Learning over Internet: The availability of internet has been a good source for learners to learn in the 21st century environment. This has significantly affected the relevance of academic books because the information is readily available over internet. Anyone can easily search for any topic and can get the results in seconds. Textbook however comprises of information on a particular domain or subject area, whereas the use of internet allows the learner to search on any topic from any subject or domain area. Because of this easy availability of information on any topic on the internet, it is considered as the better source over books, and this is an important reason leading to comment by Bill Gates that textbook is not the best way to learn.

Learning through Images: Images are a great source of information provided they are drawn in a perfect way covering all the information. It is quite boring for people to read a lot of text and they find it easier to understand and learn from an image. Studies have found that people have better tendency of recognition of information from an image as compared to text. It can be possible to efficiently position the message into people’s mind with the help of an image. The use of infographic is an example of an image which covers complete information on a topic. The facts and data can be easily informed to the user with the help of an infographic. Information on a long written piece of paper can be presented in a concise manner with the help of an infographic. This has also affected the valuables of textbook to a great extent among the learners.

Learning through Videos: Videos can also be a good source of learning for people. The concept and theories can be presented in videos which can be a motivational source of learning. There are different types of software available that can help in creating engaging videos in order to attract the attention of learner. According to Bill Gates, instead of reading the chapter on solving equations, people can easily find out the text online and also watch a super engaging video that shows how it is done and play a game that reinforces the concept. This is an important way of learning through videos rather than using textbook. Because of the advancement in technology, it is possible that problems can be solved online and the availability of software allows the creation of new quiz questions in order to test the learning about the new ideas.

Because of the availability of new ways of learning and new technologies supporting the learning process of people, the relevance of textbook is declining. However it is not considered as effective to say that text book has no relevance at all, but the presence of innovative ways of learning such as online platform like assignment help South Africa has impacted the relevance of textbook to a great extent.

About the author:

I am Jessica Jones, working as a freelance expert at Assignment Help Sydney and Assignment Help Singapore. I have done masters in business and I love to spare my time writing on topics related to business development, technology and education.

Syllabus

Starts: October, 24

Auditorium: A-510

Time: Thursdays 16:30 pm-18:45 pm

Course Description:

This class will focus on developing essential public speaking skills primarily for graduate and post-graduate students and faculty. The class is designed to meet the needs and demands placed on scholars and faculty to listen to and present formal, academic material.

Prerequisites:
Students who wish to enroll in this intensive, 10-week course must demonstrate the following:

• high-level critical thinking skills to comprehend, analyze, evaluate, and respond to academic lectures
• vocabulary knowledge and the ability to pick up context clues to make inferences
• understand the main ideas and details of complex academic listening sources
• take organized notes on academic lectures
• communicate accurately and fluently using effective presentation skills on academic topics and participate in active discussions

Objectives:
Participants will be able to:

• Expand academic vocabulary to increase class participation and comprehension of academic lectures at the graduate level.
• Employ various listening and speaking strategies to improve comprehension and expression for academic purposes at the graduate and post-graduate levels.
• Create and deliver well-structured and complex presentations of academic material.
• Use online and campus academic resources and support services.

Attendance Policy:
Students are expected to attend class regularly and on time. Be prepared to actively participate in class. This means leading discussions, asking questions, giving your opinions, and interactively listening to others.

Participant Code of Conduct:
To promote a classroom environment conducive to learning, please do not distract others. This includes not using cell phones in class unless condoned by the instructor. All students are expected to adhere to common courtesy guidelines.

Scholastic Honesty:
Scholastic honesty is expected and required. All work submitted for this class must be your own. Copying or representing the work of anyone else (in print or from another student) is plagiarism and cheating.

You MUST identify and cite your sources whenever you use the following:

• Direct quotations
• Paraphrases and summaries of information not commonly known
• Borrowed ideas
• Facts that are not common knowledge

We will use APA style of documentation for any written work in this class.
For general guidelines on citing the work of others within your writing, you may refer to the following webpage: http://owl.english.purdue.edu/owl/resource/560/02/.

When in doubt, ask the instructor.

Class Attendance/Flash Debates
Students are expected to attend every class and to be present for scheduled and in-class assignments. Attendance sheets will be circulated at the beginning or end of each class meeting. You are responsible for making sure you sign-in on the attendance sheet each day.

Flash Debates will allow you to express yourself spontaneously and in a relaxed, engaging manner. Flash Debate topics will range from the trivial (Coffee vs Tea) to the more conceptual (Happiness vs Wealth). The goal is to encourage you to keep working on your presentation/speaking skills and to continue building up your language repertoire.

Classic Debates
The act of debating has many beneficial results. For students, engaging in debating exercise can have the following effects:

• Improved critical thinking skills
• Improved poise, speech delivery, and public speaking skills
• Increased retention of information learned
• Improved listening and note takings skills
• Increased self-confidence
• Enhanced teamwork and collaboration skills
• Learn ways to graciously state one’s point with integrity and gentleness
• Debating is lots of fun!

Toastmaster Table Topics
Toastmaster Table Topics are chosen for public speaking because they are thought-provoking and interesting topics. Beyond yes/no answers, Toastmasters Topics encourage speakers to dig deeper and engage in complex thinking and speaking exercises. In additional to provoking spontaneous speech, Toastmasters Topics will also allow students to develop listening and interpersonal skills.

Field of study Glossary
You will be required to build a glossary of terms that includes key concept vocabulary from your field. The terms will be taken from the articles/chapters that will be reviewed for your assignments. There will be no limited amount of entries in your glossary. Each entry will consist of a term along with their definition in English within the context of the article.

Visual Presentation of Academic Writing
Choose one article from those you have read for your major and lead a discussion on linguistic and organizational features of 2 parts of the article (ex: Introduction, literature review, methodology, findings/results, discussion, research implication/limitation). You will sign up for this activity in class and upload the article to Blackboard one week before the scheduled discussion. When you lead the class discussion, make sure to get as many of us involved as possible in the analysis of the article. When you are not leading the discussion, you are expected to read the article posted on Blackboard.

(You may consider providing questions, or discussions, etc. in order to fully analyze the article. Keep in mind that this assignment is NOT SIMPLY A PRESENTATION BUT A DISCUSSION. You will be the leader of the discussion for the assigned week.)

Research Questions/Debate Statements
You will devote some time to crafting interesting, manageable, and concise research questions about your chosen topic(s). The focus will be on asking questions that will provoke naturally coherent answers/hypotheses. We will work on crafting research questions in class and you will be expected to craft some questions on your own outside of class. Because you will be engaging in Flash and Classic Debates throughout the term, you will be asked to frame your research questions as debate statements. Specific and clear guidelines will be given to you so we can prepare.

Instructor: Leticia Medina.

Auditorium: Б-636

The workshop will feature a format of interactive, hands-on activities. Participants will use their own data and research to create products designed to help communicate with their intended audiences. Expected outputs include key messaging statements and a draft of a newsletter describing the participants’ research. Participants should bring a laptop with them.

Boris Naimushin is an Associate Professor of Translation and Interpreting in the Department of Foreign languages and Cultures at the New Bulgarian University. He has a Master of Advanced Studies in Interpreter Training from the Faculty of Translation and Interpreting, University of Geneva, Switzerland, and a PhD in Bulgarian Linguistics and Translation from the St Kliment Ohridski University of Sofia, Bulgaria.

Boris teaches on BA and MA courses on simultaneous and consecutive interpreting, translation studies, English phraseology, and Cultural Studies.

Boris is a Visiting Professor of Translation and Interpreting at a number of Russian Universities. He is also Expert and Jury Member of Cosines Pi, an international contest of conference interpreters held in Moscow (2017 and 2018).

Boris is an active conference interpreter with Russian and Bulgarian (Languages A), English (Language B) and French (Language C).

Since 2009, he has been an interpreter for the Presidency of Bulgaria working with three Presidents and two Vice Presidents.

He is a member of the Association of Translations and Interpreters in Bulgaria and the Union of Translators in Russia.

Topics will include:

• Introduction to the scholarship on the science of science communication
• Knowledge and skills in data interpretation and science communication
• Methods to contextualize specific research topics
• Developing your research communication strategy
• Putting together your message map
• Communication with scholarly journals
• How to respond to peer reviewers comments (the CHOPP rules)

Thank you for that!

The Advanced Public Speaking course is an English-taught, in-depth pursuit of performance-based public rhetoric. In part, the curriculum includes components from Toastmasters International, and each of the course’s 10 required projects is speeches from the globally acclaimed public speaking club.

Register

Publication of research results in peer-reviewed scientific journals is one of the most pressing problems in science today. At the same time, the number of publications of Mongolian scientists in international journals still lags behind world figures, as well as citations.

?Presenter:
Emily Austin Thrush is a Professor of Applied Linguistics and Technical Writing at the University of Memphis. She has co-authored several books in the McGraw-Hill Interactions/Mosaics series and has conducted teacher training sponsored by the U.S. State Department and the Fulbright organization around the world, including Lebanon, Brazil, Peru, Japan, Mexico, Germany, Italy, the Czech Republic, and Slovakia. She spent the 2000-2001 academic year in Mexico as a Senior Fulbright scholar. Her recent publications have been about integrating content areas, especially STEM subjects, with language teaching.

Auditorium: Г-587, NUST MISiS.

Target Audience: Program Directors, Curriculum Designers, ESL Teachers, University Administrative staff.

Program Advisory Boards, comprised of business and industry partners, academics, employers, alumni, and current students, meet every semester to review curriculum and student outcomes to see what programs are up-to-date and that our students graduate ready for the workplace. These boards, as well as employer and alumni surveys, have consistently emphasized the need for high-level communication skills, including written, oral, presentation, and intercultural skills.

I will outline how we have approached structuring our curriculum, beginning with our first-year writing program, communication courses and the role of our Writing Center. I’ll then provide specific examples of how students prepare in their capstone courses to make pitches to business and industry. I’ll also discuss the role of our undergraduate program in Profession Communication and Emerging Media and our Master’s program in Professional and Technical Communication play in infusing content such as usability across the curriculum. Finally, I will note our efforts to develop international partnerships to enhance the skills of our students at all levels.

While much emphasis has been placed on developing our students’ skill sets in engineering, computing, and the sciences, I will argue that equal attention and resources need to be devoted to the development of the complex communication skills that students need to succeed in the modern work environment.

Ann Marie Alm
Dean, College of Arts, Communication, Humanities and Social Sciences
University of Wisconsin-Stout, Menomonie, Wisconsin, USA.

Maria Alm is the Dean of the College of Arts, Humanities and Social Sciences at the University of Wisconsin-Stout. Prior to coming to UW-Stout in August 2012, she was a Professor of Russian at the University of Northern Iowa, Head of the Department of Modern Languages, and served as Director of the University of Northern Iowa Institute for Humanities and Fine Arts in St. Petersburg, Russia, for over a decade.  She also taught for a number of years at Middlebury College in Vermont, where she served one year as Dean of the Russian School.

Maria completed her Ph.D. in Slavic Languages and Literatures in 1987 from the University of Wisconsin-Madison.  She completed an M.A. in Slavic Languages from UW-Madison (1982) and B.A. in Russian from the University of Minnesota-Twin Cities (1980).  She has a keen interest in foreign languages and has collaborated and developed study abroad programs at UW-Stout and the University of Northern Iowa.

Maria has co-authored the book The Cosmos of Russian Life: An Introduction to Russian Culture (2005).  She has also published a range of articles on both Russian and Czech nineteenth and twentieth-century literature and served as co-editor of the journal, The Silver Age of Russian Literature and Culture, 1880-1921.

Often the reason for this is the lack of skills or experience in writing articles or no balanced approach to the publication strategy. A brand – or reputation – of a scientist is the result of a systematic approach to creating their image in the scientific community. At the same time, the key skill of a modern scientist is the ability to competently and effectively communicate the results of their research in publications and talks. The workshop will cover the main issues of scientific communication, including aspects of writing scientific articles and interaction with the editors of scientific journals based on Wiley publishing experience.

Duration: 2 h.

Participants will be able to receive certificates at the end of the workshop.

Lecturer:

Dr. Sergey Paramonov

Senior Account Manager Wiley in Russia and CIS

Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

She has traveled, lived and taught in the central and southern United States, across Western Europe, and in the Gulf region. She holds an MA in Applied English Linguistics from the University of Houston. Currently, she is serving as an English Language Fellow in Moscow, Russia.