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Topics - Mustafizur rRhman

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16
English / WHY ARE PARENTS SO GREAT?
« on: April 02, 2017, 01:54:10 PM »
Clearly, we all once lived with our parents. We, as their children, know the struggles of living with them. The "we never let us do anything" and the "Mom, can I have ten dollars?" moments. Parents can be real a pain in our side, (little did we know that we are bigger pains in theirs). So sure, we butted heads with Mom and Dad once, but what about all the selfless and amazing things they did for you? I sat down and thought of this one day, now that I live on my own. I contemplated the pros and (lack of) cons and here is a list of why you should be more grateful towards your parents:

1. They put up with you attitude, sassiness, harshness, and your plain being a brat for 18 years. In some cases it's even longer than that. (Yes guys, this goes for you, too.)

2. If our parents are anything like mine, then you know how much they sacrificed. Countless weekends for sports, music, birthday parties, and other functions. Not only did they give up their time, which is precious, but they gave up a lot of money; on clothes, movies, make up, the best shoes, or the best of everything.

3. There were nights we ate out, or ate left-overs; but most of the time my parents cooked dinner every night. As most college kids know, there is no cooking like home cooking. There is no "Mom, what are we doing for dinner?" or "Dad, are you going to cook ribs because they are my favorite?" Sometimes, I'm plain lucky if I remember to take stuff out of the freezer to cook. Mom and Dad never forgot stuff like that, and they still send me home with frozen leftovers, and so much more.

4. They were, and still are, always there for me when I needed them most. Friends will come and go, but my mom and dad will never sway. They are my rocks, my stronghold, the two people who I can count on most in this world.

5. Finally, always be thankful for your parents because no one here on this earth will ever love you as much as they do, nor will anyone love you the same. Sure you will have your spouse, but there is no comparison to loving a child.

My list could probably go on further, because I was blessed with amazing parents, who did so much for me and my brother. Countless volleyball games, even times when we had to fly across the bd to get to them. Countless weekends just to watch practices, and so on. So next time we see our parents, especially because Thanksgiving is this week, tell them how much they mean to you. As I said, time is so precious, and life comes and goes everyday, make that your priority.
Reply

17
English / MOTIVATIONAL STORIES
« on: April 02, 2017, 01:36:11 PM »
An orphanage in a remote village in Vietnam was bombed in the Vietnam War. Many children were wounded and some died. The French missionaries who owned the orphanage and the vigilant villagers tried their best to rescue the children. But medical care was not available. Some of them ran to the neighbouring town and sent a message to the MASH (Mobile Army Surgical Hospital) Unit of the American military. The mobile medical unit rushed to the orphanage with a team of doctors, nurses and other staff and started their operation to save the wounded children. An eight year old little girl was badly wounded. She had lost a lot of blood and was in a very critical state. The only step to save her life was an immediate blood transfusion.
They examined her blood. It was of a very rare group. A donor with a compatible blood group was needed urgently. None of the members of the medical team or the staff of the orphanage or the available villagers had a matching blood group. They tested the blood of the children and identified a few little boys with the required blood group. As the members of the team were not proficient in the local language, they could not communicate with the boys clearly. They tried their best to request them to volunteer to donate blood to save the dying girl. One little boy stepped forward, ready to donate his blood. During the transfusion he started to sob and appeared to be mentally disturbed. The staff tried their best to console him. But they failed.Then a Vietnamese nurse arrived. She talked to the boy and inquired in the local language about the cause of his worry. She had a long conversation and hearing her words of assurance, the boy appeared to be remarkably relieved. His sobs were replaced by a smile. He was peaceful and jubilant. The nurse then explained the real situation. When the team requested his blood to save the girl, the poor boy had a major misunderstanding. He thought that they were demanding ALL the blood in his little body. He believed that when all his blood is drained, he would die. Still he was ready to offer his blood to save the girl. The barrier of language made the team unable to explain the details to him. The words of the local nurse consoled him considerably.
The American staff then inquired why the boy volunteered to donate his blood though he feared it would end his life. The Vietnamese nurse replied that she had asked the same question to the boy. His answer was, “Because she is my friend!”
Let us learn to love one another. The greatest love a person can have for his friends is to be willing even to give his life for them”

18
Internet / Web Design and Web Developers needed
« on: November 03, 2016, 01:07:30 PM »
A new Web Design and Developing company named "Beautiful Life.com" needs some part time web developers. Interested students/persons are requested to contact me. Ph=01817534271. or, email=sohelsameen@gmail.com

19
English / EVERY DAY WORDS
« on: June 11, 2016, 12:36:42 PM »
Gather   একত্রিত হওয়া   We have gathered here for a meeting.

20
Dictionary / Learn One Word Every day
« on: June 09, 2016, 02:19:38 PM »
Glad   আনন্দিত   I am very glad that you have succeeded.

21
Learning English / CAMPUS LANGUAGE ENGLISH
« on: June 08, 2016, 02:35:22 PM »
Let us learn easy vocabulary and use them in everyday life.

22
English / PROVERBS-02
« on: June 08, 2015, 02:17:27 PM »
(A) danger foreseen is half avoided.

=If you are prepared to face a problem or difficulty, it will be easier to deal with.

23
English / THE ENGLISH PROVERBS
« on: May 21, 2015, 04:18:14 PM »
LET US KNOW THE ENGLISH PROVERBS AND TRY TO USE THEM IN LIFE.

24
Learning English / SPEAKING ENGLISH WITH MUSTAFIZUR RAHMAN SAMEEN
« on: February 07, 2015, 02:14:31 PM »
OUR MAIN CONCERN IS SPEAKING ENGLISH. SO I HAVE DECIDED TO GIVE SAMPLES OF REAL LIFE ENGLISH SPEAKING SO THAT STUDENTS CAN LEARN BETTER.

25
Appendix-I
[One Questionnaire on “How to develop presentation skill]
The questionnaire is designed to find out your opinions on “How to develop presentation skill”. Your response will be used for research purposes only. Thank you for your cooperation!

1.   Is there having any scope to practice for presentation?
       A) Yes           B) No
2.   Are you satisfied with your performance?
A)   Yes           B) No
3.   Are you scared about your presentation level?
A)   Yes           B) No
4.   Are you comfortable with the use of presentation tools?
A)   Yes           B) No
5.   Are you fluent delivering speech in front of audience?
A)   Yes            B) No
6. Do you agree to support the seminar and courses for developing your presentation skill?
A)   Yes            B) No
7.    Is your teacher helpful to increase your standard level?
A)   Yes             B)  No

26
Appendix-II
[Student Questionnaire]
This questionnaire is designed to find out your opinions on the use of technology in learning. Your opinion will be used for research purpose only. Feel free to ask any kind of question about this paper. Thank You for your cooperation.

Instruction: Please put a tick in the box next to your answer or write in the space provided as the case may be.
Occupation:                                                                                Age:
Level of Study:                                                                           Institution:
Question   Yes   No
1.Do your teachers use technology in your classes?      
2.Do you think technologies are important for learning?      
Question   Strongly satisfied   Satisfied   Slightly Satisfied   Neutral   Dissatisfied
3.Are you satisfied with the use of technology in your classroom?               
4.How is the level of understanding in the classes using technologies?               
5.Are you satisfied with the technologies facilities provided by the institution?               

6. “Learning through Technology gives you more opportunities to learn” to what extent you agree to this statement?
Strongly Agree                    Agree                    Neutral                       Disagree                   Strongly disagree

7. “Technology in the classrooms hinders learning” to what extent you agree to this statement?
Strongly Agree                    Agree                    Neutral                       Disagree                   Strongly disagree

8. What kind of limitations do you face in the use of technology in your classes or institution? (you can tick more than one)
Lack of proper technology         
Lack of electricity           
Lack of fund         
 Lack of trained person         
 Lack of proper support of authority           
 Mismanagement             
If others, please mention ……………………………

9. Do you feel any negative impact of using technology in classroom? Such as-
Inattentiveness           
Abuses of technologies         
Decrease of social interaction         
 If others please mention ………

27
References
B, Adair-Hauck, L.Willingham-Mclain, & B. E Youngs (1999) Evaluating the
Integration of Technology and Second Language Learning, CALICO Journal, 17(2), 269-306.
C. A, Chapelle (2008) Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114.

Graddol, David. (1997) The Future of English, UK: The British Council.
Holec,H.(1981) Autonomy and Foreign language learning. Oxford: Pergamon.
M. H, Beauvois (1992) Computer-assisted classroom discussion in the foreign
Language Classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 445-464.
T, Ibarz & S. Web (2007) Listening to learners to Investigate the Viability of Technology-Driven ESOL pedagogy. Innovations in Language Learning and Teaching, 1(2), 1-19.

28
Appendix 2
Teacher Questionnaire

1.   Do you think grammar and vocabulary are the basic elements in writing skill development?
                    A) Yes            B) No
2.   Did you do any specialized course on writing skill?
                   A) Yes             B) No
3.   Do you apply your prior knowledge to your teaching?
                         A) Yes             B) No
4.   Do you use visual aids/IT support for better understanding of the students?
                         A) Yes            B) No
5.   Do you give written comments in exam scripts?
                         A) Yes            B) No
6.   Do you allocate extra time for students writing skill?
                   A) Yes            B) No
7.   Do you think creative writing is helpful for the development of writing skill?
A)   Agree B) Strongly agree C) Disagree D) Strongly disagree
8.   Do you agree essay and spelling bee competitions help in developing students writing skill?
A)   Agree B) Strongly agree C) Disagree D) Strongly disagree 
9.   What limitations do you face in your classroom?
A) Lack of IT support B) Lack of departmental support C) Lack of students’ interest            D) others


29
REFERENCES

References

   Allen, T. D., Facteau, J. D., &Facteau, C. L. (2004). Structured interviewing for OCB: Construct validity, faking, and the effects of question type. Human Performance, 17,1−24. Armour, S. (2005, February). Pregnant workers report growing discrimination. USA Today. Retrieved July 15, 2008, from http://www.usatoday.com/money/workplace/2005-02-16-pregnancy-bias-usat_x.htm

   Arthur, W., Jr., &Villado, A. J. (2008). The importance of distinguishing between constructs and methods when comparing predictors in personnel selection research and practice. Journal of Applied Psychology, 93, 435−442.

   Arthur, W., Jr., Woehr, D. J., &Maldegen, R. (2000). Convergent and discriminant validity of assessment center dimensions: A conceptual and empirical examination of the assessment construct-related validity paradox. Journal of Management, 26, 813−835.
   Bauer, T. N., Truxillo, D. M., Paronto, M. E., Weekley, J. A., & Campion, M. A. (2004). Applicant reactions to different selection technology: Face-to-face, interactive voice response, and computer-assisted telephone screening interviews. International Journal of Selection and Assessment, 12, 135−148.
   Becton, J. B., Field, H. S., Giles, W. F., & Jones-Farmer, A. (2008). Racial differences in promotion candidate performance and reactions to selection procedures: A field study in a diverse top-management context. Journal of Organizational Behavior, 29, 265−285.

   Bernardin, H. J., Cooke, D. K., & Villanova, P. (2000). Conscientiousness and agreeableness as predictors of rating leniency. Journal of Applied Psychology, 85, 232−236. Berry, C. M., Sackett, P. R., & Landers, R. N. (2007). Revisiting interview-cognitive ability relationships: Attending to specific range restriction mechanisms in meta-analysis. Personnel Psychology, 60, 837−874.

   Blackman, M. C. (2002). The employment interview via the telephone: Are we sacrificing accurate personality judgments for cost efficiency? Journal of Research in Personality, 36, 208−223.

   Blackman, M. C., & Funder, D. C. (2002). Effective interview practices for accurately assessing counterproductive traits. International Journal of Selection and Assessment, 10, 109−116.

   Bozionelos, N. (2005). When the inferior candidate is offered the job: The selection interview as a political and power game. Human Relations, 58, 1605−1631. Bragger, J. D., Kutcher, E., Morgan, J., & Firth, P. (2002). The effects of the structured interview on reducing biases against pregnant job applicants. Sex Roles, 46, 215−226. Brtek, M. D., &Motowidlo, S. J. (2002). Effects of procedure and outcome accountability on interview validity. Journal of Applied Psychology, 87, 185−191.
   Buckley, M. R., Jackson, K. A., Bolino, M. C., Veres, J. G., III, & Field, H. S. (2007). The influence of relational demography on panel interview ratings: A field experiment.Personnel Psychology, 60, 627−646.

   Camp, R., Schulz, E., Vielhaber, M., & Wagner-Marsh, F. (2004). Human resource professionals' perceptions of team interviews. Journal of Managerial Psychology, 19, 490−505. Campion, M. A., Palmer, D. K., & Campion, J. E. (1997). A review of structure in the selection interview. Personnel Psychology, 50, 655−702.

   Carless, S. A., &Imber, A. (2007). The influence of perceived interviewer and job organizational characteristics on applicant attraction and job choice intentions: The role of applicant anxiety. International Journal of Selection and Assessment, 15, 359−371.

   Chapman, D. S., Uggerslev, K. L., & Webster, J. (2003). Applicant reactions to face-to-face and technology-mediated interviews: A field investigation. Journal of Applied Psychology, 88, 944−953.

   Chapman, D. S., & Zweig, D. I. (2005). Developing a nomological network for interview structure: Antecedents and consequences of the structured selection interview. Personnel Psychology, 58, 673−702.

30
Appendix
Background Information for Student’s Questionnaire
Please insert √ in the appropriate circle

Gender:      Female            Male

I am:        a 1st year student     in the middle of my studies     a final year student

Email (Optional):                     Cell no. (Optional):

The grade on my most recent College-leaving (HSC) certificate was (CGPA):
  2.51-3.00               3.01-3.50           3.51-4.00      
  4.01-4.50              4.51-5.00

My feelings about my Subject:
  Very satisfied              Satisfied           Neutral      
  Dissatisfied              Very dissatisfied




Please insert             in the appropriate Circle:

ACADEMIC Issue
Traits   Strongly Agree    Agree   Neutral    Disagree   Strongly Disagree
1.   The teachers prepare the lesson plan clear and logical content.    
 
 
 
 

2.   The teachers speak clearly in classroom   
 
 
 
 

3.   The teachers give clear, explicit directions for the future plan   
 
 
 
 

4.   The teachers give written comments in exam scripts   
 
 
 
 

5.   The teachers use appropriate examples and illustrations   
 
 
 
 

6.   The teachers do follow up the improvement of students   
 
 
 
 

7.   The teachers use class time properly and effectively   
 
 
 
 

8.   The teachers keep accurate accounting of student attendance    
 
 
 
 

9.   The teachers provide orientation for new students   
 
 
 
 

10.   The teachers are sincere to maintain counseling hour   
 
 
 
 

11.   The teachers take quizzes and other examination properly   
 
 
 
 

12.   The teachers invigilate examination halls properly   
 
 
 
 

13.   The teachers suggest standard text books   
 
 
 
 

14.   The teachers deliver lecture with up-to-date materials    
 
 
 
 

15.   The teachers evaluate the exam paper fairly   
 
 
 
 

Please insert             in the appropriate Circle:

INFRASTRUCTURE Issue
Traits   Strongly Agree    Agree   Neutral    Disagree   Strongly Disagree
               
16.   I am satisfied with the services of Classroom (Size, IT supports Furniture, Power supply)   
 
 
 
 

17.   I am satisfied with the services of Coordination Office (Helpful, Communicative, Offline support, Skilled)   
 
 
 
 

18.   I am satisfied with the services of English Language Lab (Quality equipment, Seating Capacity, Resource, Enough power supply)   
 
 
 
 

19.   I am satisfied with the services of Smart Classroom (IT support, Decoration, Seat Capacity, Sound quality)   
 
 
 
 


Please insert             in the appropriate Circle:

ATTITUDE towards Students
Traits   Strongly Agree    Agree   Neutral    Disagree   Strongly Disagree
20.   I am treated respectfully by the faculty members   
 
 
 
 

21.   I am treated respectfully by the non-teaching staff/administration   
 
 
 
 



Please insert             in the appropriate Circle:

STUDYING (In Department of English)
Traits   Strongly Agree    Agree   Neutral    Disagree   Strongly Disagree
22.   I do receive sufficient feedback on my studies   
 
 
 
 

23.   My capability to work in an international working environment has been improved   
 
 
 
 

24.   My interest in studying English and cultures has improved   
 
 
 
 





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