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Objective Proficiency Second edition provides official preparation for the revised 2013 Cambridge English: Proficiency exam, also known as Certificate of Proficiency in English (CPE). A variety of challenging, lively topics provide thorough training in exam skills and high-level language development. Each unit contains three double-page lessons ensuring flexibility, even pacing and progress. This motivating material is also suitable for high-level students keen to improve their general English. The Class Audio CDs contain all the audio material for the listening exercises in the Student's Book. Interactive software, downloadable from a URL contained in the Student's Book, provides activities for practice of exam skills, grammar and vocabulary.

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Outcome 5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

Twenty-four laryngectomies, ranging widely in speaking ability, read a standard passage for audio recording. Four experienced voice clinicians rated the acceptability of the speakers' air intake noise. Independently, overall speech proficiency ratings were obtained for 18 of the subjects. Five objective measures of the subjects' esophageal speech were obtained using a real-time intensity display on a storage oscilloscope. Judges' reliability was determined by Pearson Product Moment Correlations. Ratings were submitted to multiple regression analysis. The means of air intake noise acceptability were the criterion variables; the objective measures and speech proficiency scores were the predictor variables. Three predictors were positively correlated (less than .01) with air intake acceptability: the number of syllables per intake, the sound intensity of the intake, and the rate of speech. Syllables per intake provided the largest share of the variance.

Build a system to play music on a speaker. Use your MCU, an LM386 audio amplifier, and an 8-ohm speaker. The MCU should read a list of notes specifying the pitch (in Hz) and duration (in ms) of each note. It should generate a corresponding sequence of square waves. A frequency of 0 indicates a rest (silence for the given duration). A duration of 0 indicates the end of the song. Your system should play accurate pitches regardless of the frequency. Test your system on the score of Fr Elise, which is provided. Your code should manually define #define macros and register structures for the memory-mapped registers you need to manipulate to help you practice developing your own device drivers from scratch using only the reference manual as a reference. In particular, this means that you are not allowed to use the CMSIS headers for your device.

The Hayes School of Music sees as its objective the development of those elements which relate to teaching, creation, business and appreciation of music, and to the use of music as a healing tool. The teaching objective is partially realized through those curricula leading to state licensure in either general music education, choral music education, or instrumental music education, and performance, and through the undergraduate curricula designed to accommodate those who desire to be private studio teachers or church musicians. The creative objective is satisfied by any of the performance programs along with those opportunities which are available for prospective composers. The business objective relates to those who desire to combine music with the numerous aspects of the music business. The healing potential of music is explored through therapeutic applications of the art in a variety of clinical settings. The school also makes every effort to fulfill its role as the prime purveyor of music for the University and the surrounding community by presenting numerous performances by soloists and ensembles along with music courses of a general nature which may be of interest to the non-musician.

All music majors in the education and performance curricula will further demonstrate satisfactory proficiency in their major or principal performing medium by presenting, during the senior year, either an individual recital or a joint program with no more than three participants. Students pursuing the sacred music, vocal, or instrumental performance degree are required to present a recital during the junior year.

Piano proficiency is required of music education, music therapy, vocal performance, and composition/theory majors. Proficiency is demonstrated through satisfactory completion of the piano proficiency examination independently or as the final examination in MUS 2041 (Advanced Piano Class II). Students who have not satisfied the piano proficiency requirement should be enrolled in class piano the first semester of enrollment in the Hayes School of Music and remain enrolled in the class piano sequence until proficiency requirements are satisfied. Proficiency must be completed prior to student teaching (music education), internship (music therapy), and graduation (vocal performance, composition/theory).

OVERVIEW

CALL has given us some amazing possibilities for improving language learning. However, these possibilities create a problem. Absent a teacher, students using computers are typically given more control over their own learning. Due to the newness of computer environments and the range of choices in many CALL applications, they are arguably unprepared to take on this responsibility. The result is that students may not use the computers in ways that are effective for achieving language learning objectives, and it is even less likely that they will use them in ways that are most effective.

One solution is to try to build software in such a way that it adapts to the learner on a number of different levels: language proficiency, computer proficiency, learning style, topical interest, motivational type and intensity, and so on. This was an early promise of CALL software; however, arguably we have not even come close to realizing such a program, and the degree of software-directed adaptation remains low or non-existent in currently available materials.

In a 2004 paper (Hubbard, 2004), I make a case for giving training not just on technical aspects but also on pedagogical ones, that is, how to use the tutorial software or tool effectively to meet specific learning objectives. To this end, I offer a set of five principles for learner training, summarized below.

Of course, in order to be effective at training students, it is necessary to thoroughly analyze the software, task, or activity you are assigning. You need to be sure that you can make the connections between given actions and learning objectives before you can expect your students to do so on their own.

STANDARDS: One way of improving especially the technical competence of learners is through general proficiency training in this area. The International Society for Technology in Education ( =NETS) has promoted both teacher and student standards (primarily focused on the US K-12 constituency), andTESOL has also produced a technology standards framework for students and teachers aimed internationally at all levels. Both organizations acknowledge the responsibility of teacher education programs and educational institutions to ensure students and teachers meet these standards. A description of some of the TESOL Standards and how they were developed is online at -let.org/~wcf/proceedings/d-025.pdf, and the Standard themselves are available at _code=EBK1.

The present article will discuss the development process of ateaching and learning intervention with the aim of improving the oralproficiency of beginners in a foreign language by looking at the design andimplementation of a series of learning activities. According to Savignon(2001) twenty-first century communicative language teaching needs to caterfor the collaborative nature of learning and for the interrelatedness oflanguage skills (reading, listening, speaking and writing).

In view of these methodological objectives, developing oral skillsmay be seen as posing a considerable challenge to both teachers and learners,because real-life productive language use, with attention to form andsimultaneously allowing time for uninhibited self-expression, is no matter ofcourse. Nevertheless, oral language production deservedly is a centralcomponent of communicative foreign language teaching, with speaking fluentlyas one of today's most eminent teaching objectives (Eisenmann &Summer 2012). As a means to handle cross-cultural and -linguistic diversityespecially within contexts where literacy might pose an obstacle, such as theAfrican continent--oral communication skills are vital to socialparticipation and emancipation. Closer to the classroom context, speakingskills have shown their value through studies demonstrating that active oralparticipation is beneficial to foreign language learning in general (Pica etal. 1996). This will come as no surprise if one considers the skill'sconcomitant opportunities to engage in interaction, which constitutes thecornerstone for learning in social constructivism. In the South Africancontext in which this study is situated, it is thus crucial to find a way topromote and improve oral language production, while considering a methodologythat is rooted in local/national culture (Sato 1982; Harmer 2006) andencourages learners to speak in the language classroom (Simons & Decoo2007).

The need for increasing time spent on spoken interaction and forimproving students' oral proficiency in foreign languages is obviouslynot limited to the South African context. Studies on how to better oralproficiency in second and foreign languages have been done--and are stillconducted today in many cultures worldwide: Vitiene and Miciuliene (2008) inEurope; Bakar, Latiff and Hamat (2013); Yaikhong and Usaha (2012); Murakami,Valvona and Broudy (2012) in Asia, and Gleason and Suvorov (2011); Tsutsui,Kato and Mohr (1998); Warschauer (1996); Laborda (2009) in the United Statesof America. From the study of Helmke et al. (2007) we know that all too oftenlearners get very little opportunity to practise their oral skills in foreignlanguage classes. The fact that class size reduction has a significantinfluence on students' speaking proficiency and more precisely onpronunciation and information accuracy (Yi 2008), and that the quantity oftarget language input and feedback have an influence on language acquisition(Doughty & Long 2003), has to be taken into account when addressing theproblem of developing communication skills. 2351a5e196