Venturing Beyond YouTube: Learning the Language of Appraisal

A major function of language is to enable the expression of interpersonal meanings - feelings, opinions, judgements, humour, and so on. Generally, however, this important aspect of language competency is not taught explicitly, possibly because such meanings are so deeply embedded in the culture that even native speakers are not consciously aware of how they employ these subtle resources. Drawing on the tools provided by appraisal theory, the paper considers the interpersonal demands made on English as an additional language or dialect (EAL/D) students as they learn to write responses to popular media texts, in this case, Summer Heights High. While recognising the value of the informal give-and-take of adolescent online banter in such environments as YouTube and MySpace, ultimately students need to deal with the demands of more formal review writing in school. It proposes that students can make that transition with explicit guidance by teachers in using the kinds of evaluative language that is valued in the academic community

The Ursinus Weekly, February 24, 1947

Students schedule spring activities at meeting Monday • Twenty-two make B list of college for spring term • Summer term to run for eight week period from July 7- August 29 • Fifty-six men accept fraternity bids as climax to week of rushing parties • Students to get snowball tickets in supply store • FTA panel gives problems facing beginning teacher • Colors presented to freshman girls by junior advisors • Temptation is topic at vesper gathering • 746 Main St opened to students; M. Hewitt to head dormitory • L. Oddo elected to MSG vacancy • Y to conduct Religion in Life Week from March 12 to 16; speakers engaged • Dr. Dressler to address pre-meds on subject of human monsters • Debaters to meet Gettysburg in return match on labor question • Curtain Club to hold tryouts for The Man who Came to Dinner • Mermaids defeat Bryn Mawr girls in close 30-27 meet • WSSF appeals for material aid to foreign students • Library is location for colorful exhibition of Penna.-Germania items • Swarthmore rips bear title aspirations with 58-49 win in key Middle Atlantics conference hardwood contest • Unbeaten Curtis sets pace in intramural basketball loop race • Sextet wins 24-13 over Penn coeds for third victory • Drexel five dumps bruins in lengthy cage fray, 70-61 • Gurzynski appointed new coach; heads track, assists in football • Drexel jayvees brush cub five, 39-28, in near-brawl cage tilthttps://digitalcommons.ursinus.edu/weekly/1653/thumbnail.jp

Depresja i myśli samobójcze u pacjentów z rakiem płuc oczekujących na zabieg chirurgiczny

Aims of the study: An assessment of the incidence and severity of suicidal thoughts and depression in a group of patients with lung cancer. Furthermore, we have investigated whether the increase in suicidal thoughts and depression depends on pain intensity and the overall physical function of patients. Material and methods: The study included 62 patients diagnosed with lung cancer, hospitalised in the Department of Thoracic Surgery at the Thoracic Surgery Clinic in Lublin, at the Independent Public Clinical Hospital No. 4 in Lublin. The patient population included 21 females (34%) and 41 males (66%). A total of 35 (56%) respondents came from rural regions, and the remaining 27 (44%) from the city. The average age was 59 years (standard deviation was 12.6). The severity of depression and suicidal thoughts was evaluated using the Beck Depression Inventory. In addition, Numeric Pain Intensity Scale and the Karnofsky Scale were used to assess the general functioning of the study population. Sociodemographic variables were analysed using a self-designed survey. Results: Suicidal thoughts occurred in 6.45% of respondents, exclusively in males. Statistical analysis showed that the group with depression received significantly less points in a scale measuring general functioning. There was a negative correlation between depression severity and the general functioning of patients. Depression was diagnosed in 32.25% of respondents, including mild in 25.8%, moderate in 6.45%, and severe in 4.83%. Depression affected 36.58% of men and 23.8% of women. No correlation between the severity of depression and the severity of pain was observed. Conclusions: The severity of depression increases with the decrease in overall physical functioning and is not related to pain severity

Pre-service teachers linking their metalinguistic knowledge to their practice: A functional approach

Existing work in Anglophone countries has raised concerns regarding teachers’ knowledge about language (KAL); this may well be an issue in other countries also, with notable exceptions such as Finland. In Australia, with the introduction of the new Australian Curriculum, the question of teacher KAL has become crucial. Teachers, both practising and pre-service, generally have some knowledge about language as an object, usually including the text structures of particular school genres and information about sentence structure and word classes. This knowledge may be based on traditional grammar and may not be well applied above the sentence level. Teachers may also have an intuitive knowledge of discourse structures and are beginning to reflect on their own discourse using understandings of dialogic teaching. This paper provides an example of how first-year pre-service teachers (PSTs) were introduced to KAL at both the grammatical and the discourse levels, as part of an introductory unit on spoken language. A range of approaches was used, including a functional view of discourse. The PSTs then applied their KAL by putting it into a context that was meaningful for them: discussing their own practice. The paper gives an illustration of some of the work they produced that demonstrates their emerging understandings

Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 1: Key issues & findings

The three volumes which make up this study describe in detail how a number of teachers in different school situations in different parts of Australia undertook the assessment of young children\u27s development of English as a second language. Most of the teachers worked in pre-primary to Year 3 classrooms where the majority of the children were aged between five and eight years. The majority worked in a mainstream context in which the number of children speaking English as a second language (ESL) varied from more than half the class to two or three students. About a third of the teachers whose assessment practices we studied worked in classrooms in which all the children came from homes or communities in which languages other than English were the main means of co.mmunication. A minority of the teachers acted as ESL specialists who provided support to mainstream teachers often throughout the primary years. Over half the teachers in the study had undertaken some form of professional development focused upon working with ESL children..