Ansary - Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic. Textbook Evaluation. TESL/TEFL)The Internet TESL Journal. Hasan Ansary and Esmat Babaiiansary. This is the result of an attempt. EFL/ESL textbook. What we offer here is based. EFL/ESL textbook reviews plus 1. EFL/ESL. textbook evaluation checklists conveniently sampled. No one is really certain whether these characteristics are actually. EFL/ESL textbooks. Note also that not all the characteristics. The elements presented, we hope, may come together to make. Brown (1. 99. 3) calls ? The answer to this question depends on. However. there seems to exist, in toto, three options open to teachers as regards. No textbook is. perfect. Therefore, teachers should have the option of assigning supplementary. The arguments for using a textbook are: a textbook is a framework which regulates and times the programs,in the eyes of learners, no textbook means no purpose,without a textbook, learners think their learning is not taken seriously,in many situations, a textbook can serve as a syllabus,a textbook provides ready- made teaching texts and learning tasks,a textbook is a cheap way of providing learning materials,a learner without a textbook is out of focus and teacher- dependent, and. The counter- arguments are: if every group of students has different needs, no one textbook can be. One position is that. The other position holds. And the shaky theoretical basis.
However, the question is where they can turn to for reliable. Various scholars have suggested different ways to help teachers. Chastain, 1. 97. 1. Tucker, 1. 97. 5; Candlin & Breen, 1. Daoud & Celce- Murcia, 1. Most popular; christian theology by millard j.Williams, 1. 98. 3; Hutchinson and Waters, 1. Sheldon, 1. 98. 8; Skierso, 1. Ur, 1. 99. 6; Littlejohn, 1. They have often offered. These sometimes. detailed check- sheets use a variety of methods to assess how well a particular. To evaluate the merits or demerits of such checklist approaches to. Allen Tucker's 1. EFL/ESL. textbooks and, after a gap of 2. Penny Ur's 1. 99. EFL/ESL. coursebook assessment. Tucker (1. 97. 5, pp. Under the pronunciation criterion, the presentation. By quality. what is meant is practice in a context, i. Under grammar criterion, (1) adequacy of pattern inventory deals with. ClassZone Book Finder. Follow these simple steps to find online resources for your book. This Section contains Online books on:Free Medical Books Download free Ebooks online tutorials downloadable e-books downloads zip chm rar. Twenty- one years later, Ur (1. EFL/ESL textbook. Use our handy medicine textbook recommendations guide to get the right books for your course. Created by the TSR community. A cursory look at its contents indicates that still . What. if the purpose is not ? Can we tailor. a textbook with such orientations to the needs of students of, say, science. The fundamental problem with such checklists, it seems to us, is that. For example, Tucker (1. Today, most probably, one would not rate them. Moreover, in such checklists, some of the. Perhaps, that is why. Textbook. evaluation has thus far been ad hoc, with teachers trying to make decisions. Strangely enough, some choices. This is an attempt to possibly locate some. EFL/ESL textbooks and. EFL/ESL textbooks. Ten EFL/ESL textbook reviews and 1. EFL/ESL textbook. Then, an attempt was made to discover. EFL/ESL textbooks. Finally. a select set of common consensus- reached characteristics of EFL/ESL textbooks. In addition, this paper also aims for a graphically represented. EFL/ESL textbook analysis as a reaction to subjective rule- of- thumb. Specifically, a sample procedure is offered here. EFL/ESL program. It is not, however, asserted here that these characteristics are actually. EFL/ESL textbooks. Nor is it claimed here that all the characteristics. What is claimed here, however, is that the elements. EFL/ESL departments to record in- house textbook. EFL/ESL textbook review. The development of modern language skills: Theory. Philadelphia The Center for Curriculum Development. Inc. Tucker, C. Evaluating beginning textbooks. English Teaching. Forum, 1. 3, 3. 55- 3. Cowles, H. Textbook, materials evaluation: A comprehensive checksheet. Selecting and evaluating a textbook. Mc. Intosh (Eds.), Teaching English as a second. Cambridge, MA: Newbury House Publishers. Candlin, C. N. Evaluating, adapting and innovating. Schacter (Eds.). On TESOL '7. The learner in focus (pp. Washington, D. C.: Teachers. English to Speakers of Other Languages. Rivers, W. Teaching foreign- language skills (pp. Chicago. University of Chicago Press. Williams, D. Developing criteria for textbook evaluation. ELT Journal. 3. 7(2), 2. Sheldon, L. Evaluating ELT textbooks and materials. ELT Journal. 4. 2 (4), 2. Skierso, A. Textbook selection and evaluation. Celce- Murcia. (Ed.), Teaching English as a second or foreign language (pp. A course in language teaching: Practice & Theory (pp. Cambridge: Cambridge University Press. The List of 1. 0 EFL/ESL Textbook Reviews: Chan, M. IRAL 3. 1 (2), 1. Hall, G. Modern. English Teacher, 3 (1), 8. Matthews, P. ELT Journal, 3. Perren, G. ELT Journal, 3. Shih, M. TESOL Quarterly. Naerssen, M. ESP 2 (2), 1. Whitaker, S. ELT Journal, 3. Procedure. First, the reviews and checklists were closely scrutinized. Secondly, all. points made by reviewers as for and against a particular textbook were. Then, the same procedure was followed to identify the elements. The assumption made. However, at the very least, probably the application of a set. EFL/ESL textbooks may well help make textbook. Following Tucker. EFL/ESL textbook, discrete and precise enough to help define one's preferred. What follows is a demonstration of how such a system works. Evaluation. essentially involves the following steps. First, an evaluation form with. The universal theory- neutral characteristics. EFL/ESL textbooks appear in the first column on the form. In the second. column, however, the evaluator decides to insert his/her preferred situation- friendly. Preferences could be based on the results of students' needs. Secondly, two separate scores may serve as the basis for rating. PVS) of 2 which appears in the third column. MS) consisting of numbers 0 to 2 which appears. A comparative weight is assigned to the. Finally, the numbers in the MS and PVS columns after each criterion are. Merit Scores, and (2) a straight solid line to represent. Perfect Value Scores. This framework has a dual utility. On the one hand, if the evaluations. On the other hand, an evaluator can display. In this way, he may compare the profiles of various. If this is done. not only are the differences among various textbooks portrayed, but also. Furthermore, this two- tier system can be approached in two distinct. An evaluator may first examine a particular textbook to identify. Or an evaluator can first define his/her preferred options, and. The whole business of the management of language learning. We should not, therefore, expect to work miracles with. What is more important than a textbook is what we, as teachers, can. As Brown and Yule, 1. It follows that the emphasis should be moved from. Acknowledgements. This article is a revised and edited version of a presentation originally. We are grateful to him for his helpful comments on earlier. What do we want teaching materials for? ELT Journal. 3. 6 (1), 5- 1. Brown, V. Decanonizing discourse: Textual analysis and the history. Backhouse. (Eds.), Economics & language (pp. London: Routledge. Brumfit, C. Modern Language Journal , 7. Candlin, C. N. Evaluating, adapting and innovating. Schacter (Eds.). On TESOL '7. The learner in focus (pp. Washington, D. C.: Teachers. English to Speakers of Other Languages. Chastain, K. The development of modern language skills: Theory. Philadelphia The Center for Curriculum Development. Inc. Daoud, A. Selecting and evaluating a textbook. Mc. Intosh (Eds.), Teaching English as a second. Cambridge, MA: Newbury House Publishers. Hutchinson, T. English for Specific Purposes. A learning- centred approach. Cambridge: Cambridge University Press. Littlejohn, A. The analysis of language teaching materials: Inside. Trojan Horse. Tomlinson, (Ed.), Materials development in language. Cambridge: Cambridge University Press. Sheldon, L. Evaluating ELT textbooks and materials. ELT Journal. 4. 2 (4), 2. Skierso, A. Textbook selection and evaluation. Celce- Murcia. (Ed.), Teaching English as a second or foreign language (pp. Materials development in language teaching. Evaluating beginning textbooks. English Teaching. Forum, 1. 3, 3. 55- 3. Ur, P. A course in language teaching: Practice & Theory (pp. Cambridge: Cambridge University Press. Williams, D. Developing criteria for textbook evaluation. ELT Journal. 3. 7(3), 2. Appendices. If you are interested in seeing the Appendices, you may download the following. February 2. 00. 2http: //iteslj. Articles/Ansary- Textbooks/.
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The calibre of Thirunavukkarasu. The book has to be read in between the lines to get the thrust. But, the role played by the SL police in the war against Eezham Tamils has already been well exposed through the genocidal crimes committed by the notorious Special Task Force, a full- fledged military force administratively organised under the SL Police system. The SL police system operating in the North- East has long been the protecting agency of Sinhala colonists engaged in demographic genocide against the nation of Eezham Tamils. Tamil families were uprooted from their native village in 1. SL Police station. Access anything and everything about Adobe tools and services with Adobe Learn. As we phase out Adobe TV, Adobe Learn will be the new home for tutorials and other assets to help you create your best work. Pick one of the links below to discover all that Adobe. The Divisional Secretary has now dashed the hopes of uprooted Tamils who have been waiting for a conducive situation to return to their lands. The land grab is a wide- scale issue across North- East, causing increased ethnic tension. In the meantime Colombo government. And the war- affected people are being told that their perpetrators will not be subjected to criminal investigations even if they were to be identified. SL President and SL Foreign Minister speak differently. Justice is far from the island, says S. Sivayoganathan, the president of NGO Forum in the district. Soundaranayagam and rural representatives of various organisations across Maanthai West division in Mannaar on Friday confronted the co- chairs of Divisional Development Committee meeting and the Divisional Secretary of Maanthai West against the structural genocide prevailing in their division. Unable to defend the Colombo system, the co- chairs were forced to conclude the meeting with the decision of instructing the Divisional Secretary M. Sriskanthakumar to officially inform the SL Navy to immediately vacate Vidaththal- theevu jetty and the properties belonging to resettled Tamil fishing families. It happened within a week after the SL President Maithiripala Sirisena addressed the UN General Assembly in New York claiming the island as a Buddhist country. Eechchilam- patttai (Verukal) is the south most coastal Tamil division in the Trincomalee district bordering Batticaloa and was under the de- facto Tamil Eelam civil administration during the times of the LTTE. The division is now facing Sinhala- Buddhist occupation from Seruvila and Welikanda. In the meantime, video recorded this weekend at the construction site show that the extremist monk, Ven Sri Thissapura Gunarathna Thero, has proceeded with the construction of the outer circle wall of the Vihara since April 2. Vihara. 3. 54 families of Sinhala colonists have been brought into Mukaththuvaaram, situated south of Kokku'laay and Sinhala fishermen have put up fishing huts at various places along the coast from Mukaththuvaaram and north towards Mullaiththeevu. My conviction is that the Government will not deliver an acceptable solution for Tamils on its own. Austin Fernando, installed as the governor of the East after Sirisena became the SL president, has been preoccupied with tracing every avenue to Sinhalicise the Batticaloa district. It has now been revealed that the SL President Sirisena's Mahaweli ministry is also behind the Sinhala colonisation, he said. It was the so- called . Later, in 1. 97. 2, after the Sinhalese unilaterally enacted the genocidal State of . Even these reforms brought after 1. SL State itself in seizing the lands of Tamils, says Seemanpillai Sountharanayakam, the deputy chairman of Maanthai West Divisional Council. Apart from them, more than 2. Eezham Tamils, who are also uprooted due to the conflict in the island, are also living outside the camps in Tamil Nadu. Only 4,5. 64 people, belonging to 1,8. Northern Province. Most of the people returned to the island within the last five years the UN refugee agency UNHCR complain that they have been abandoned by the agency and the authorities. People who have returned to Vavuniyaa complain that Sinhala colonisers had seized their lands and that they are now let to look after themselves without any programmes of resettlement. The UN agency was only interested in paying the travel expenses. The returnees complain that they have not heard anything from the UNCHR after that. The officials were on a fact- finding mission to Mayilaththa- madu and Maathava'nai pasturelands, situated in the interior Koa'ra'laip- pattu South (Kiraan) division in Batticaloa district. Wigneswaran didn't even refer to the Genocide Resolution passed unanimously by the elected NPC assembly. Further, the resolution drafted by the organisers was limiting the scope of the Tamil aspiration just at self- rule, an out- dated demand which was abandoned by the late Tamil leader S. J. V Chelvanayakam in favour of Tamil sovereignty- centred aspiration as he realised that Colombo would never reconcile with Tamils without any compulsion beyond the parameters of SL parliamentary politics. Now, Wigneswaran asking simple questions with a mobilised mass, is being intentionally projected as . Mangalarajah, the chairman of the Commission for Justice & Peace of the Catholic Diocese in Jaffna in a follow- up video interview to Tamil. Net after the Ezhuka Thamizh uprising held in Jaffna. 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A project is a temporary endeavor designed to produce a unique product, service or result with a defined beginning and end (usually time- constrained, and often constrained by funding or deliverables) undertaken to meet unique goals and objectives, typically to bring about beneficial change or added value. In practice, the management of these two systems is often quite different, and as such requires the development of distinct technical skills and management strategies. The primary constraints are scope, time, quality and budget. His work is the forerunner to modern project management tools including work breakdown structure (WBS) and resource allocation. The 1. 95. 0s marked the beginning of the modern project management era where core engineering fields come together to work as one. Project management became recognized as a distinct discipline arising from the management discipline with engineering model. At that time, two mathematical project- scheduling models were developed. CPM is used for projects that assume deterministic activity times; the times at which each activity will be carried out are known. PERT, on the other hand, allows for stochastic activity times; the times at which each activity will be carried out are uncertain or varied. Because of this core difference, CPM and PERT are used in different contexts. These mathematical techniques quickly spread into many private enterprises. At the same time, as project- scheduling models were being developed, technology for project cost estimating, cost management and engineering economics was evolving, with pioneering work by Hans Lang and others. In 1. 95. 6, the American Association of Cost Engineers (now AACE International; the Association for the Advancement of Cost Engineering) was formed by early practitioners of project management and the associated specialties of planning and scheduling, cost estimating, and cost/schedule control (project control). AACE continued its pioneering work and in 2. Total Cost Management Framework). The International Project Management Association (IPMA) was founded in Europe in 1. IPMA maintains its federal structure today and now includes member associations on every continent except Antarctica. IPMA offers a Four Level Certification program based on the IPMA Competence Baseline (ICB). For example, when working on a brick- and- mortar design and construction, projects will typically progress through stages like pre- planning, conceptual design, schematic design, design development, construction drawings (or contract documents), and construction administration. In software development, this approach is often known as the waterfall model. In software development many organizations have adapted the Rational Unified Process (RUP) to fit this methodology, although RUP does not require or explicitly recommend this practice. Waterfall development works well for small, well- defined projects, but often fails in larger projects of undefined and ambiguous nature. The Cone of Uncertainty explains some of this as the planning made on the initial phase of the project suffers from a high degree of uncertainty. This becomes especially true as software development is often the realization of a new or novel product. In projects where requirements have not been finalized and can change, requirements management is used to develop an accurate and complete definition of the behavior of software that can serve as the basis for software development. PRINCE2 provides a method for managing projects within a clearly defined framework. PRINCE2 focuses on the definition and delivery of products, in particular their quality requirements. As such, it defines a successful project as being output- oriented (not activity- or task- oriented) through creating an agreed set of products. This allows for continuous assessment and adjustment when deviation from the Business Case is required. PRINCE2 provides a common language for all participants in the project. The governance framework of PRINCE2 . The goal is to increase the flow of projects in an organization (throughput). Applying the first three of the five focusing steps of TOC, the system constraint for all projects is identified as are the resources. To exploit the constraint, tasks on the critical chain are given priority over all other activities. Finally, projects are planned and managed to ensure that the resources are ready when the critical chain tasks must start, subordinating all other resources to the critical chain. The project plan should typically undergo resource leveling, and the longest sequence of resource- constrained tasks should be identified as the critical chain. In some cases, such as managing contracted sub- projects, it is advisable to use a simplified approach without resource leveling. In multi- project environments, resource leveling should be performed across projects. However, it is often enough to identify (or simply select) a single . The drum can be a resource that acts as a constraint across projects, which are staggered based on the availability of that single resource. One can also use a . Unlike SEI's CMM, the OPM3 maturity model describes how to make project management processes capable of performing successfully, consistently, and predictably in order to enact the strategies of an organization . Lean project management. This can help to reduce the risk of a completed project being a failure by delivering agreed upon requirements/outputs but failing to deliver the benefits of those requirements. In addition, BRM practices aim to ensure the alignment between project outcomes and business strategies. The effectiveness of these practices is supported by recent research evidencing BRM practices influencing project success from a strategic perspective across different countries and industries. Under BRM the agreement might be to achieve a specified reduction in staff hours required to process and maintain staff data. Regardless of the methodology or terminology used, the same basic project management processes or stages of development will be used. Major process groups generally include. An example is the Phase. The key project controls needed here are an understanding of the business environment and making sure that all necessary controls are incorporated into the project. Any deficiencies should be reported and a recommendation should be made to fix them. The initiating stage should include a plan that encompasses the following areas: Planning. As with the Initiation process group, a failure to adequately plan greatly reduces the project's chances of successfully accomplishing its goals. Project planning generally consists of. This phase involves proper allocation, co- ordination and management of human resources and any other resources such as material and budgets. The output of this phase is the project deliverables. Monitoring and controlling. The key benefit is that project performance is observed and measured regularly to identify variances from the project management plan. Monitoring and controlling includes. Change is a normal and expected part of the construction process. Changes can be the result of necessary design modifications, differing site conditions, material availability, contractor- requested changes, value engineering and impacts from third parties, to name a few. Beyond executing the change in the field, the change normally needs to be documented to show what was actually constructed. This is referred to as change management. Hence, the owner usually requires a final record to show all changes or, more specifically, any change that modifies the tangible portions of the finished work. The record is made on the contract documents . The end product of this effort is what the industry terms as- built drawings, or more simply, . Construction document management is a highly important task undertaken with the aid an online or desktop software system, or maintained through physical documentation. The increasing legality pertaining to the construction industries maintenance of correct documentation has caused the increase in the need for document management systems. When changes are introduced to the project, the viability of the project has to be re- assessed. It is important not to lose sight of the initial goals and targets of the projects. When the changes accumulate, the forecasted result may not justify the original proposed investment in the project. Successful project management identifies these components, and tracks and monitors progress so as to stay within time and budget frames already outlined at the commencement of the project. Closing. Administrative activities include the archiving of the files and documenting lessons learned. This phase consists of. This is a vital phase of the project for the project team to learn from experiences and apply to future projects. Normally a Post Implementation Review consists of looking at things that went well and analyzing things that went badly on the project to come up with lessons learned. Project controlling and project control systems. A number of disciplines cover this area. It implements verification and controlling function during the processing of a project in order to reinforce the defined performance and formal goals. The following methods of project controlling can be applied: investment analysiscost. Projects may be audited or reviewed while the project is in progress. 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