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The effects of writing workshop on abilities of first grade students to become confident and independent writers. Early Childhood Education Journal, 352, 131 139. Juel, Connie. "Learning to read and write: A longitudinal study of 54 children from first through fourth grades. " Journal of educational Psychology 80. 4 1988: 437. ?Newkirk, T. , and Kittle, P. Eds. 2013.
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The National Park was opened last week by the mayor. National Park is not the name of the park. National Park is a category of parks owned by the government. In this sentence the actual name of the park is not mentioned. The speaker is talking about a specific, unnamed National Park, so the is used. If the name of the park was used in the sentence, you dont need to use the:James Park was opened last week by the mayor. They went for a stroll around James Park. James Park is the actual name of the park, so dont use the. You could use the if the name of the park wasnt mentioned:They went for a stroll around the local park. Thank you for your article I have two questions. 1 In a sentence where you refer to existing infrastructure], do you need to use the definite article or not?Because it might be specific, even though it is not countable.
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Often, these defects are not detected untilafter the products have been shipped. If any of our products contain defects or perceived defects or have reliability, qualityor compatibility problems or perceived problems, our reputation might be damaged significantly, we could lose or experience adelay in market acceptance of the affected product or products and might be unable to retain existing customers or attract newcustomers. In addition, these defects could interrupt or delay sales. In the event of an actual or perceived defect or other problem,we may need to invest significant capital, technical, managerial and other resources to investigate and correct the potentialdefect or problem and potentially divert these resources from other development efforts. If we are unable to provide a solutionto the potential defect or problem that is acceptable to our customers, we may be required to incur substantial product recall,repair and replacement and even litigation costs. These costs could have a material adverse effect on our business and operatingresults. We will provide warrantieson certain product sales and allowances for estimated warranty costs are recorded during the period of sale. The determinationof such allowances requires us to make estimates of product return rates and expected costs to repair or to replace the productsunder warranty. We will establish warranty reserves based on our best estimates of warranty costs for each product line combinedwith liability estimates based on the prior twelve months sales activities. If actual return rates and/or repair and replacementcosts differ significantly from our estimates, adjustments to recognize additional cost of sales may be required in future periods. In addition, because our customers rely on secure authentication and identification of cardholder to prevent unauthorized accessto programs, PCs, networks, or facilities, a malfunction of or design defect in its products or even a perceived defectcould result in legal or warranty claims against us for damages resulting from security breaches.
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The book, titled Thai students can speak and write English!They just need to be taught using techniques that are fit for purpose' argues that progress can be made if efforts are concentrated on the learner. However, in order to achieve this, certain strategies and techniques must be applied. The book will explore how to motivate students, how to make your course material relevant, and why feedback is so essential. There will also a chapter on classroom management, exploring the issues involved in preparing and managing the space where you teach and creating a learning centred' classroom. Communicative Language Teaching CLT will also discussed and how can it be applied in a Thai classroom with students of varying abilities. Different techniques for the development of speaking, writing and listening skills will be discussed in detail, as will the need to have comprehensive strategies with clear aims and built in success indicators, and how to implement these. Finally, the issue of integrating those skills required to make students communicative and competent are discussed. The book is based on the author's tried and tested techniques that have been developed over a 25 year period, not only through his personal experiences in Thailand but also from working with young people in both informal and formal educational environments in the UKThe author runs a very successful English language tutor school in the Northeast of Thailand and is currently contracted to the local provincial government as their English language expert' their terminology rather than his!He has also recently developed and delivered a Teaching English as a Foreign Language TEFL training course for Thai teachers. Over 100 Thai teachers have undertaken the course and gained certificates, while the feedback has been both encouraging and rewarding. Andy initially started working with young people as a volunteer in his late twenties, working his way up to becoming part of a senior management team within local government. He was responsibility for work with young people that achieved four consecutive excellent' outcomes from OFSTED inspections OFSTED being the government body responsible for inspecting education throughout the UK.