The article examines the process of teaching English for specific purposes at the Faculty of Tourism of the University of Maribor, Slovenia using coursebooks and authentic supplementary materials. The survey has shown that the students of the Faculty of Tourism prefer supplementary authentic materials to coursebooks because they find them sufficiently interesting or challenging. Specially designed classroom materials that are put into the Moodle by the teacher also offer opportunities for various activities in lesson planning for teaching, listening, speaking, reading and writing. Another important aspect of supplementary materials is that they facilitate the teacher’s creativity. However, there are advantages and disadvantages to using only coursebooks or only specially prepared classroom materials, and both - coursebooks and supplementary materials - should be used only after careful consideration. Although authentic materials may contain complex grammatical structures and difficult vocabulary, they bring real-life situations into classrooms, and students therefore find them very motivating, the survey has shown.
Nevena Ilieva, Elena Lilkova, Leandar Litov, Borislav Pavlov and Peicho Petkov
GEANT4 is the basic software for fast and precise simulation of particle interactions with matter. Along the way towards enabling the execution of GEANT4 based simulations on hybrid High Performance Computing (HPC) architectures with large clusters of Intel Xeon Phi co-processors, we study the performance of this software suit on the supercomputer system Avitohol@BAS, Some practical scripts are collected in the supplementary material shown in the appendix.
Uliana Marushchak, Myroslav Sanytsky and Nazar Sydor
This paper deals with design of environmentally friendly Rapid Hardening Engineered Cementitious Composite (RHECC) nanomodified with ultrafine mineral additives, polycarboxylate ether based superplasticizer, calcium hydrosilicate nanoparticles and dispersal reinforced by fibers. The incremental coefficient of surface activity was proposed in order to estimation of ultrafine supplementary materials (fly ash, methakaolin, microsilica) efficiency. A characterization of RHECC’s compressive and flexural properties at different ages is reported in this paper. Early compressive strength of ECC is 45-50 MPa, standard strength – 84-95 MPa and parameter Rc2/Rc28 – 65–70%. The microstructure of the cement matrix and RHECC was investigated. The use of ultrafine mineral supplementary materials provides reinforcement of structure on micro- and nanoscale level (cementing matrix) due to formation of sub-microreinforcing hydrate phase as AFt- and C-S-H phases in unclinker part of cement matrix, resulting in the phenomena of “self-reinforcement” on the microstructure level. Designed RHECC may be regarded as lower brittle since the crack resistance coefficient is higher comparison to conventional fine grain concrete.
Designing Environment for Research and Learning in Secondary School
Contemporary pedagogy searches for the ways to reorient teachers' and students' activity towards the aim of sustainable development. The teacher becomes involved both in teaching/learning activities and in researching the environment of his own activities in order to design the environment favourable for students' development. The article presents the analysis of research and learning environment and activities that promote the development of students' research skills in one of Latvia's secondary schools. It displays the research methods and means identified in students' research works, and evaluates the research environment in the school. Several types of environment were identified, which teachers can purposefully use to develop the research skills of their students. The results of analysis can be implemented by educational institutions, which organise students' research activities. The described methods and means can be used in learning environment with no supplementary material resources required and involving teachers in research of school environment therefore re-orientating their professional frames of reference to address sustainable development.
Tharindu R. Liyanagunawardena, Karsten O. Lundqvist and Shirley A. Williams
Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation support costs while a course is running and re-running. At present, charging a fee for certification seems to be a popular business model adopted by leading platform providers.
In this position paper, the authors explore possible business models for courses, along with their advantages and disadvantages, by conducting a literature study and applying personal insights gained from attending various MOOC discussion fora. Some business models discussed here are: the Freemium model, sponsorships, initiatives and grants, donations, merchandise, the sale of supplementary material, selective advertising, data-sharing, follow-on events, and revenue from referrals. This paper looks at the sustainability of MOOCS as opposed to the sustainability of MOOC platforms, while observing the tight link between them.
The paper presents procedures for determining market values of forest real properties, with particular emphasis placed on the forest stand. The mixed-approach valuation procedure - land valuation index method - was analyzed. The practical part of the work regarding the valuation of the forest stand introduces the various techniques of valuation and acquisition of data on forest resources used, i.e.: index-based valuation approach and stock survey approach.
The subject of the research is part of a forest property, which represents an assessment area, typical of the southern part of Poland, located in the Tenczynek Forest Division. There is a forest management plan for the analyzed property which, together with the assessment descriptions, was used as one of the sources of data for valuation. The second source of data for valuation were direct field surveys, i.e.: geodetic surveys for determining the assessment area and the stock survey approach with individual tree assessment with respect to data on the stand.
Based on the research, it may be concluded that both valuation techniques and methods used to capture data on forest resources significantly affect the final value of forest properties. The market value of the stand, determined by the index-based valuation approach, demonstrates a significant difference when compared to the value of the stand determined by the stock survey approach. The forest management plan should only be used as a supplementary material and only to identify site types of forests by property valuers and, partially, together with economic maps, to determine the boundaries of assessment areas.
2014 realized the introduction of a comprehensive English language teaching curriculum, the English Language Curriculum for Elementary, Intermediate and Secondary Schools in the Kingdom of Saudi Arabia Grades 4 - 12, 2014 - 2020. This research paper seeks to provide an inclusive timeline of the development (English language) education from the time King AbdulAziz Ibn Saud united the Arabian Peninsula and created the Kingdom of Saudi Arabia. The chronology of English language curriculum reforms and education development provide evidence of a country seeking to define itself. Oil wealth drastically altered the Kingdom’s fortunes and provided it with choices, development and opportunities. Recently, Tatweer Company for Educational Services in partnership with the Ministry of Education has provided customized English language textbooks and supplementary material complemented by a range of professional development programs. However, as recent research suggests there is more than needs to be done to support the continual improvement in the learning and teaching of English as the Kingdom continues to move into the developed world with less reliance on oil and a focus on becoming a knowledge based society. The Kingdom of Saudi Arabia’s National Transformation Program and Vision 2030 support and provide the blueprint for this goal to be achieved.
The purpose of this article is to analyze the powers of tax appeal authorities and their interpretation of the Tax Ordinance Act governing tax hearings.
The tax hearing is part of the tax appeal proceeding and takes place within an additional procedure to supplement the evidence and materials on the case. This means that article 229 of Tax Ordinance Act is the limit of the hearing conducted by the tax body. Tax trial/hearing should be treated as a form of activity in gathering evidence, which operates next to the cabinet proceedings. In the literature, the current forms were considered to be equivalent.
The decision to perform additional procedures to supplement the evidence and materials should always be on that tax appeal authority. The phrase “can perform” should be interpreted by the authority as an obligation to conduct, at least as an order to make a positive or negative assessment of the need for additional evidence.
In the Author’s opinion, there are no objections to carry out certain types of evidence. The appeal tax authority is recognizing the case de novo and is evaluating the facts in a way it is required to assess the completeness of the collected evidence, and the same to determine whether all of the facts have been proven.
The limits of the powers of the tax appeal authority to conduct current investigation determines the content of articles 229 and 233 § 2 of Tax Ordinance Act. The competence of the appeal body, which is not subject to challenge, is to complement the evidence to draw additional conclusions, but not to change the basic findings. It may hear witnesses, appoint experts and confront their opinions, carry out documentary evidence, as necessary to carry out a visual inspection, provided that these activities are within the limits of additional evidence and conduct supplementary materials in the case. All of this evidence can be carried out during the tax hearing ordered by the tax appeal authority.
—New York: Oxford University Press.
Skrzypczak, W. 1991, ‘A synthetic approach to the teaching of grammar: cognitive modeling’. An unpublished paper read at The 25 th International Conference of IATEFL — International Association of Teachers of English as a Foreign Language - Exeter, England.
Skrzypczak, W. 1989. SupplementaryMaterials for the EFL Classroom . Toruń: Nicholaus Copernicus University Press.
Skrzypczak, W. 2001. "The English Verb System Systematically Represented: A Heuristic