Teachers in action : tasks for in-service language teacher education and development.

Ofrece un marco flexible para alentar a los profesores de lengua en la investigación de temas que son relevantes para su propio desarrollo profesional. Contiene una serie de recursos diseñados específicamente para ayudarles a desarrollar sus habilidades, conocimientos y actitudes. Estos recursos son extensas tareas presentadas en hojas de trabajo, que pueden fotocopiarse y que sirven para la formación continua del profesor y para el desarrollo de programas.

About language : tasks for teachers of English.

Este texto parte del supuesto de que los profesores de inglés, no sólo deben ser capaces de hablar y escribir el idioma que enseñan, sino que, también, necesitan saber mucho sobre la manera en que funciona el lenguaje, es decir, sus componentes, sus regularidades, y la forma en que se utiliza. Además, se supone que este tipo de conocimiento útil se adquiere a través del estudio ó análisis de ejemplos de la propia lengua. Por tanto, con el objetivo de aumentar este conocimiento, se incluyen aquí, una secuencia de tareas que se inician al nivel de fonemas hasta llegar al texto completo.

Investigative & Research Skills & Techniques.

Todas las especificaciones de la geografía nivel A requiere que los estudiantes lleven a cabo actividades de investigación básica sobre la base de datos de fuentes primarias (incluyendo trabajo de campo) y fuentes secundarias. El libro está dirigido a todos los AS / A estudiantes de geografía .Se divide en dos secciones. La primera sección cubre en detalle los procesos por los cuales hay una investigación geográfica completa como una pieza independiente del trabajo, hay una presentación de los resultados, análisis e interpretación de datos. La segunda sección está compuesta por preguntas de examen y sobre como ellas deberían ser respondidas.

Cambridge instant IELTS : ready to use tasks and activities.

Libro de actividades prácticas para profesores de inglés como lengua extranjera, orientado a la preparación de los exámenes IELTS (International English Language Testing System). Contiene 34 lecciones de duración entre 45 minutos y una hora y media, que pueden ser fotocopiadas para su uso en clase con los alumnos, con ejercicios de compresión lectora y auditiva, conversación y redacción. Al final de cada lección hay un apartado con notas aclaratorias para el profesor y las soluciones de los ejercicios. Incluye un CD con el audio para los ejercicios de compresión auditiva y las transcripciones al final del libro.

Instant PET : ready-to-use tasks and activities.

Libro para la preparación del examen Cambridge PET (Preliminary English Test), para alumnos de nivel intermedio bajo. Está divido en cuatro secciones (lectura, redacción, comprensión auditiva y expresión oral) que se corresponden con los ejercicios de la prueba oficial, y que a su vez se organizan en una serie de sesenta actividades diseñadas en formato de páginas enfrentadas, con una hoja para el profesor con las indicaciones paso a paso, notas explicativas y las soluciones de los ejercicios, y otra que se puede fotocopiar con las tareas para los alumnos.

The tasks of the critical scholar-activist in education : the contribution of José Gimeno Sacristán. 'Las tareas del académico y activista crítico en educación : la contribución de José Gimeno Sacristán'.

Monográfico con el título: 'Mejorar la escuela: perspectivas didácticas y organizativas'. Resumen basado en el de la publicación

Distinguishing schemes and tasks in children's development of multiplicative reasoning

Resumen basado en el de la publicación

Designing professional learning tasks for mathematics learning trajectories

Resumen basado en el de la publicaci??n

Hybrid tasks : promoting statistical thinking and critical thinking through the same mathematical activities

Resumen basado en el de la publicaci??n

Information and anti-terrorist security of Poland. A critical analysis exemplified with the tasks and activity of the Internal Security Agency

The subject matter of the analysis conducted in the text is information and anti-terrorist security of Poland, which has been presented within the context of a clash between two spheres – the state and the private sphere. Furthermore, the issues of security have been supplemented with a description of the tasks and activity of the Internal Security Agency, as well as a synthetic appraisal of a terrorist threat to Poland. The main parts of this work are concerned with: (1) the state and the private sphere, (2) " terrorism " and terrorist offences, (3) the tasks and activity of the Internal Security Agency, (4) an appraisal of a terrorist threat to Poland. Given the necessity to elaborate the research problem, the text features the following research questions: (1) To what extent does referring to a threat to security influence a limitation on rights and freedoms in Poland (with regard to the clash between the state and the private sphere)?, (2) To what extent do the tasks and activity of the Internal Security Agency influence the effectiveness of anti-terrorist security in Poland?

Poland’s internal security as exemplified by the tasks and activities of the Internal Security Agency in the period 2007–2015

The text analyses Poland's internal security illustrated with the example of the tasks and activities of one of the Polish special services, the Internal Security Agency (pol. Agencja Bezpieczeństwa Wewnętrznego – ABW). Although the Internal Security Agency was established as a counter-intelligence service, the scope of its tasks and activities places it among the criminal intelligence services, which is poorly effective in terms of the eradication of crime targeted at the state's internal security. The analysis of the issues of state security in the context of the ISA's activity has been elaborated in the present text with the following research questions: (1) To what extent does the statutory scope of the ISA's tasks lower the effectiveness of the actions aimed at combating crime threatening state security? (2) To what extent does the structural pathology inside the ISA lower the effectiveness of the actions aimed at combating crime threatening state security? The text features an extensive analysis of three major issues: (1) the ISA's statutory tasks (with particular consideration of de lege lata and de lege ferenda regulations), (2) the dysfunctional character of the ISA's activity in relation to the scope of its statutory tasks, and (3) the structural pathology resulting from the 'politicisation' of the Internal Security Agency.

Changing state disruption of lip-reading by irrelevant sound in perceptual and memory tasks

Three experiments investigated irrelevant sound interference of lip-read lists. In Experiment 1, an acoustically changing sequence of nine irrelevant utterances was more disruptive to spoken immediate identification of lists of nine lip-read digits than nine repetitions of the same utterances (the changing-state effect; Jones, Madden, & Miles, 1992). Experiment 2 replicated this finding when lip-read items were sampled with replacement from the nine digits to form the lip-read lists. In Experiment 3, when the irrelevant sound was confined to the retention interval of a delayed recall task, a changing-state pattern of disruption also occurred. Results confirm a changing-state effect in memory for lip-read items but also point to the possibility that, for lip-reading, changing-state effects may occur at an earlier, perceptual stage.

The influence of affective statements on performance on implicit and explicit memory tasks

Consumers are often exposed to brand names presented concurrently with information such as brand claims and warnings, prior to making product choices. As implicit memory has been implicated in the consumer choice process, two experiments were conducted to assess the influence of additional information, namely simple positive and negative statements, on implicit and explicit memory tasks. In Experiment 1, the mere presence of additional statements at study significantly reduced performance on a two-alternatives forced recognition task. However, the same manipulation had no effect on implicit preference judgement task performance. The valence of the accompanying information had no effect on either task. In Experiment 2, using modified implicit and explicit choice tasks, performance on the former was unaffected by statement valence, whereas the latter task was. Hence, positive priming was obtained for brand names previously shown with negative information. The results of the experiments are discussed in relation to both implicit memory and consumer choice.

Negative correlations between control performance and verbalizable knowledge: indicators for implicit learning in process control tasks?

Negative correlations between task performance in dynamic control tasks and verbalizable knowledge, as assessed by a post-task questionnaire, have been interpreted as dissociations that indicate two antagonistic modes of learning, one being “explicit”, the other “implicit”. This paper views the control tasks as finite-state automata and offers an alternative interpretation of these negative correlations. It is argued that “good controllers” observe fewer different state transitions and, consequently, can answer fewer post-task questions about system transitions than can “bad controllers”. Two experiments demonstrate the validity of the argument by showing the predicted negative relationship between control performance and the number of explored state transitions, and the predicted positive relationship between the number of explored state transitions and questionnaire scores. However, the experiments also elucidate important boundary conditions for the critical effects. We discuss the implications of these findings, and of other problems arising from the process control paradigm, for conclusions about implicit versus explicit learning processes.