31.1
1.valid 2.disciplines 3.movement 4.essence 5.interpret 6.reaction 7.emphasizes/generalized 8.thought
31.2
1.interesting PhD theses 2.criterion 3.phenomenon 4.hypothese
31.3
1.We must never accept the notion that intelligence is connected to race.
2.The task of choosing an analytical framework is an important stage in any research.
3.The book expresses his viewpoint on the role of the United Nations in times of war.
4.Tannen has always made her stance on gender and language use very clear.
5.Consumers have different perceptions of what low price and high quality mean.
6.The report laid out a new model of dark matter to explain certain observations.
7.Physicists developed the concept of family healthcare which changed everything.
31.4
1.autonomy/creativity 2.humanities 3.profound 4.thinking/understanding 5.moral/philosophical questions
6.grounding
2016年9月8日木曜日
approach
approach assumed assumptions assumptions concept concept consistent
definition definition definition definition definition economic
environmental environments establish establishing evidence evidence
evidence evidence evidence evidence evidence evidence evidence evidence
evidenced factors factors functional identifying individual individual
individual individuals individuals individuals interpret involved
policies policies policies policies policies policies policies policies
policies policies processes processing require required required
required requirement requirement requirement requirement requirement
requirement requirement requirement requires research researchers
researchers researchers section sections significant significant
similarly specific specific specific specific
Sublist
Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL).
学習障害として区別された生徒たちは外国語学習に過度の苦労を見せる、と教育における従来の見識は示唆していた。
Instead of IQ achievement discrepancy, the empirical evidence has supported the practice of basing the diagnosis for LD on whether or not a student exhibits substantial academic impairment, i.e., below-average achievement in academic skills (reading, written language, mathematics), regardless of IQ. For example, Dombrowski, Kamphaus, and Reynolds (2004) proposed that students classified as LD should display academic achievement deficits, i.e., standard score (SS) = 85 (15th percentile [Mean (M) = 100, SD = 15]), on standardized measures of academic achievement and also impairment in educational performance as evidenced by below-average classroom grades. The DSM-IV criteria (American Psychiatric Association, 2000) for diagnosing academic disorders included both a discrepancy requirement and an academic impairment requirement, so that a student could exhibit a large discrepancy but also display average academic achievement with no classroom impairment. However, the new DSM-5 guidelines (American Psychiatric Association, 2013) do not mandate discrepancy as a requirement for diagnosing LDs.
For example, some educators have assumed that such students who are labeled as LD will inevitably have special difficulties with FL learning (e.g., DiFino and Lombardino, 2004) and exhibit salient characteristics (Arries, 1999) and functional limitations (Ofiesh, 2007) that purportedly make FL learning especially difficult.
Ｓuch students who are labeled as LD will exhibit salient characteristics and functional limitations
学習障害とされているような生徒たちは物静かな性格で機能的な限界を示す。
In fact, to establish the existence of a unique FL disability, students who are classified as LD would have to be shown to exhibit significant differences in, e.g., language learning skills, cognitive processing skills, FL aptitude, FL course grades, and FL proficiency outcomes, when they are compared to non-LD students who also have FL learning problems.
In fact, to establish the existence of a unique FL disability, students who are classified as LD would have to be shown to exhibit significant differences in～
実際に、独特なＦＬ障害の存在を確立するためには、ＬＤとされている学習者が～の点で大いに異なるということを示される必要があるだろう。
Such a comparison of both LD and non-LD students who exhibit problems with skills such as reading, spelling, writing, grammar, vocabulary, and short-term memory would substantiate the existence of a special FL disability only if (1) the problems of students classified as LD are more severe than those of the non-LD, at-risk learners or non-LD students who are also having FL learning difficulties, and (2) their problems with these skills are somehow different than those of non-LD students.
Such a comparison of both LD and non-LD students who exhibit problems with skills such as reading, spelling, writing, grammar, vocabulary, and short-term memory would substantiate the existence of a special FL disability
Sublist
Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL).
学習障害として区別された生徒たちは外国語学習に過度の苦労を見せる、と教育における従来の見識は示唆していた。
Instead of IQ achievement discrepancy, the empirical evidence has supported the practice of basing the diagnosis for LD on whether or not a student exhibits substantial academic impairment, i.e., below-average achievement in academic skills (reading, written language, mathematics), regardless of IQ. For example, Dombrowski, Kamphaus, and Reynolds (2004) proposed that students classified as LD should display academic achievement deficits, i.e., standard score (SS) = 85 (15th percentile [Mean (M) = 100, SD = 15]), on standardized measures of academic achievement and also impairment in educational performance as evidenced by below-average classroom grades. The DSM-IV criteria (American Psychiatric Association, 2000) for diagnosing academic disorders included both a discrepancy requirement and an academic impairment requirement, so that a student could exhibit a large discrepancy but also display average academic achievement with no classroom impairment. However, the new DSM-5 guidelines (American Psychiatric Association, 2013) do not mandate discrepancy as a requirement for diagnosing LDs.
For example, some educators have assumed that such students who are labeled as LD will inevitably have special difficulties with FL learning (e.g., DiFino and Lombardino, 2004) and exhibit salient characteristics (Arries, 1999) and functional limitations (Ofiesh, 2007) that purportedly make FL learning especially difficult.
Ｓuch students who are labeled as LD will exhibit salient characteristics and functional limitations
学習障害とされているような生徒たちは物静かな性格で機能的な限界を示す。
In fact, to establish the existence of a unique FL disability, students who are classified as LD would have to be shown to exhibit significant differences in, e.g., language learning skills, cognitive processing skills, FL aptitude, FL course grades, and FL proficiency outcomes, when they are compared to non-LD students who also have FL learning problems.
In fact, to establish the existence of a unique FL disability, students who are classified as LD would have to be shown to exhibit significant differences in～
実際に、独特なＦＬ障害の存在を確立するためには、ＬＤとされている学習者が～の点で大いに異なるということを示される必要があるだろう。
Such a comparison of both LD and non-LD students who exhibit problems with skills such as reading, spelling, writing, grammar, vocabulary, and short-term memory would substantiate the existence of a special FL disability only if (1) the problems of students classified as LD are more severe than those of the non-LD, at-risk learners or non-LD students who are also having FL learning difficulties, and (2) their problems with these skills are somehow different than those of non-LD students.
Such a comparison of both LD and non-LD students who exhibit problems with skills such as reading, spelling, writing, grammar, vocabulary, and short-term memory would substantiate the existence of a special FL disability
2016年9月6日火曜日
SHREK
When I read SHREK, I felt that Shrek who's a main character in this story is a nice guy. That's because he value friendship and has consideration for others. On the other hand, Lord Farquaad who lived in a big castle is a bad guy, because he tried to exploit Princess Fiona who lived in a dark castle with a dragon in order to become a king !
Lord Farquaad thinks only of getting a king, but Shrek really loves Princess Fiona, so, in the end, Shrek marriedPrincess Fiona.
Lord Farquaad thinks only of getting a king, but Shrek really loves Princess Fiona, so, in the end, Shrek marriedPrincess Fiona.
SHREK
When I read SHREK, I felt that Shrek who's a main character in this story is a nice guy. That's because he value friendship and has consideration for others. On the other hand, Lord Farquaad who lived in a big castle is a bad
guy, because he tried to exploit Princess Fiona who lived in a dark castle with a dragon in order to become a
king !
Lord Farquaad thinks only of getting a king, but Shrek really loves Princess Fiona, so, in the end, Shrek married Princess Fiona.
guy, because he tried to exploit Princess Fiona who lived in a dark castle with a dragon in order to become a
king !
Lord Farquaad thinks only of getting a king, but Shrek really loves Princess Fiona, so, in the end, Shrek married Princess Fiona.
2016年9月5日月曜日
self-introduction
Hello! My name is Asato.
I was born in Okinawa. Okinawa has many beautiful places, so if you have a chance please by all means visit it !
My hobby is reading books. Now, I'm reading Daihyoutekinihonnjin written by Uchimura Kanzou. It is very interesting !
I was born in Okinawa. Okinawa has many beautiful places, so if you have a chance please by all means visit it !
My hobby is reading books. Now, I'm reading Daihyoutekinihonnjin written by Uchimura Kanzou. It is very interesting !
self-introduction
Hello! My name is Asato.
I was born in Okinawa. Okinawa has many beautiful places, so if you have a chance please by all means visit it !
My hobby is reading books. Now, I'm reading Daihyoutekinihonnjin written by Uchimura Kanzou. It is very interesting !
I was born in Okinawa. Okinawa has many beautiful places, so if you have a chance please by all means visit it !
My hobby is reading books. Now, I'm reading Daihyoutekinihonnjin written by Uchimura Kanzou. It is very interesting !
登録:
投稿 (Atom)