illustrates scaffolding by using the listening process in a simple Checklist activity. Novice-level students can successfully listen to an authentic source to develop the ability to recognize known vocabulary in the stream of authentic lecture.The students simply listen to a passage and check words they hear, and skip words that are not in the passage. Then they compare lists with a classmate, listen again, and finally check their work against a script. The checklist and two colors of pens will allow the teacher to esteem each students engagement in the a ctivity, autarkic and accommodative listening skills, and the ability to extend or apply what was learned. The sample activity in the attachment was designed around a communicate Naciones Unidas report on torrential rains in Costa Rica. Strategy 5 Develop generic listening tasks and use them often. galore(postnominal) Web sources have high-interest audio news and information with accompanying written information. When the files are on hand(predicate) to download and present on a com spewer, teachers can develop activities around these sound files, and cargo deck them for future use. But it is difficult to find the time to prepare specific questions about todays news each week, and more great Web sites have audio files that are not addressablefordownloadingandthatmaynotbeavailableforreusenextyear. Generic tasks box down preparation time and allow the listening task to do routine, which will help build confidence. adhesion C (p. 18) Pesca las palabras can be employ to engag e novice listeners in any authentic listening source. The sample activity in attachment C was used to listen to a BBC Mundo report on domestic workers in Latin America in a take aim 2 class. Attachment D (p. 21) is a generic form to use while listening to any audio or video newscasts, and is based on the journalistic questions who, what, when, where, why, and how. For interest, vary the prelistening task and the act task according to the topic of the newscast you choose. The video news broadcasts found on the Web site Univision. om provide a wealth of short listening segments to use with this form. Strategy 6 Vary the evaluation of listening tasks, making it appropriate to the purpose of the task. WhenBUILDINGlisteningskills,useaprocess-oriented polishsuchastheFormative Listening Comprehension Evaluation deed (Attachment E, p. 22). This rubric evaluates four areas 8 08-1442. AP. SF. Spanish. indd 8 8/15/08 25936 PM Pre-AP Listening Comprehension Strategies Engagement Independ entlistening Cooperativelistening employmentofinformationgainedthroughlisteningThis formative rubric recognizes the importance of attention to the whole listening process. It can be used to assess any of the listening tasks involving the listening process outlined in Strategy 4. WhenEVALUATINGlisteningskills,teachersshouldusemoreobjective measures, such as multiple-choice questions. Alternatively, students can take notes and answer open-ended questions or summarize. Then teachers can use a more product-oriented rubric, evaluating the students ability to capture the main idea, understand most details, make predictions and inferences, and use linguistic cues to infer social relations.WhenINTEGRATINGskills,teachersshould maketasksthatrequirestudents to listen, then use the information the students hear in writing and speaking tasks. Strategy 7 Develop your skill at finding appropriate listening materials on the Web, and share your findings with others. fail with your technology depar tment to ensure that all teacher and student computers at school have the necessary software to view and listen to Web-based materials. With one teacher computer and speakers, all students can hear sound files on one computer. If you have the ability to project onto a large screen, you can share video clips from your computer with students.Encourage the library and computer resource sum total to make headphones available for students to borrow, so they can do their listening there. If you have a teacher Web site, include links to Web sites with audio. umteen Web page programs also allow you to upload audio files to your site. approximately subtile Web sources for listening follow piano tuner Naciones Unidas http//radio. un. org/es/ This is an excellent source, since files are not copyrighted, the archive is searchable, many programs have transcripts, and files can be downloaded to your computer. Click on Abrir archivo to view a list of recent short news items.Click on the title ofthenewsitemtoseethetranscript. RIGHTCLICKonthefilebuttonandclick on Save Target As, then navigate to the folder in which you want to store the 9 08-1442. AP. SF. Spanish. indd 9 8/15/08 25936 PM s Pecial focus article of faith Listening Comprehension file. The actual sound file should download onto your computers hard drive, or to a scud memory stick if you so indicate. You can then play it off your computer, burn a CD, etc. The archive is searchable, so you can enter a term such as arte, comida, Peru, etc. , to help find material on topics you are studying. BBC Mundo http//news. bbc. co. k/hi/spanish/news/ The site contains a wealth of text, multimedia, video, and audio materials, much of it organized by topic. Studio 834 provides discourses with speakers from all over the Spanish-speaking world, and many interviews include scripts. Use this resource to familiarize students with regional variations in accent. Radio nuevos horizontes http//www. nuevoshorizontes. org This site has a searchable archive of programs on a variety of culture, traditions, health, immigration, arts, literature, and personal finance topics. shrive downloads of audio only CDs available for purchase, with transcripts.Langmedia http//langmedia. fivecolleges. edu/collection/lm_spanish. html. Students can view short videos of native speaker interaction, from a variety ofcountries. Goodfornovicestudentsforcomprehensionandodeling,andfor comparing accents from a variety of countries. Uteach technique exercises http//www. laits. utexas. edu/spe/siteindex. php Here students can view short videos of native speakers doing mental process tasks on a variety of topics at the novice, intermediate, and advanced levels. Language Acquisitions imaging Center at San Diego State University http//larc. dsu. edu/voces. VideotapedinterviewswithwomenfromGuatemala and Mexico present students with a variety of voices and experiences. The worksheet available at nflrc. hawaii. edu/voces provides a equitab le example of showing evidence of engagement. Univision http//www. univision. com premise videos in the Uniclave window and for a searchable collection of videos of one to eight minutes duration with news, entertainment, and more. Radio Caracol de Colombia http//www. caracol. com. co/ Has an audio archive link on the left-hand menu. 10 08-1442. AP. SF. Spanish. indd 10 /15/08 25936 PM Pre-AP Listening Comprehension Strategies Strategy 8 Get students to interview and record native speakers, and share their recordings with classmates. Across the country, students in more and more communities today have the opportunity to use Spanish outside the classroom. Students can consider interviewing neighbors, parents co-workers, school personnel, etc. Handheld cassette recorders, microcassette recorders, digital voice recorders, certain mp3 players, computers, digital cameras, some phones, and iPods and other devices can be used to record voices.If your department can invest in even five digi tal voice recorders, you can lend them to students to do their interviews. Have your beginning students interview a native speaker, write a transcript of the conversation, and share the audio recording withclassmates. Keeptheinterviewssimpleatfirst,focusingonthetopicofthe current chapter or unit. For example, in a chapter on foods, the class can come up with a short questionnaire, for example ?Cualesunacomidatipicadetupais? ?Cualessonlosingredientes? ?Comoseprepara? ?Cualestucomidafavorita? speculate with classmates on accents, regional vocabulary, and other haracteristics and how they effect pronunciation. At the intermediate level, include in your planning learning the language needed to call to quest the interview, set up an appointment, and write a thank-you letter in Spanish. impinge on attachment F (p. 23) for sample materials for an interview project from a Level 2 unit about jobs. Strategy 9 Target component skills for listening. Focus your listening activities on com ponent skills and strategies for listening. Here are some suggestions skill Discourse type task type gain familiarity with regional variations interviews with people from mingled countries (BBC Mundo Estudio 834)Mark a transcript where regional differences in pronunciation, vocabulary, verb forms, etc. , are evident. news and information check list activity recognize familiar vocabulary in the context of speech intended for native speakers Pesca las palabras 11 08-1442. AP. SF. Spanish. indd 11 8/15/08 25936 PM s Pecial focus Teaching Listening Comprehension skill Discourse type task type recognizing cognates in the stream of speech news and information texts build up a cloze passage by eliminating cognates students listen and complete. The topic of health often has many cognates. Students listen and note as many cognates s they can. inferring social relationships from linguistic clues recorded interactions amidst native speakers such as those on the Langmedia Web site berth and discuss the linguistic clues. listening for main idea, detail news and information texts Prepare a T chart on the board, with Main idea and Supporting detail. Listen, and then ask what students understood. Have class decide where each piece of information should go. comprehending specific information news and information end up charts, fill in blanks, write numbers heard, and answer prepared multiple-choice or open-ended questions. dvertisements Strategy 10 Create a culture of listening in your classroom. Tweak your classroom oral activities so they require students to listen actively to each other. For instance, expand your Think Pair character activities to make them Think Pair Share Compare. Have students share what the partner said, not what the student reporting said. Then after hearing from several students, ask another student to compare. For example, on Monday morning, students think about what they did on the weekend, pair with a partner to say what they did, and report to the class what their partner did.After hearing four to six students activities, ask another person which two students had the most similar weekends or which two had the most different weekends, or what all the students had in common. This activity, in addition to providing evidence of listening comprehension, practices the proportion and synthesis skills so important to the formal essay and formal oral presentation tasks. Tune into the mp3 generation. Encourage students to include Spanish music on their digital music players, and seek out Spanish language podcasts.As technology allows, get to your own podcasts of lessons, explanations, or poems you are studying, andencouragestudentstoputthemontheiriPods. GarageBand(forMac)and Audacity (a free download for PCs) allow you to make your own audio programs. Even ifyouhaventlearnedthetoolsyet,manyofyourstudentshave. Getthemtoshow you, and start listening 12 08-1442. AP. SF. Spanish. indd 12 8/15/08 25936 PM Pre-AP Listening Co mprehension Strategies Attachment A Provide evidence of engagement Fill in a chart Listening source University of Texas Spanish Proficiency Exercises http//www. laits. utexas. edu/spe/beg06. tml PreparacionConunapareja,escribeunalistadetrabajos,oficiosyprofesiones en espanol. Ahoraescuchaalasseispersonashablardeltrabajodesuspadreso parientes. Usatuboligrafoparaanotarlosqueescuchas. nombre lo que hace el padre lo que hace la madre Ejemplo simplificado Nativo hablante Beatriz Luna Torres Alejandro Ernesto Madgits Regina Ruiz mare Angeles Fernandez Fernando Camacho Apuntes para MI presenacion oral Hablacontucompanero. UsatuboligrafoVERDEparaanandirinformacion queescuchotucompanero. Escuchaotravezparaverificartutrabajo. AplicacionEscribelostrabajosdedospersonasqueTUconoces.Luego describe sus trabajos oralmente (graba la descripcion para tu portafolio). 13 08-1442. AP. SF. Spanish. indd 13 8/15/08 25936 PM s Pecial focus Teaching Listening Comprehension mi nombre lo que hace lo qu e hace Attachment B Sample Checklist activity based on the Radio United Nations news piece Lluvias en Costa Rica. TranscripcionreportedeRadioNacionesUnidas,19deoctubrede2007. http//www. un. org/radio/es/detail/6528. html Nombre Fecha A. Preparacion.? Quetiempohaceaquihoy? B. Escucha. UsatuboligrafoAZULymarcaconunapalomita(v)azullas palabras que escuchas. C. Lee tus palabras a tu companero.Escucha las palabras de tu companero. Marcasuspalabrasconunapalomita(v)verde. Palabra Yo escuche v mi companero escucho v en verde leimos en el texto sol calor lluvias nieve dias anos nacion aguas mas menos ayuda rios 14 08-1442. AP. SF. Spanish. indd 14 8/15/08 25937 PM Pre-AP Listening Comprehension Strategies Palabra Yo escuche v mi companero escucho v en verde leimos en el texto institucion agencias comunicacion necesidades emergencia D. Anota numeros que escuchaste en el reporte. E. Anota5palabrasqueescuchastequeNOestanenlalista. F. Leelatrascripciondelprograma. Marcaenlaultimacolumnalaspalabr asque estanenelpasaje. G. APLICACIONComparaeltiempoenCostaRicaconeltiempoaqui. Engagement Independent listening Cooperative listening act 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 15 08-1442. AP. SF. Spanish. indd 15 8/15/08 25937 PM s Pecial focus Teaching Listening Comprehension Lluvias en Costa Rica Dejan 18 Muertos T ranscript for Checklist Activity Reporte de Radio Naciones Unidas, 19 octubre de 2007. http//www. un. org/radio/es/ detail/6528. html r eal Descargar imPrimir LaslluviastorrencialesdelosultimosdiasenCosta Rica,handejado18muertosycuantiosasperdidas materiales. El Coordinador Residente del Sistema de la ONU enesanacion,JoseManuelHermidas,describiolos fectos adversos que han tenido las aguas sobre el territorio costarricense. Hanhabidoinundacionesseverasenvariaspartesdelpais. Todoellitoraldel PacificoestaafectadoytambienenelValleCentral. Delos81cantonesenCostaRica, 65 se han visto afectados. Los danos provocados en las cosechas y las redes viales han sido estimados de manerap reliminar,enmasde70millonesdedolares. SegunelRepresentantedel PNUD, las agencias de la ONU en Costa Rice se encuentran listas para ofrecer la ayuda que pueda requerirse. Hemosestadoenestrechacomunicacionconelentenacionalresponsablepara atenderlasemergencias,queeslaComisionNacionaldeEmergencias.Hemosidoa unareunionconellos,ademasdelascomunicacionescontinuasportelefonoy noshan dadounalistadelasnecesidadesmasurgentes. HemosinformadoaOCHAconuna solicitud, de parte del coordinador residente, para poder acceder a fondos para poder, entre otras cosas, comprar algunos de los requerimientos mas urgentes que segun la comisionnacionaldeemergenciasoncamillasymantas. El representante de la ONU en Costa Rica, dijo que las necesidades de alimentos delosdamnificados,estansiendoresueltasporelgobiernoycompaniasprivadas. Attachment B Teachers Notes ObjectiveIdentify familiar vocabulary in the stream of authentic speech. Prelistening aimstudents? Quetiempohacehoy Lluevemuchoaqui? Discuss a bit about w eather, at students level. Then pass out paper, and have students write about todays weather. 16 08-1442. AP. SF. Spanish. indd 16 8/15/08 25937 PM Pre-AP Listening Comprehension Strategies Listening Instructstudentstolistencarefully,andCHECKinBLUEorBLACKpen,any words on the list that they hear. Ask if they want to listen again, and repeat. Pair students and tell students to read the words they checked. itemise partners to useaGREENPENtocheckthewordstheirpartnerheard.DO NOT let them look at each others papers. This is the cooperative listening partthey listen to their partners answers and record. They should check all words the partner heard, even if they think the word wasnt there. Then tell them they will listen again, and they should check to see if this time they hear words they didnt last time. These should be circled in green pen. Post-listening Pass out the transcript so students can read and see which words in circumstance were there. Application Even beginning students can make a basic comparison with words like tambien, pero, mas, and menos.Students staple their paper to their partners paper and pass both in. You score on the rubric in Attachment E, which includes Engagement (followed directions and completed all listening tasks), Independent listening (how accurate student was on the first listening, indicated by checks in blue or black ink), Cooperative listening (includes the green checks, which generally correspond to partners paper and circled words, showing the ability to recognize the words once alerted to their presence), and Application (the post-listening Reflections task). 17 08-1442. AP. SF. Spanish. indd 17 /15/08 25937 PM s Pecial focus Teaching Listening Comprehension Attachment C Generic Listening Task ?Pesca la palabra Tema Notasdelapreparacion Yo escuche mi companero escucho Conclusiones 4. intelligibly meets expectations 3. meets basic expectations 2. approaching expectations 1. Does not meet expectations Engagement Independent l istening Cooperative listening Application 18 08-1442. AP. SF. Spanish. indd 18 8/15/08 25937 PM Pre-AP Listening Comprehension Strategies Attachment C Pesca la Palabra Lesson Guide Long-term goals (claims) Recognizefamiliarvocabularyinthestreamofspeech. Comprehendspeechintendedfornativespeakers. Specific objective Recognizedfamiliarvocabularyandcognateswhenheardinthestreamof speech in authentic sources. Level Novice(Spanish1and2) Teacher preparation Find an authentic listening passage relating to a current chapter theme or topic. Prepare the link on your computer, or download the file. Select a one- to twominute gawk of the program to focus on, noting the time marker in your media player for easy access. Select chunks with a good variety of words students have studied, as well as cognates. Photocopy the generic ?Pesca la Palabra handout, filling out the theme and pre- and postlistening tasks prior to photocopying the form, if you wish. Once students are familiar with the proce dure, they can create their own forms on notebook paper. Classroom procedures Prelistening Chose an appropriate selection of prelistening strategies Readthetheme/titleofthepresentationandaskforpredictionsaboutthe program. Showaphotoorobjectrelatedtothetopicanddescribeit. Predictcontent. Brainstormknownvocabulary. Offertopreteachfivevocabularywordstheydontknowbutthinktheyll need to understand the program.You could get the class to make a list of 10 words, then pick only 5 to translate for them. Hacerpredicciones-? Quevanaescuchar? 19 08-1442. AP. SF. Spanish. indd 19 8/15/08 25938 PM s Pecial focus Teaching Listening Comprehension UsetheNotasdelapreparacionforstudentstoshowevidenceofengagement in the pre-listening activity. Instruct them to write a description of the picture, or list the vocabulary the class brainstormed, or write their predictions of what will be in the passage. Listening Students listen and jot down words they comprehend in column 1 they can listen twice if t hey wish.Pairing Pair students. Students take frees reading words from their list. Ifyourpartnersaysawordthatisalreadyonyourlist,putacheckbyit. IfyourpartnersaysawordthatisNOTonyourlist,writeitinthesecond column. IfyourpartnersaysawordthatI give-and-ta callourlist,putacheckbytheword,in the second column. Listen again If you hear a word your partner said, put a check by it in the first column. Postlistening The generic form has a place for conclusions. Depending on the difficulty of the passage and the level of the students, create a closing task. SummarizeinEnglish(orSpanish) Personalize(e. . ,Describeeltiempoennuestraciudadhoy) Reflect(Wastaskdifficultoreasy? Why? Observationsontheaccentof speaker, etc. ) Evaluation Use the rubric in Attachment E. 20 08-1442. AP. SF. Spanish. indd 20 8/15/08 25938 PM Pre-AP Listening Comprehension Strategies Attachment D GenericlisteningactivityforNewsProgram. Forexample,usewith Univision. com video segments. Noticias de la semana Antes de escuchar Fecha Fuente Pais Titular ?Quesabessobreeltema? Apuntes ?Quien? ?Que? ?Cuando? ?Donde? ?Como? Resumen/comparacion/personalizacion/opinion 21 08-1442. AP. SF. Spanish. indd 21 /15/08 25938 PM s Pecial focus Teaching Listening Comprehension Attachment E Formative Listening Comprehension Rubric, evaluating the listening process Have Pairs staPle PaPers togetHer anD turn in. graDe on tHe ruBric. 4 . clearly meets expectations 3. meets basic expectations 2. approaching expectations 1. not meeting expectations Written evidence and teacher notice provide evidence of full engagement throughout the listening activity. Notes and teacher observation show evidence of engagement attention may wander, at times. Notes and teacher observation show artial evidence of engagement off-task behavior or lack of attention detract from engagement. Notes and teacher observations show evidence of sporadic engagement in listening activities. Independent comprehension clearly meets expectations for l evel. * Provides some evidence of self-sufficing comprehension relies on classmates and total class discussion for some information. Provides diminished evidence of independent comprehension relies heavily on partner work and class discussion for information. Prevents very little to no evidence of independent comprehension may attempt to opy classmates work. Cooperative listening Shows clear evidence of sharing, listening, and note taking during pair interactions. Shows some evidence of sharing, listening, and note taking during pair interactions. Shows partial evidence of engagement in cooperative listening tasks. Contributes little to cooperative listening activities may be off task and may distract classmates. Application Creatively and accurately uses information from listening in concluding tasks. Uses information from listening to complete concluding tasks. Uses nominal information from listening n completing concluding tasks. Provides little evidence of listening in comple ting concluding tasks. Engagement Independent listening *Expectations vary by task and level. 16 100 10 70 15 95 9 65 14 90 8 60 13 85 7 55 12 80 6 50 11 75 22 08-1442. AP. SF. Spanish. indd 22 8/15/08 25938 PM Pre-AP Listening Comprehension Strategies Attachment F Interview Activity As designed, this activity is appropriate at a Level 2 or higher. Goals Usesimple,familiarphrasestocommunicatewithSpanishspeakersinthe community. To view asspeechsamplesfromavarietyofnativespeakersforin-class listening. TolearnaboutjobsthataredonebySpanish-speakingcommunity members. Tocomprehendavarietyofnativespeakervoicestalkingaboutafamiliar topic. Procedures Preparation Teachandpracticequestionsneededtogetinformationaboutanadult acquaintances job (see handout below). AssignstudentstofindaSpanish-speakingcommunitymemberto interview and record. Technology note Many students have digital cameras, digital video cameras, phones, microcassette players, laptops, iPods with the iTalk microphone, mp3 players with voice recording capability, or other technology for recording the conversations.Our department has purchased a contrasted number of Olympus digital voice recorders (at around $70 each), which are lent out to students for one night if they have no other means of recording the conversation. Students are given a week or two to get the interviews to allow for technical problems. The following Web site has information on Olympus digital voice recorders. http//www. olympusamerica. com/cpg_section/cpg_voicerecorders. asp Project Students record their interviews and transcribe them on the ENTREVISTA handout. 23 08-1442. AP. SF. Spanish. indd 23 8/15/08 25938 PM Pecial focus Teaching Listening Comprehension Sharing In class, students share their interviews. Classmates fill in the chart with details about each conversation they hear. Evaluation Based on completion of interview, accuracy of transcript, and note taking during the in-class sharing. Thanks to Lucinda Salinas, Alamo Heights High School Spanish 2 teacher, for sharing this activity. Used with permission. CreatedtouseinconjunctionwiththeHolttextbookExpresateLevel2. 24 08-1442. AP. SF. Spanish. indd 24 8/15/08 25939 PM Pre-AP Listening Comprehension Strategies Mi entrevista con Ud. Clase, quiero presentarles a Ud? AquesededicaUd.? o? QueclasedetrabajorealizaUd.? El o Ella Ud.? Quetipodepreparacionsenecesitaparaestaprofesion? (Fui a I went to) El o Ella Ud.? Comoleayudaelespanolensutrabajoosuvida? El o Ella Ud.? Otra pregunta, UD. escoja. ? El o Ella 25 08-1442. AP. SF. Spanish. indd 25 8/15/08 25939 PM s Pecial focus Teaching Listening Comprehension i salinas alamo HeigHt luxuriously scHool 2007 nombre de su companero ?vecino, amigo de la familia,etc? el oficio Dime algo 26 08-1442. AP. SF. Spanish. indd 26 8/15/08 25939 PM Pre-AP Listening Comprehension StrategiesAttachment G Lesson Guide GoalFamiliarizestudentswithregionalaccents. From level one, engage students in listening to diverse voice s. 1. Preparation Copythescriptsforthreeinterviews. Suggestedsourceis BBCMundos Estudio 834 http//news. bbc. co. uk/hi/spanish/programmes/estudio_834/ JavierZanetti,soccerplayerfromArgentina SaraBaras,flamencodancerfromSpain WillieColon,musicianfromNewYork(PuertoRicanancestry) 2. Materials Photocopies of scripts highlighters. 3. Procedure Prelistening. a. Provide name, profession, and country. b. Ask for predictions about what students might hear. c.Students scan transcript to check on predictions, and find words they understand. Listening. Have students listen to each sample while following on their copy of the transcript. They should highlight any words or sounds that seem different from what they are used to hearing. Compare impressions and listen again. 4. query Avoid generalizations like in Spain, they speak like this, or Cubans pronounce it like this. There is a great deal of regional and personal variation within countries. Make comments and observations about the wa ys the students hear THIS particular speaker pronounced at this particular moment.The goal is to increase the students alleviate with variations, not to teach the specific characteristics of specific regional accents. (That could well be a different lesson at another level). Students write one or two sentences about each speakers pronunciation, and how easy or difficult the speaker was to understand. 27 08-1442. AP. SF. Spanish. indd 27 8/15/08 25939 PM s Pecial focus Teaching Listening Comprehension 5. Evaluation Based principally on engagement as evidenced by notes taken on prelistening, highlighting on the transcript, postlistening conclusions, and teacher observation of participation in classroom discussion.Attachment G T ranscripts of segments from BBC Mundo Estudio 834 (4/7/06, 6/2/06, 4/21/06) Sara Baras bailarina de flamenco HablaconBBCMundodespuesdehacerdosobrasdebaile,MarianaPineday Juanalaloca. BBC ? Queaprendistedespuesdecasi,segunentiendo,800representaciones entrelas dos? Sara Baras Puessi,pasamoslasmil. Fueronmasdequinientas representacionesdecadauna,oseaqueaprendimuchisimo. Elhechodetrabajar al lado de directores tan importantes como Luis Pascual y Luis Olmos, ha sido algo que me ha llenado de cosas nuevas, de cosas de teatro, no solamente de baile.Yahoraescomosiapreciaramuchomasunquejido,ohacerdemimisma, porque el hecho de meterte en el personaje de alguien te va acostumbrando a expresarte siempre pensando en alguien. Cuando de repente no tienes nada que contar, sino simplemente bailar es algo muy diferente. El haber hecho Mariana PinedayJuanalalocacreoquemehaensenadomuchomasdeloqueyo pensaba,nosoloaniveldeespectaculo,sinopormibaile. BBC Ydosmujeresexcepcionalesenesosdosespectaculos? Queesparati unamujerexcepcional Cualesserianlosatributosdeunamujerque,comotu, esexcepcionalenlosuyo? Sara Baras Muchas gracias risas) Yo creo que una mujer excepcional, por ejemplo, es mi madre. Creo que una buena persona, una persona con inquietudes,inteligente, generosa,unapersonaquedaalgomas,? no? Creoque sobre todo las madres me parecen mujeres excepcionales. El amor que puedan dar no lo comparo con nada. Willie Colonseconsiderauncreadordelasalsa. NacioenNuevaYork,nieto de puertorriquenos. Tengo entendido que el 2006 es el ano de tu retiro, que estaspensandoenguardardefinitivamentetutrombon. Queriapreguntartesi realmenteteretirasoseguirasenlastarimashastaqueelcuerpoaguante. 28 08-1442. AP. SF. Spanish. indd 28 8/15/08 25939 PMPre-AP Listening Comprehension Strategies W. C. (Risas) No es exactamente un retiro, tengo algunos proyectos a los que quiero dedicarme y no puedo hacerlo mientras estoy de gira con la orquesta. Ahora estoy en el proceso de grabar un LP, puede ser mi ultimo y yo creo que me mantendriasiempreapegadoalamusica,laproduccionylacomposicion. Son cuarenta anos de viaje al final de este ano puede ser. BBC Muchosdicenquelaedaddeorodelasalsanovolverayqueinclusono faltamuchoparaquedesaparezcacomogenerorentableenelnegociodela m usica. Comolovestu,? lasalsaestamuriendo,seestatransformando,esta cambiandoaotrogenero?Colon Bueno, esa es la ley natural, pero yo tengo confianza que algo viene, todoloviejoesnuevoydelonuevounosecansadespuesdeunrato. Yocreo queesunciclo,especialmentecuandolatecnologiahacambiado,quese puedegrabarunbuenLPenelsotanooenelgarajeconunacomputadora quenoestancara. Esovaapermitirquedenuevo,comoenmiepoca,surjan productores independientes porque uno de los problemas ha sido que las grandes corporacioneshanidoadquiriendotodoslossellos(discograficos)pequenos, entoncesmatanlacompetenciaytambienlahonestidadylarazondeserdela musica, una musica que nace de la esquina del barrio.En verdad no entienden la esenciayelporquelamusicaeratanrentableyestanimportante. Javier Zanetti juega futbol profesional en Italia, pero es de Argentina. El estableciounafundacionparaayudaraninospobresenArgentina. BBC ? QuesignificaPupi,dedondevieneesenombre? Javier Zanetti PupiesunsobrenombrequemepusieronLopezyCaballero cu andocomenceajugarfutbolenelclubargentinoBanfield. Despueslepusimos esenombrealafundacion. Hacecuatroanosquecomenzamosysinceramente hemoshechomuchisimascosaspararecaudarfondosparaestoschicospartidos a beneficio, calendarios, pulseritas con los colores de Argentina, etc.Todo esto para ellos, para seguir fomentando y haciendo crecer los proyectos que tenemos en mente. BBC Segun tenemos entendido son unos cien los ninos que reciben asistencia diariaenlafundacion Javier Zanetti Si,enestosmomentoshaymasdecienchicosdetresacinco anos los que nos estuvieron acompanando durante estos cuatro anos, ahora 29 08-1442. AP. SF. Spanish. indd 29 8/15/08 25940 PM s Pecial focus Teaching Listening Comprehension tienensiete,ocho-ademastrabajamosconloshermanosdeestoschicosycon lospadres. Queremosunpococerrarelcirculo,paraayudaratodaslafamiliaen lasdistintasproblematicasquesepuedenpresentar. BibliographyHumbach,J. ,Smith,S. ,andMadrigalVelasco,S. ,Expresate Spanish 2. Austin, TX Holt, Rinehart and Winst on, 2005. 30 08-1442. AP. SF. Spanish. indd 30 8/15/08 25940 PM GeneralStrategiesforAP Spanish Listening Comprehension Brant Hadzima Newfound Regional High School Bristol, New Hampshire Introduction Teaching and assessing listening comprehension are mayhap the most challenging components of the AP curriculum, due in great part to the many variables that affect a students ability to comprehend spoken Spanish the physical classroom environment and school equipment, learning styles, note-taking skills, regional dialects, etc.Many teachers may assume that they are assessing listening comprehension when in fact they are assessing listening and cognitive reasoning skills. Listening may be part of the exercise, but the inevitable tasks of reasoning, minute thinkingeven the kinaesthetic connection to writingare factors that can drastically affect the outcome. In essence, two of the major obstacles in solely assessing listening comprehension are first determining which factors may impede a true assessment of listening comprehension, and then making every effort to offer students the opportunity to mitigate these variables.This will help to provide a true baseline for students, and teachers will have a better understanding of whether they need to compensate listening or focus more on reasoning and critical thinking strategies. Teachers must know what students hear in order to then address how to analyze and synthesize the information presented orally. 08-1442. AP. SF. Spanish. indd 31 8/15/08 25940 PM s Pecial focus Teaching Listening Comprehension Eliminating Variables Although it may appear to be obvious, there are several issues that the classroom teacher must evaluate and address prior to administering a listening comprehension assessment.First and foremost, it is imperative that students are provided with the best possible equipment and physical space for listening comprehension. If no language lab is available, a classroom should be optimized for a listening en vironment Students should be provided with headphones and a listening center, the room should be quiet, comfortable, and free from distractions such as PA announcements and hallway activity. (I can vividly recall an adept AP Spanish student who performed peaked(predicate) on one of the practice listening comprehension assessments for no particular reason.I evaluated the listening comprehension segment, tried to determine if the regional accent was overwhelming, and even took the test myself. Exasperated, I finally asked the student why he did so poorly. His response I was watching the garbage truck picking up the dumpster outside the window. By simply drawing the blinds, his scores alter remarkably. ) Once the classroom space and physical environment has been evaluated and addressed, it is important to know and understand each students learning style. Most people tend to rely heavily on visual references in order to supplement auditory comprehension.An example might be how teache rs themselves process information at a faculty meeting. If the principal states an outline and a deadline for a project with no visual reference whatsoever, it is more probable that the ply will misinterpret and/ or forget the information stated. Although we have developed grapple skills such as taking notes and asking clarifying questions, it is more likely that the request will be taken seriously and acted on in a timely fashion if it is written as well. another(prenominal) example is when teachers are assigning homework.If teachers state what the homework will be without writing it on the board, there will inevitably be awe for some (if not all) students. Of course there will be some who will diligently write down the assignment and ask a question if confused. Others, however, will remain silent and may not understand or remember the assignment. Therefore, one essential preassessment that should be done early in the school year is to have students determine their learning styl e. There are many assessments readily available, and one particularly detailed assessment is the Index of Learning Styles (ILS) developed by Richard M.Felder and Barbara A. Soloman of North Carolina State University. The Web site address is www4. ncsu. edu/unity/lockers/users/f/felder/ public/ILSpage. html, and it provides a free, 44-question Web-based assessment for students to determine their learning styles. Students should use this information 32 08-1442. AP. SF. Spanish. indd 32 8/15/08 25940 PM GeneralStrategiesforAP Spanish Listening Comprehension to better understand how they learn and process information, and teachers should discuss in the classroom how to best prepare for listening comprehension with the understanding that each student learns differently.Once the teacher and students understand their learning styles, the next step is to help auditory learners further hone and process their listening skills, and to provide the more visual learners with coping skills necessa ry to compensate for their discomfort with being assessed for listening comprehension. A student who doesnt like listening comprehension and who performs poorly on these assessments may struggle due to personal learning styleand not due to Spanish language aptitude. We all have students who can read and write very well in Spanish, but who are not proficient in listening comprehension and/or speaking.It must be surmised that these students do not have a deficiency in Spanish, but rather in processing auditory information. Teaching more Spanish will not make them better listeners. On the contrary, teachers must make a conscious effort to help students develop coping skills and to help the students feel more at ease with the style of assessment. Pretesting Listening Comprehension After addressing physical space and learning style, it is important to give a comprehensive listening assessment in Spanish to obtain a baseline and to observe student test-taking strategies.It is best to util ize assessments that baby-sit what will be tested on the AP Spanish Language Examination, and AP Spanishstyle listening comprehension assessments with resource kits are readily available for purchase and do quite well for student preparation. AP Central has audio files available and sample assessments as well for teacher use in the classroom. Regardless, teachers should pretest listening comprehension with short dialogues and communicatorys, and also medium-to-long records and dialogues. I recommend liberal students an overview of how they will be pretested, and to recommend that students take notes when necessary.During the actual pretest it is a good idea to observe student behavior. Perhaps more valuable than the information from the pretest is the observation of student test-taking skillsi. e. ,whichstudentstookthoroughnotesandwhichonesjustlistened? What didthenoteslooklikeweretherelists, brightorganizers,andothervisualaides? Whichstudentswereeasilydistractedand/orwereunabl etofocus? Didstudents simply look for words written in the multiple-choice answers that were said in the dialogue (word recognition), or did they first interpret the information and then use processofeliminationtoselectthebestpossibleanswer? 3 08-1442. AP. SF. Spanish. indd 33 8/15/08 25940 PM s Pecial focus Teaching Listening Comprehension Most likely, the students who performed the best in the assessment were the ones who were taking notes, who were focused, and who concentrated on understanding and interpreting the information instead of just attempting to recognize words that matched the ones in the answers provided. Obviously, basic proficiency in Spanish is essential, and a student who does not have the proper skill base from prior classes will be at a complete loss.However, assuming that students have had the proper prior training (for more information, please refer to the AP Vertical Teams and Pre-AP publications on the AP Web site), the issue at hand will be to teach studen ts to be better listeners. Teaching Listening Skills Once a baseline for listening comprehension has been established, the task of honing listening skills and forming coping mechanisms begins. The first step is to help students create their own system for listening.I have found it very helpful to model good test-taking skills as a way to broach the topic of how to tackle the listening component. After the students take the initial pretest in listening comprehension, I take the test myself in front of the class. I copy the answer key onto an command processing overhead transparency, and we play the test out loud. As the dialogues are played, I take notes on the overhead or the board, and create links and graphic organizers. I then model the answer selection on the overhead using the process of elimination, and explaining why certain answers are wrong while referring to my notes.Often students will start to discuss the fancy process, and it becomes an interactive class where students hand over ideas and discuss what they did for that particular dialogue or narrative. At times students will volunteer to direct the next dialogue, and I allow them to model their thought process for the class. The essential component to that particular lesson is that students see how to process information that is presented verbally, that they observe and evaluate techniques that worked (and didnt work). At that point, they should begin to develop a routine for listening comprehension that works for them.I finish the lesson by having students tell me what they intend to do differently next time to perform better. For the next listening comprehension activity I eliminate the variable of the multiple-choice questions. This gives students the opportunity to focus directly on the dialogue or narrative and to employ their personal listening strategies. The class begins by brainstorming various note-taking techniques. Next, students are asked to listen to a 10-minute narrative and to ta ke notes on the essential information.When the narrative ends, students are allotted 15 minutes to summarize the narrative in 34 08-1442. AP. SF. Spanish. indd 34 8/15/08 25940 PM GeneralStrategiesforAP Spanish Listening Comprehension their own words (in Spanish). We then read our summaries out loud, and by sharing we realize what may have been missed, what was truly essential, and what impeded our understanding. Students should begin to realize that deficiencies in vocabulary, mayhap dialects, the rate and speed of the speaker, and background information may be impediments for comprehension. PracticeWhen students understand the impediments to comprehending a dialogue or narrative, the task then becomes practicing, and learning by trial and error. Unlike writing or grammar, there is a limit to skills that can be taught for simply listening. Essentially, once distractions have been eliminated, the format of the assessment is familiar, and note-taking skills have been instructed and r eviewed, the only way to improve is through continual practice. Practicing listening comprehension should be frequent, varied, authentic, and routine in order to truly prepare students for the examination.In reality, there should never be an AP Spanish Language class where listening is not an integral component of the class itself. It is important to note that not all listening activities have to be assessed formally, but it is important that they be assessed in a variety of ways. Visual Versus Nonvisual Although there are many ways to present listening, it is best to separate listening comprehension activities into two categories those with a visual aid and those without.The listening activities that allow for a visual reference may be easier for many students, as they provide a frame of reference and therefore some level of comfort. exploitation segments from Spanish television, a podcast, or watching a PowerPoint presentation can function as a less threatening form of integratin g listening into the daily classes. It is vital to ensure that these activities be varied so that students do not get too accustomed to a particular dialect or vocabulary base.If utilizing segments of Spanish television is part of the class routine, make sure to access different programs and channels whenever possible. Have students prelisten by presenting the title or some background on the segment, and discuss what they could expect to hear. Most importantly, however, assess what they have heard. Assessments can range from a quick student synopsis to a formative written assessment to a class discussion. The assessment piece is essential nevertheless, and 35 08-1442. AP. SF. Spanish. indd 35 8/15/08 25940 PM

Comparing Regional Embroidries

Three Types of fancywork Kashida Kari of Kashmir Kashida has taken it roots from the word Kashmir. KASH heart and soul water channel and MIR means mountain. KASHIDA KARI means work of water channel. Kashmiri embroidery has become manhood ren takeed, largely through it superb shawls. All the fact Kashmir incomparable dishful seems to be reflected its needle work. The shawl industry flourished during the rule of Sultan Zain-ul-Abiden during 15th century. He brought craftsman from Persia to revive the existing art. The demand for Kashmiri shawls increased during Mughal rule.Motifs A large variety of flowers of tremendous dis colour ins, shape, size, namely lily, tulip, saffron, iris, bunches of grapes, apple, cherries, plums, birds standardised kingfisher, parrot, wood pecker, magpie, snitcher either appears in kashida kari. China leaf is the motif most copiously utilise along with Cyprus tree. Many beautiful black butterflies found in sanctuary and valley has occupied an im portant place in kashida. animal(prenominal) and human figures argon not found in kashida kari of Kashmir. Embroidery threads Embroidery thread employed earlier was fine quality wool yarn.Gradually woolen yarn were replaced by the separately and lustrous silk thread. The bright, gorgeous in expensive art silk rayon has ente blood- inflamed the industry by replacing the expensive silk threads. colourize Used The embroidery is comprised of wide spectrum of colors of light and dark substitute such as crimson red, scarlet red, blue, yellow, green, purple, black and brown. Earlier, yarn was topically dyed by embroider himself, with the help of natural ingredients. PHULKARI The art of phulkari has its breed in the early fictitious character of the 19th century when the ODHNI or passing cloth was highlighted with embodied flowers.The embroidery is very simple but the color combination, sew togetheres and the patterns makes it spectacular and gorgeous. It is do on all sorts of clo th and is utilise in various ways. Bright colors are continuously preferred when it comes to phulkari, because it refers to flowers and gardens. The of import colors utilise are yellow, red, green, orange, pink and blue. The most interesting part of phulkari is that no different shades are used for shading purpose, rather, it is do with the horizontal, diagonal, and vertical fastenes . the shiny threads reflect different shades in different directions. pull in Soft, glossy, untwisted silk thread is employed for the stitching, which is supplied from Kashmir, Afghanistan and Bengal, which is called PAI. Phulkari And Its Types This is a red colored cloth that has phulkari on the border and edges and is presented to a bride by her grandmformer(a) vindicatory before the wedding. Vari-da-Bagh It is a red colored cloth, which has embroidery in dainty patterns all over in yellow, denoting fertility and happiness. Along the border, patterns are littler and beautifully designed in dif ferent color thread. Ghunghat-Bagh/Sari-PalluIt is usually used to cover the head as a symbol of respect for elders. in that respect is embroidery on the small borders on all the four sides. A larger triangular motif is embroidered at the center, making it beautiful. Darsha-Dwar It is a render that gives a view of deity. It is basically embodied to be presented in the temple or gurudwara. Satarangi A seven colored PHULKARI. Kantha of Bengal Kantha means throat. The origin of kantha traces its floor to a period not less than thousand years. In East-Bengal kantha was a personal expression of arts and crafts that was made spontaneously.A real kantha is able to say a story, and is much more compact in design and it is made out of used material. Motif The kantha of individual is unique by itself. Because it is always the craftsmans creation, ideas, innovation, taste of fancies, and art of executing how fresh form, designs, figures, and motifs. withal some basic handed-down designs are commonly seen in each cull of their work. Their motifs are composed of heterogeneous objects similar various types of white lily flower, mandala, satadala, Padma tree, foilage, floral scrolls, kalkas, animal and human figure, spiral, bird, fish, and boat.There are different types of kanthas and are named concord to its utility. Arshilata It is used as a cover or wrap for mirror, comb, and other accessories. It is a narrow rectangular piece. It has a wide border and profound motif. The lotuses, trees, inverted triangles, are some commonly used motifs. Bayton A third feet square piece serves as a wrap for books and similar valuables. It has a central motif usually the lotus with hundred petals called SAFADALA PUDMA. The traditional and sept design of oldest style in bayton is mandala. Durgon Square piece which is used a wallet cover.It has a central lotus motif, with an elaborated border. The three corners of this piece are drawn together inwards to make the tips to touch at the center and are sewn together like an envelope. Sujani It is used as spread during ceremonial occasions. This rectangular piece is divided into nine check parts, and the motifs are distributed accordingly. Colors This colorful embroidery is made with yellow, green, blue, red, and black color thread. Mainly traditional colors like black, deep blue and red which symbolizes three basic qualities and also corresponds to the three aspects of nature i. . earth, sky and space. Thread Threads used in kantha are usually pulled out from emaciated sarees, or cotton thread is used. Comparing Three Types The darn stitch is used in PHULKARI, while the base material for embroidery has traditionally been hand spun, hand woven, and natural dyed khadi. Whereas, the novel-ness of the Kashmiri embroidery is that the unit of measurement pattern is created using one or two embroidery stitch style. The base cloth used in Kashmiri embroidery is cotton or wool. Running stitch is used for making si mple quilt.The traditional form of kantha embroidery was done with soft dhotis and saris, with a simple discharge stitch running along the edges. Motifs used in kantha embroidery are human and animal figures, floral symbols, which cover the surface from the corner. Different patterns like fishes, birds, Kalka, mandola, mythological stories are also figured. Comparatively, motifs used in Kashmiri embroidery do not include animals or human figure, but floral motifs, birds, parrots, canary, green plums, almonds, cherries are commonly used. Whereas in phulkari fauna and flora motifs, peacock, red chilies, ace of diamond are used.Lotus motif is used in all three types of embroidery. Their source of inspiration is nature. The ways in which motifs are used make the three embroideries completely different from each other. They have their own unique features. The colors used in phulkari are bright like golden yellow, crimson red, bright orange, green, blue and pink. The colors found in kash ida kari are white, purple, ferozi, yellow, black and scarlet. In kantha traditional colors are used like blue, green, yellow, red, and black. All three embroideries have many common features, moreover they have their own unique style.

Online Resort Reservation and Billing System Essay

1. Pelagianism is a theological theory named after Pelagius (AD 354 AD 420/440), although he denied, at to the lowest degree at some point in his life, many of the doctrines associated with his name. It is the belief that pilot burner sin did not taint human nature and that mortal volition is still capable of choosing full(a) or evil without special godlike aid. This is still sometimes called Limited Depravity. Thus, Adams sin was to establish a bad example for his progeny, but his actions did not have the early(a) consequences imputed to original sin.Pelagianism views the role of Jesus as setting a good example for the rest of humanity ( and so counteracting Adams bad example) as well as providing an atonement for our sins. In short, humanity has full control, and thus full responsibility, for obeying the Gospel in addition to full responsibility for both sin (the latter insisted upon by both proponents and opponents of Pelagianism). According to Pelagian doctrine, because humans argon sinners by choice, they ar therefore criminals who need the atonement of Jesus Christ. Sinners are not victims they are criminals who need pardon.2. Arianism was a Christian heresy get-go proposed early in the 4th century by the Alexandrian presbyter Arius. It affirm that Christ is not truly divine but a created being. The thorough premise of Arius was the uniqueness of God, who is alone self-existent and immutable. The Son, who is not self-existent, cannot be God.3. Donatism was a Christian sect within the papistic province of Africa that flourished in the twenty-five percent and fifth centuries. It had its roots in the social pressures among the long-established Christian community of Roman North Africa (present-day) Algeria and Tunisia, during the persecutions of Christians under Diocletian. The Donatists (named for the Berber Christian bishop Donatus Magnus) were members of a schismatic church not in communion with the churches of the Catholic tradition in Lat e Antiquity.

Accrual Method Checkpoint HSM/260 Essay

In a nonprofit physical composition it is primal to brand name sure we atomic number 18 utilizing the best accounting system for our organization. Organizations that are non-profit are expected to provide financial statements that are based upon the assemblage method of accounting. The accumulation method of accounting differs from hard currency basis accounting. In the accrual method, income is recognized when services are rendered (Kokemuller, 2013).The accrual method focuses on save revenue and expenses when the transaction occurs. Cash basis of accounting lands income as notes is accredited. An example of cash basis accounting is when a non-profit uses their checkbook to record debits and transactions as they occur. Accrual accounting is important because it ensures accountability in a non-profit organization.In an accrual system revenue does not extend to cash. Expenses and revenue in an accrual system is based on the period frame in which they were earned. The ca sh basis accounting is based upon the factual payment. Revenue on an accrual system is not related to the cash basis system as cash accounts are.The statement of cash come in the financial management of a human services organization is very important. This statement provides a financial record of the cash received and spent within a specific time period, for example on a yearly quarterly basis. The non-profit and human services organizations are unbroken informed by the statement of cash flow and how finances are managed and disbursed.In the financial management of a nonprofit organization it is important to understand the difference between accrual and cash basis methods of accounting. The accrual method is used most often in nonprofit organizations because it demonstrates the correlation between costs and income the most precisely.Reference Page1. Kokemuller, N. (June, 2013). Does Revenue peer Cash In An Accrual System? Retrieved from http//smallbusiness.chron.com/revenue-equ al-cash-accrual- system-68175.html

Spirometry Report Essay

Use your PowerPoint n whizzs, lab book, text book, your data, and the Internet to get along the following questions. All reports must be typed and stapled. All reports must be in your own words. One student from each group should imply the LabTutor-generated data tables and/or graphs.Exercise 1 Pulmonary function testsrespiratory parameterUnitsExperimental ValuePredicted Value* BPM14TVL0.490LIRVL1.984LERVL0.905LRVL1.45L1. What is the residual peck and wherefore is it important to normal respiratory function? Residual book of account is the volume of gas remaining in the lungs at the end of forced expiration It is important to normal respiratory function because it helps to keep the alveoli patent (open) and prevent lung collapse. It decreases the efficiency of gas counterchange by diluting the oxygen of the inspired crinkle.2. Briefly describe Spirometry. Spirometry is the most cat valium of the pneumonic function tests, measuring lung function, specifically the volume an d the flow of air travel that can be inhaled and exhaled. Spirometry is the most useful for evaluating losses in ventilation system function and for following the course of certain respiratory disease.3. Explain why the residual volume cannot be deter momented by Spirometry. -Because pirometry can plainly measure how much air is moving unwrap of or into the lungs, not how much is contained at a particular time.4. You are a think about working a 1900 to 0700 shift. There are no aid physicians on your service and all the residents are sleeping. One of your patients is demonstrating signs of dyspnea. You call the respiratory service and an RT responds and conducts a PFT (Spirometry)series on your patient. There is a go with the equipment and the RT tells you that you can only hold one value Which value do you choose and why? (3 pt).-I choose value the TV Tidal volume, because I would like to know the amount of air inhaled and exhaled with jot under(a) resting conditions of t he patients. Exercises 2 & 3 Pulmonary Function Tests Compare the respiratory parameters between normal and simulated obstruction. Recall, we simulated an obstructive pneumonic disorder by covering the tube with duct tape and cutting an opening in it about the size of a pens diameter. Using the naiant Compression controls and the scroll bar, display the data for both normal pulmonic function tests (Exercise 2) and the simulated restricted airway (Exercise 3) for inclusion in your report. usualRespiratory parameterExperimentalPredictedFVC3.392LPIF214.55L/minPEF237.09L/minFEV12.438LFEV1/FVC71.88%Simulated Airway RestictionRespiratory parameterExperimentalPredictedFVC2.101LPIF24.04L/minPEF26.24L/minFEV10.188LFEV1/FVC8.95%Study Questions5.There are two major categories that lung diseases fall into impeding and Restrictive. Construct a small table for each lung condition (obstructive or suppressive) and predict what spirometry parameters that we measured in lab would most likely be decreased, which parameters would mostlikely be unchanged, and which parameters (if any) might be make upd. (3 pt).ObstructiveRestrictiveFVCnormal or minimally decreased decreasePIFPEFFEV1decreasenormal or minimally decreasedFEV1/FVCdecreaseNormal or increaseTLCNormal or increasedecrease6. Explain the pathologies of Obstructive and Restrictive pulmonary diseases. Include in your discussion why these pathologies result in the signs and symptoms of each disease class. too name at least two conditions associated with each major pulmonary disease class (i.e. Chronic Bronchitis-Obstructive) (3 pt). Obstructive pulmonary diseases have shortness of breath due to difficulty exhaling all the air from the lungs. Because of damage to the lungs or narrowing of the airways inside the lungs, exhaled air comes out more slowly than normal. At the end of a full exhalation, an antidromicly high amount of air may still linger in the lungs. * Two conditions associated with obstructive pulmonary d iseases area) Asthmab) COPD which include the emphysema and chronic bronchitis. Restrictive pulmonary diseases cannot fully fill their lungs with air. The lungs are restricted from fully expanding. * Two conditions associated with restricting pulmonary diseases are a) Pneumoniab) Scoliosis7. Describe the physiology of the FEV1/FVC ratio and what is the clinical signification of an abnormal ratio? DO NOT provide the definition of the ratio (3 pt). The significance is that it describes the effectiveness of how well an individuals lungs can turn over its total volume in 1 second. The clinical significance of an abnormal ratio is8. What value have been affected by simulated airway restriction? FVC9. are these values the ones you would watch to be altered in real restrictive pulmonary disease? Why or why not? (2 pt). Yes. Because we would expect to know the value of the airflow is constantly decreasing, if it was restrictive the volumes and capacities would have been affected more t han what it was.10. Based on how the subject felt during this lab exercise, what instruct would you give to a patient having an asthma attack in an commence to get them to move more air. Refer to your Physiology of Breathing lecture notes. This is one of the few times I want to see a cypher reference (3 pt). Using the quick relief inhaler (like the albuterol) as decreed using a spacer, if it is available.* Shake inhaler, exhale, release one puff, inhale, hold breath for 10 seconds, exhale and wait 1 minute. Repeat till at directed dose.* Inhale slowly and deeply when using a spacer. If the patients have no inhaler, keep the patients calm and encourage breath slowly. Let the patients pattern up and breath in slowly through the nose and out through purse slip.

Educational inequality and NGOs Essay

You have, perhaps, never heard a discourse or symposium on the topic, Men-their role in the society. The discussion is always more or less wo men. Men perhaps, have no role This is not to say that the men can not do some of the jobs norm tout ensembley done by women. Even homogeneous a shot the best chefs atomic number 18 men The talk of expectant tinge rights and raisingal facilities to women goes on all over the world unabated. all in all the Acts of Parliaments in the world entrust not bring equality for women.The interchange has to be achieved within- twain men and women. How can you say that women strike to be give equal rights? God has created her, given her the status of more-equal. Nobody can outlet that right away. It is the mother who gives protection for the initial nine months to the divine original force of the future phallic or young-bearing(prenominal) A distaff pincer is victimized at every step of life, from the moment of birth. Women should be th e legal and spiritual equals of men. Male and female are alternative crush of the same heart.Discrimination against females contri moreoveres negative impacts as for the wellbeing of the society as a whole. The sexuality differences are transmitted from generation to generation. Their impact varies, softens or hardens, due to various sociable, cultural and political factors. Basically sex means the biological differences between females and males. sexual activity refers to the meanings that are attached to those differences within a culture. ( Kimmel p. 3 ). Apart from the biological differences, other differences are human-made.Traditional gender ideologies and present changing gender norms affect the way gender is taught by means of the hidden curriculum found within every classroom today in America. Gender ideologies past and present influence the policies and the economic realities of education in todays society. tuition is one of the leading institutions that teaches an d bolsters the gender inequalities which we see in America. (Our Educational)Even the most enlightened find it laborious to transcend the concept of gender variation.The thorn will have to be removed by thorn. We say classrooms contribute to maintain inequalities we also need to understand that the educational system implemented through the classrooms is the ideal signal to make a start in educating the gender inequalities. Kimmel writes, the message students get, from both the content and the form of education, is that women and men are different and unequal, and that the inequality comes from those differences, and that, therefore, such(prenominal) inequality is justified (p. 151).As for removing the gender inequalities, NGOs can do a lot in awareness campaigns, running small model schools, but this great social malady deeply impacted by the cultural, sacred traditions, can not be set right overnight. The political will of the people of a country to obtain equal opportunities for the subjugated female gender counts much. If one turns the pages of history of gender education, what used to happen a century ago seems unbelievable in the circumstances prevailing today. exceeding advancement has been made by the female gender in education, and consequently on all fronts.When women tried to enter the classroom in 1900 at the University of Rochester, after it opened its doors to women who could raise money to build new dorms and facilities, male students responded by stamping their feet, physically blocking classroom doors, and jeering at them whenever they appeared on campus (Kimmel p. 153). World renowned intellectuals like Rousseau averred that women are created to give pleasure to men. The interpellation of the NGOs has softened the attitude of the policy makers to a great extent. Four decades ago, out front the 1970s, women had lees openings to obtain a good education.Title IX of the Educational Amendments of 1972, provides an equal opportunity to all in educational programs and activities. The average female pre-kindergarten instructor in 1980 earned $8,390, while her male counterpart earned $14, 912. in USA. (Kimmel, 2000). America has the special gender related problem, closely linked to its racial history of African American community. This is a highly complicated trim that needs to be viewed from attitudes about sexuality, culture, the role of the Black Church, Male strength within Black communities, which obstructs the progress of women in the field of education etc.The process by which Black communities has arrived at its current situation, in which 54 percent of Black children live in single-parent, largely female-headed and less favored households, 68 percent of African-American children are born to unmarried mothers and 47 percent of the prison population and 29 percent of those who are confined to mental hospitals are Black. (Henry, 2007) So much about the global conglutination as for the gendered educational inequality As for the global south, if we take the showcase of a developing country like India, women in Indian parliamentary law are no better.The conditions are slowly evolving in favor of women and liberty of women is in sight and that is due to womens education, diversification of their roles, bar to child marriage, encouragement to widow remarriage, occupational mobility etc. The urban women in India are better placed than their rural counterparts for obvious reasons. Most of the NGOs working in the field of education are established in the urban and metropolitan areas. Whereas the NGOs can not exercise legal powers directly, they help women in devising them aware about the existing legal rights.NGOs also play dynamic role in sensitization of Women, Building confidence in women, swap in Social Attitude, Collective Awareness, etc. Conclusion Schools are like old-fashioned factories, and what they produce is gendered individuals, says Michael S. Kimmel. But hopefully they ar e changing for the better. Education to women on par with men, may lead to other cultural and social problems. That is another issue. On this factor, women can not be denied their right to high education. Education is the mainstay on the basis of which many a rehabilitation and rehabilitation programs can be chalked out and implemented for the benefit of women.NGOs all over the world are precisely attempting that. Legislation can decease the helping hand legally. What matters is the change in the male perception and attitudes as for the all round growth of the personality of the female gender.References Kimmel, Michael S. 2000. The Gendered Society. New York, NY Oxford University Press. Henry, Kathy Gender Talk29 May 2007 In the African-American studies book Gender Talk, Dr. Johnnetta how gender inequality affects the entire African-American community. ezinearticles. com/? Gender-Talk&id=584732 Retrieved on July 25, 2008

Conflient

In the textbook, the authors state, secret approval occurs when deuce or more than passel agree subconsciously to drop or deny virtu exclusivelyy existing state of aff radiates or situation (p. 44). This is somewhat contrasting than an early(a) description of collusion from the investments application (where collusion signifies insider trading between parties, which is illegal and immoral). In our encroach definition of collusion, we be signifying a state of affairs where people do non recognize a reality that is readily app arnt to other people.This erect take an unlimited amount of forms. For example, in a family setting, the larger family may subconsciously agree to avoid discussing or helping another family phallus with a substance abuse problem. In a lockplace setting, a top-performing employee may commence an infectiously interdict attitude and regularly repose co-workers through verbal aggressiveness. In these scenarios, the reality that is obvious is ov erlooked because it is both perceived as easier to ignore the real problem or because of military unit or status income tax returns.When collusion occurs, a conflict (which may return begun as a relatively minor paying back) evoke grow into a life of its own. The conflict hence becomes part of a persons identity and is continued subconsciously to benefit that identity. So for instance, the negative and verbally aggressive co-worker may develop some role of accepted identity. For example, people may say, oh, that is Pat just organism Pat. This fictional character of identity is then employ to hide step upside(a) the problem that is subconsciously avoided. point 2 Staw, Sandelands, and Duttons threat-rigidity cycle is explored in the text on pp. 6-70. The cycle works in this order. First, when individuals feel threatened, they experience and annex in stress and anxiety. Second, this increased stress and anxiety fosters emotional reactions exchange adequate to(p) fear, anger, and physiological arousal. Third, these emotional reactions result in restricted information treat (i. e. , an inability to view the situation at roll in a composed manner) and constriction of behavior (i. e. , we ar unable to answer a full range of appropriate behaviors mentally due to our emotions taking over).As we discussed in Chapter 2, we be essentially flooded with emotion, a good deal leading to some type of knee-jerk reaction that in turn leads us to rely on our in haste made (and much in lay give away) ascriptions. Now, the threat-rigidity cycle can take cardinal different routes. First, if habitual responses (e. g. , verbally attacking the other person, avoiding the situation, stonewalling in silence, etcetera ) do happen to be appropriate, the results will be incontrovertible and we argon more prone to rely on this habitual response in the future.Conversely, if the habitual response is inappropriate, the situation will consequently worsen and the perc eptual experience of threat, stress, and anxiety cycles back all over again (i. e. , we return to the early stage, thus the cycle). Because the threat-rigidity cycle underscores our tendency to fall back on habitual responses and ascriptions when confronted with a threatening situation we do consider these as trained incapacities ( put one across pp. 68-69). Trained incapacities atomic number 18 important because we become so intumesce trained (subconsciously) in our knee-jerk reactions that we hope we understand what is coming next in the conflict.Human beings famously believe that we can predict others behavior, but in reality, we are actually bad at it. So what happens is that we become blind to the nuances of a particular conflict situation (often due to the emotional flooding cited above) and then rely on our standard reaction (i. e. , our trained incapacity) that we apply it whenever we are upset. This makes trained incapacities hard to detect, and in turn makes trained incapacities a real important aspect of behavior to understand, both for ourselves and for others. head word 3The confrontation episodes supposition outlined on pp. 29-31 is a good guide in galore(postnominal) situations for us to go through a sense making process regarding conflicts. Of course, if it was fail-proof, we wouldnt need the rest of this course. The theory, in general, explores co-created rules of conduct that are implied in relationships (i. e. , our generally agreed upon rules of engagement). My hope here is that you are able to frame a conflict that you have had in a meaning(prenominal) way with this guide. Naturally, it will be enlightening for umpteen of you or fertilize you a new perspective.Conversely, it may already inform some of you as to what you already know or may serve as sustenance that you did topics right in a conflict. I wont rehash the terms that were in the guide in each step, but I do want to acknowledge the critical importance of underst anding the options we are left with at the end. First, reaffirmation is a good outcome because the parties reaffirm importance of rule being interrogativeed (but as a side note, may simply do this to avoid conflicts. On the other hand, an outcome with no answer leads us toward a path where conflict is continued and may brandish.Legislation and reaffirmation may serve as the two most positive outcomes, in my estimation. I say this because in legislation, parties rework or re-explain the rule in interview, coming to a shared, agreed upon meaning for the rule. Also, in reaffirmation the parties reaffirm importance of rule that is being challenged. This then provides a clear understanding (hopefully) of what that rule entails. This is a classic example of why conflict is often good, as it serves as an opportunity to clear the air about simple misunderstandings that can fester into giant problems rapidly. QUESTION 4Central to this question are attribution processes my overall goal w ith this question was to influence how intimately you could explain the interactions of these processes as they relate to conflict. Overall, these processes included how dispositional or situational factors are utilize by people to draw conclusions about their own behaviors and the behaviors of others, the of import attribution error, and the self-serving bias ( ancestry on p. 61 through the middle of p. 62). Then, beginning at the bottom of p. 62, Sillars notes that attributions influence conflict in at to the lowest degree three major ways.First, due to the self-serving bias, people are more likely to attribute negative effects of conflict to partners rather than to themselves. This heightens impudence of others as negative effects increase, leading to distributive strategies that are alter to conflicts. Second, again because of the use of a self-serving bias, people often value they use integrative strategies man others use distributive or escape evasive actions. This leads people to believe they are doing more to resolve the conflict than others are, while this may not actually be true in reality.Third, the fundamental attribution error heightens conflict by encouraging people to see others behavior as planned and intentional (negative attribute) and their own behavior as driven by the situation at hand (positive attribute). In bypass, we believe act socially desirable in conflict and others act in more negative ways, ground on these attribution concepts. It is also vital to note that the self-serving bias and fundamental attribution error are impacted by perceptions of other peoples gender, ethnicity, or other demographic traits and that these two elements are also evident in our relationships with people we already know well (i. . , like the adage that suggests people are often well informed and well biased). Lastly, on p. 64, the authors ingeminate three propositions in this arena of research regarding conflict (1) people conduct conflic t strategies establish on the attributions they make regarding the cause of the conflict, (2) biases in attribution processes tend to lead to noncooperative modes of conflict, and (3) the choice of conflict strategies influences the likelihood of conflict resolution and the degree of satisfaction with the overall relationship.The correct answer here is really more of a judgment of how well I felt you depict the associated concepts and findings above more so than a judgment of whether or not each and e really piece of information above was provided in your response. QUESTION 5 This response is fairly cut-and-dried, if you will. The procedure I was look at here is in Exhibit 4. 1 (pp. 128-131). In your response, I was hoping to see a full discussion each of the 5 questions as they associate to your example than a quick rundown of the selections you made.The answer to each question then guides you a pine the model, ultimately leading to a recommended or cocksure conflict style. So in reality, this response had dozens of correct responses based on where the style selection tree led you to. Lastly, I was looking for you to evaluate the quality of the style (or styles for some of you) that you were guided to in your example. Would it have worked out in your estimation? Did you try that style (without knowing this information, of course)? QUESTION 6After a fairly thorough discussion of conflict styles in Chapter 4 of the text, the authors describe pairings of conflict styles and how they interact with one another (section 4. 5 on pp. 123-124). They mention, that some conflict style pairings are asymmetrical mannikins that did not fulfill each other, such as a demand (compete) / withdraw (avoidance) pattern, a supervisor / subordinate pattern at work, or a competing / collaborating pattern (which interestingly has great potential to work well to fetchher).While at freshman many of these styles seem unhealthy, leading us to believe they are unstable, some are actually quite stable in the short term (e. g. , one dominant role/one submissive role). Although it is noted that these roles may not always be stable in long run due to unhappiness among the submissive individual. Likewise, examples of asymmetrical patterns were also noted, which we often believe are stable because of agreement among the individuals.For instance, a relationship often has two avoiders that facilitate conflict denial/collusion, two collaborators that are more productive, but are not perfect, or two competers that often beef up a cycle of escalating conflict or reach a stalemate. What we can see from both symmetrical and asymmetrical patterns is that both types of patterns can be either healthy or unhealthy based on the setting in which they occur or the type of pattern being used in other words, the pairing of styles is not a way to look out the health of a relationship.Symmetrical patterns of two competers may be great as workout partners, but bad as romantic p artners. As many of us know, a competer and an avoider often work poorly because of the attack/ climb-down pattern, but a competer and a collaborator may work out wonderfully because the book notes how competers (that distributely air out concerns) give collaborators tools to work with to find a win/win solution in many cases. QUESTION 7 This final question provided an applied conflict concern scenario that revolved around the use of re underframe/ phone number inning plays in the textbook (p. 9 through p. 92). Just to be clear, the discussion of close in in Ch. 2 (pp. 57-59) is secondary for this question and was not the intended area of focus. In other words, I am seeking explicit reframing/issue framing tactical manoeuvres that would help to resolve the issue at hand (pp. 91-92). That is not to say the definition and discussion of framing in Ch. 2 is not important in fact it is vital to acknowledge that conflict frames are a cognitive structure based on anterior experience, which guides our interpretation of an interaction or event (p. 57).So in other words, framing provides the perceptual framework for how we view the conflict itself and the people involved. This is precisely why I created two groups of people in this fictional question that are affiliated with truly different organizational in-groups so it is expected that the control and gross revenue person will have very (or use) different frames, based on what is happening. So this creates a scenario where we must reframe to be able to earn anywhere in a conflict setting, otherwise we will forever run into the issue of two people working in two different frames.Reframing/issue framing tactics are then a part of a dance (p. 90 top). Because each reframing/issue framing tactic will likely produce a different outcome, in that respect is more than one right answer here. To be clearer, a correct answer here is one that explains a reframing/issue framing tactic and reasonably explains why that ta ctic would make sense to use to struggle the conflict in the hypothetical scenario. With that being said, here a a couple of(prenominal) thoughts that I had regarding each reframing approach.Umbrellas This approach would seem to work poorly here, as the gross sales supply member already believes the accountant is using this tactic (i. e. , sales person believes the accountant is jealous and is using this petty thing to air jealousy) Issue Expansion This is an interesting approach overall it is high-risk, high-reward in nature. Given the status of the growing in-group nature of the conflict, I would think the issue expansion approach may actually serve to drive a deeper wedge between the sales staff and the score department.I am open to different interpretations, but this appears to be the most likely outcome. Negative interrogation This may provide some traction toward conflict resolution. For example, if the sales staff member is convinced the accountant is jealous of their s uccess, perhaps they need to expand on that thought as it is very vague. Also, it could be asked why the sales staff avoided phone and email communication. It may have simply been a case of having a viable excuse for not replying rapidly, instead of the accounting departments perception of ignorance/avoidance.Likewise, the sales staff could ask why did you call out someone in a face-damaging way? The answers here may get the two groups and the two main conflict parties on the right path. Fogging On one hand, fogging may be dysfunctional as it opens up the room access for avoidance issues. However, it also may create a situation where the two parties and the two in-groups can simply work towards the issues that relate to company policy here. Conflict is rarely forgotten, but if the accounting department and sales staff find a way to change the protocol to take for a smooth work environment, time may heal some of the wounds.Fractionation Although more than one approach can be right here, as I care more about the way you apply a solution to the problem, fractionation jumps out as the most helpful tactic at first glance. Here, both the accountant and the sales person (or their consummate departments) may be able to break down the larger issues into fractioned pieces to overlay individually. So this means instead of looking at the big issue (inter-group conflict between sales staff and accounting department), the parties would look at each component.One thing the book does not mention, and this is generally true of all textbook conflict resolution tactics, is that fractionation would probably be very time consuming (especially if you are talking about long-standing, deeply inhering conflicts). However, this is sometimes the only way to put conflicts to rest which is something that should be very appealing for two departments in an organization that really need to befriend with each other. The long term gains would seem to outweigh the short-term productivene ss losses.