Young Professional ESOL Learners Confront Competing Demands of Social Media and ESP

English language learners from non-English speaking nations are confronting an increasingly challenging environment as they try to develop language skills to meet the competing demands of contemporary social media on one hand and those of English for Specific Purposes (ESP) on the other.  Social media’s explosion onto the global scene has created the need for non-English speakers to in effect learn two diverging contextual and communication patterns within what is supposed to be a common language. English, at least a form of English, dominates social media communications on Twitter, Instagram, Facebook, and a whole host of abbreviated format international social media platforms.  Moreover, these platforms have developed communications mechanisms that do not even conform to normally accepted, conversational patterns of spoken or written English. The English of some social media platforms is informal, littered with special and unique abbreviations, grammarless, decidedly unstructured and abruptly short.  The vocabulary is explicitly simple in most cases, consisting mostly of one and two syllable words. The introduction of the “emoji” graphics (now totaling over 2600 according to Unicode Standard, the emoji lexicographer) has added image elements to the phonetic root language vocabulary. The near total lack of punctuation, further complicates the process of learning to communicate effectively to other than a select audience or specific groups of people. ICT (Information and Communication Technology) tools are growing in use in education and in language teaching in particular, with Computer Assisted Language Learning (CALL) becoming widely used to facilitate vocabulary and structural grammar development among English Language Learners (ELLs) at all levels.  It has been noted that blogs and other web-based tools have significantly enhanced writing and reading skills.The young non-native English speaking professional is simultaneously confronted with the increasing need to acquire skills in one or more forms of ESP, be it academic, occupational or both, to be a competitive member of the global economy.  Simultaneously, the informal elements of social media ignore these demands and focus on a casual and frequently unconstrained set of language behaviors. The results of this study indicate that English for Speakers of Other languages (ESOL) students, particularly those developing ESP skills, are confronting what could logically be construed as two languages carrying the same name.  This presentation and accompanying methodology explores the details and implications of this emerging phenomenon and is addressed by supporting materials, data and recommendations addressing the challenges of diverging language pathways between social media and English for specific purposes

Information communication technology: powering up and creating a culture of innovation for 21st century language education

The contemporary language educator must be focused on rich and high quality experiences for 21st century language learners. Education is rapidly evolving in the digital age with direct application in the classroom for teachers of English to speakers of other languages. The way that we teach is changing by necessity and by design, and innovative teaching and methodologies are essential for the success of students. An arsenal of digital tools is literally at our fingertips for all levels of instruction, and educators must tackle the latest technology and digital learning opportunities as quickly as they emerge, to stay current with their students, if nothing else. In the sections to follow, we explore five of the technologies which we believe every educator must understand to remain current, not only with their peers, but with their increasingly technologically savvy students. These five:  laptops and tablets; mobile learning devices, i.e. smart phones; rapidly deployed software and “apps”; gaming systems; and social media, are already being employed in many learning environments. We argue that for the sake of currency, if nothing else, all educators must not just learn, but master all five of these to be effective in the contemporary learning world of the future. We conclude with a section on expertise and online teaching and learning as this has emerged as a significant instructional wave of the future

Peran Orangtua terhadap Pendidikan Agama Anak di Desa Sawah Kecamatan Kampar Utara Kabupaten Kampar

The research purpose to determine the role of parents and religious behavior of children with analyze correlation between the role of parents and religious behavior of children. Role is pattern of behavior or action should be taken by parents in educating children religion. This research conducted at the northern Kampar district Sawah subdistrict Kampar. Population of this research is all heads of families residing in the village Sawah field north of Kampar districts and have children aged adolescent age range 13-15 years who attend school or junior high school equivalent listed in the records of population. There are some elements in this research, the first provides religious education which includes about doing prayers, fasting in Ramadan, reciting Al-Quran, gave infak and respect for older people. The second control the implementation of the child worship, control activities carried out by taking action if children do not practice their religion. Third, encourage children to worship that parents set an example and encourage children worship together. Fourth, be patient that parents are expected to be patient in educating religious behavior of children. This research technique is descriptive quantitative, to describe the results of research in the field with numbers, then described by words or narration. Based on the research in the field found that role of parents in Sawah village is considered to be good for 91,48%, the education of children in the Sawah village also rated as good by 95%, there is a strong correlation between the role of parents to religious education of children with result is 0,9 and a significant correlation of 0,01, means there is significant correlation between the role of parents to religious education of children

Applying the Principles of Universal Design for Learning (UDL) in the College Classroom

Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the “why”, how”, and “what” of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows promise in meeting the needs of all students and the federal laws focusing on UDL. This article provides faculty with background information on UDL as well as ways to incorporate these strategies into their current courses

Clinical response to antibiotic regimens in lower limb cellulitis: a systematic review

There is variation in the treatment of lower limb cellulitis (LLC) with no agreement on the most effective antibiotic regimen. Many patients with cellulitis fail to respond to first-line antibiotics. This can negatively affect patient care and result in unnecessary hospital admissions. The aim of this systematic review was to determine the clinical response and safety of antibiotic regimens for the management of LLC. A systematic review for randomized controlled trials (RCTs) was conducted using OVID MEDLINE, Ovid Embase and Cochrane Central Register of Controlled Trials in January 2019. Outcomes of interest included the clinical response to antibiotic regimens (type, dose, route, duration) and the safety of antibiotics in LLC. Trial quality was identified using the Cochrane Risk of Bias tool. Four RCTs were included. All included studies showed no significant differences between the clinical response to different antibiotic type, administration route, treatment duration or dose. LLC may be overtreated and shorter courses of oral antibiotics, possibly with lower doses, may be more suitable. There is a lack of published data on the clinical response and safety of antibiotics in LLC. Three studies were high risk for bias overall. Further high-quality studies may help determine whether less intensive antibiotic regimens can effectively treat LLC

Engine-Operating Load Influences Diesel Exhaust Composition and Cardiopulmonary and Immune Responses

Background: The composition of diesel engine exhaust (DEE) varies by engine type and condition, fuel, engine operation, and exhaust after treatment such as particle traps. DEE has been shown to increase inflammation, susceptibility to infection, and cardiovascular responses in experimentally exposed rodents and humans. Engines used in these studies have been operated at idle, at different steady-state loads, or on variable-load cycles, but exposures are often reported only as the mass concentration of particulate matter (PM), and the effects of different engine loads and the resulting differences in DEE composition are unknown