The College Board: Connecting Students to College Success

Professional DeveloPment AP Spanish Language T sever completelyying auditory modality erudition Special Focus 08-1442. AP. SF. Spanish. indd 1 8/15/08 25934 PM The College Board Connecting Students to College Success The College Board is a not-for-profit membership crosstie whose mission is to connect assimilators to college success and opportunity. Founded in 1900, the association is composed of more than 5,400 schools, colleges, universities, and other(a)(a) educational organizations.Each year, the College Board serves seven million savants and their pargonnts, 23,000 high schools, and 3,500 colleges with major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and coning and larn. Among its best- cognise programs ar the SAT, the PSAT/NMSQT, and the Advanced Placement Program (AP). The College Board is committed to the principles of excellence and equity, and that commitment is substantiate in all of its programs, services, activities, and concerns.For further randomness, visit www. collegeboard. com. The College Board ac manageledges all the third- take offy content that has been intromitd in these materials and respects the intellectual property rights of others. If we have incorrectly attri entirelyed a seeded extender or overlooked a publisher, please contact us. Page 14, 16 Lluvias en Costa Rica dejan 18 muertos from communicate de las Naciones Unidas, October 19, 2007 (http//www. un. org/radio/es/ exposit/6528. html). apply by permission of the United Nations. 2008 The College Board.All rights reserved. College Board, Advanced Placement Program, AP, AP Central, AP Vertical Teams, connect to college success, and the acorn logo atomic number 18 registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National moral excellence Scholarship Corporation. All other products and services whitethorn be trademarks of their respective holders. Visit the College Board on the web www. collegeboard. com. 08-1442. AP. SF. Spanish. indd 2 8/15/08 25935 PM Contents 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Brant Hadzima 2. Pre-AP earshot Comprehension Strategies. . . . . . . . . . . . . . . . . . . . . . . . . .3 ann mar 3. General Strategies for AP Spanish Listening Comprehension . . . . . . . . . 31 Brant Hadzima 4. Listening Strategies for Multiple-Choice Assessments . . . . . . . . . . . . . . . .45 maria redmon 5. Listening Strategies in Preparation to Speak . . . . . . . . . . . . . . . . . . . . . . . . . 55 Daizha Heberling 6.Listening Strategies in Preparation to Write . . . . . . . . . . . . . . . . . . . . . . . . . .65 Jill Pellettieri 7. most the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 8. Ab bug out the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 iii 08-1442. AP. SF. Spanish. indd 3 8/15/08 25935 PM 08-1442. AP. SF. Spanish. indd 4 8/15/08 25935 PM Introduction Brant Hadzima Newfound Regional High work Bristol, New HampshireThe AP Spanish Language mental test is an assessment intentional to look out a educatees overall level of articulateness in Spanish. This summative language examination exercises a variety of trusty assessments that require assimilators to demonstrate competence and fluency in Spanish. Most recently, the examination has been revised to best assess au whencetic employment of the language, and the spirit and intent of the new examination is based wholly upon assessing integrate language skills. The four essential skills required to communicate fluently in a language be reading, penning, speaking, and earshot.These skills are interconnected, and therefore the AP Spanish Language mental testination does not assess them separately. Virtually e very aspect of the examination requires students to integrate all four of these skills in some form in order to run a particular t train. In preparing for the examination it is crucial that the teacher instruct, practice, and assess all of these four individual skills. Although ideally var.es should be designed to integrate skills as much as possible, it is important to first undertake that all four skills are properly fortifyed.One netnot simply produce that because a student toilette hold open fluently in a language, he or she wad also speak it with the very(prenominal) level of competence. The skills may be intrinsically interrelated, but they for sure do not develop uniformly. In some instances it may be necessary to allocate more time and trial to master one proper(postnominal) area of competency than another(prenominal). in that respectfore, the intent of this unit is to focus predominately on one of the four essential skills hearing apprehension. Instruction, practice, and assessments have been specifically designed to hone audience encyclopedism skills.This unit arouse be used as a full AP Spanish audition comprehension unit, or components of the unit may be utilized for additional remediation in earreach comprehension as packed. 08-1442. AP. SF. Spanish. indd 1 8/15/08 25935 PM s Pecial focus Teaching Listening Comprehension The authors have made every effort to offer up appropriate pedagogical research as well as practical suggestions for kinsfolkroom strategies designed to develop auditory sense comprehension skills. As the title states, this special focus unit is based upon integrating listening comprehension skills across the modes of communication.There are several modes of communication that are assessed in the AP Spanish Examination, and consequently the unit is separated into five sections to address these modes Pre-AP Listening Comprehension Skills GeneralStrategiesforAPSpanishListeningComprehension ListeningS trategiesforMultiple-ChoiceAssessments ListeningStrategiesinPreparationtoSpeak ListeningStrategiesinPreparationtoWrite Finally, although listening comprehension prompts on the AP Spanish Language Examination will for of necessity vary in style, stage, and content, the authors have endeavored to address a variety of means in which listening comprehension can be assessed.It is the intent of the authors to provide not only research-based theory but also practical strategies that can be readily employed and also further adapted to address all styles of listening comprehension assessment. 2 08-1442. AP. SF. Spanish. indd 2 8/15/08 25935 PM Pre-AP Listening Comprehension Strategies ann mar Alamo Heights High School San Antonio, Texas The Challenge of AP Listening Comprehension Success on the AP Spanish Language Exam requires highly developed listening comprehension skillsskills that cannot be achieved in a one-year AP course.Success depends on vertical teamingthe coordinated work of a ll the teachers from the put downning levels through the AP course. To lead the intentions of equity and access to AP success a reality, we need to provide ALL students at every level the opportunity to develop strong listening skills. To start teaching with the end in mind, all teachers in the program must(prenominal) be familiar with the AP Exam, and in particular with the role listening comprehension plays on the test. Four separate parts of the test, totaling 60 percent of the score, rely to some extent upon the students talent to ensure spoken Spanish.A definition of those AP Spanish Language Exam tasks that include a listening component go afters. Multiple-Choice Listening (20%) This section includes a series of short and long dialogues and narrations interrogation a students ability to comprehend the main idea, understand details, build inferences, choose predictions, and infer social relationships. The test consists of 30 to 35 questions and lasts close to 3035 m inutes. Formal Writing (Integrated Skills) (20%) One of the three sources students must incorporate in their formal essay is an audio preserve, which is played 08-1442. AP. SF. Spanish. ndd 3 8/15/08 25935 PM s Pecial focus Teaching Listening Comprehension only once. Students must take notes and refer to the source in their essay, synthesizing rather than merely summarizing. Informal Speaking Simulated Conversation (10%) Students participate in a talk, creating 56 responses of 20 seconds each to audio prompts. Students follow a functional script, reacting to the recorded stimulus. The task requires real-time processing for immediate response the thread of the conversation may include un stocked twists requiring stainless listening comprehension and quick thinking.Formal Oral Presentation (Integrated Skills) (10%) One of the ii sources for the formal oral presentation is an audio recording played only once. Students must take notes and refer to the source in the oral presentati on, comparing rather than only summarizing. There are additional challenges. The listening passages include a patient of variety of regional accents and cover a wide range of academic, social and cultural topics. The recordings may include seatground distractions such as music or ambient noise, and may have a rapid rate of delivery as is normal in radio countersign. Pre-AP StrategiesTo start preparing students for these challenges from the start, I have outlined 10 strategies that teachers of beginning and intermediate levels can use to build students listening skills starting at the beginning levels. The strategies, sample activities, sources, and rubrics proposed here are meant to contribute to the gushing exchange of ideas and experiences among teachers. I encourage teachers to try these and other strategies and share your successes and problematicies via the AP Electronic DiscussionGroup,and plane sectionandprofessionalmeetings. Principles for Building Listening Comprehens iondodge 1 Teach in Spanish and teach to the highest degree the Spanish-speaking world. Strategy 2Getthemostoutoftextbook listening materials. Strategy 3 Design listening activities that provide evidence of difference of opinion, including note taking. Strategy 4 Use au becausetic materials, with sustain tasks. Strategy 5 Develop generic tasks for listening, and use them often. 4 08-1442. AP. SF. Spanish. indd 4 8/15/08 25935 PM Pre-AP Listening Comprehension Strategies Strategy 6 Vary the evaluation of listening tasks making it appropriate to the purpose of the task. Strategy 7 Develop your skill at decision appropriate listening materials on the web.Strategy 8Getstudentsspeaking with native speakers early on, and use technology to share their conversations with classmates. Strategy 9 Teach and practice component skills homogeneous recognizing cognates, listening for gist, etc. Strategy 10 Create a culture of listening in your classroom and program. Strategy 1 Teach in Spanish, and teach about the Spanish speaking world. From Spanish I onward, use Spanish to teach. Teach and use the haggle and expressions needed for classroom routines right from the start. Classroom book of instructions and interaction is authentic communication, and is comprehensible, because it is here and now. Established routines help minimize the need for English explanations. Team with your whole department to educate administrators, counselors, and parents about your approach. Praise and designation occasional random rewards for attentive students who immediately follow instructions given in Spanish. The more students know about the countries, cities, regions, personal and human geography, history, art, conflicts, challenges, and traditions, the advance fit they will be to understand authentic listening passages produced in and for the cultures of the Spanish-speaking world.Throughout the program, we need to build students knowledge of the Spanish-speaking world. Assign stude nts a country, and then sporadically ask them to report to the class about that country, regarding the topic at hand. For instance, in a unit on the environment, students report on the park system, endangered species, or environmental challenges of their country. In a unit on careers, have them research and report on two or three large employers in the country, or an aspect of the economy of the country. In a unit on food, each student can provide details of the national cuisine.This token of reporting can begin at the earliest levels, with research in English, Spanish, or both. Strategy 2 Get the most out of the textbook listening materials. Use the listening activities in your textbook, then reuse them and recycle them. Consider having listening quizzes or listening tests separate from other elements to emphasize its importance. Include easy, short passages and longer, more difficult 5 08-1442. AP. SF. Spanish. indd 5 8/15/08 25935 PM s Pecial focus Teaching Listening Comprehens ion ones.On tests, sometimes you can use listening passages you have done previously in class, but with different questions. This will reward students for paying close attention during practice activities that are not for a grade. When the textbook provides listen along audio recordings of reading passages, start the performance by listening to a minute or two without looking at the written text, just to let students see how much they can catch without reading. lay down students jot down the lecture they hear on a piece of paper, then share with class, writing a list on the board. so read along, and do textbook reading activities. Then go back over the list. Praise the class on how much they could hear, and note to them how their skills improve throughout the year. The abutting day, listen again without looking, and see if they feel they understand more. The goal is to build students confidence in their ability to improve their listening skills. Strategy 3 Design listening activ ities that provide evidence of utilization, including note taking. Students should DO something opus listening in order to provide evidence of engagement.Ideas for types of evidence follow notefamiliar linguistic communication bring outdownallnumbersyouhear ( trusty for weather reports, sports give-and-take, economic intelligence service) checkwordsheardoffalist( manipulate the list ahead of time, or have students predict words they might hear) fillinachartwithinformation fillinapartialscript(leave out cognates, familiar words, or numbers, etc. ) composedown final resultstobasicwho, what, when, where, why questions answerpreparedtrue/falseormultiple-choicequestions usethumbsuporthumbsdowntoansweryes/noquestions Attachment A (p. 3) provides a simple chart students complete as evidence of engagement while listening to a series of interviews with native speakers found on a University of Texas weathervane site. Strategy 4 Create scaffolding tasks to help students to appro ach authentic materials from the start. Use authentic listening passages, full speed right from the beginning levels, but scaffold the action by at first providing tasks that support, rather than test, students understanding. To make the listening more accessible to students, choose 6 08-1442. AP. SF. Spanish. ndd 6 8/15/08 25935 PM Pre-AP Listening Comprehension Strategies passages on topics you are working on in your textbook. You can twosome authentic listening passages with short written texts on the same topic, providing background knowledge, peculiarly if the material or setting is unfamiliar to students. endure students with unusual names of people, organizations, or locations mentioned in the passage, as these names are especially difficult to catch. Use a listening process, analogous to the reading process, including the following steps.A. Prelistening activity Activate introductory knowledge of style or the topic make predictions based on a headline, photograph, or t heme per passwordalize by relating to students experience connect to studies in other classes. Tell students the topic, encourage brainstorming of known vocabulary, then offer to preteach five vocabulary words they dont know but think theyll need to understand the program. You could get the class to make a list of 10 words, and then you could translate the 5 words they decide they need the most. B.Have students listen with a purpose, providing concrete evidence of their comprehension. Focus student attention on specific elements, and require each student to show evidence of what was heard. Build in opportunities to hear the listening passage more than once. bear extension tasks for those who have absolute the first task on the first listening, letting others continue to focus on the basic skill. At times, provide transcripts to follow when listening, to help students recognize words they know when they see them, in the stream of nomenclature. C. Cooperative listening later studen ts provide some evidence of what they hear themselves, have students share their results viva voce with a confederate, noting the partners answers in another color, for instance, utilise a green pen. This will allow you to distinguish what was gathered unconditionally from the details students got from a classmate. Be sure to require all students to note or check off what their partners heard, even if the students already wrote down what they themselves heard. On a final listening, or with a transcript, students can verify what was actually in the recording. D. Apply/connectHave students use the information gained in listening in another task such as writing a summary, making a comparison, making a prediction, 7 08-1442. AP. SF. Spanish. indd 7 8/15/08 25936 PM s Pecial focus Teaching Listening Comprehension connecting to personal experience, reflecting on the education process, writing about strategies, etc. Attachment B (p. 14) illustrates scaffolding by using the listening p rocess in a simple Checklist activity. Novice-level students can successfully listen to an authentic source to develop the ability to recognize known vocabulary in the stream of authentic speech.The students simply listen to a passage and check words they hear, and skip words that are not in the passage. Then they compare lists with a classmate, listen again, and finally check their work against a script. The checklist and two colors of pens will allow the teacher to evaluate each students engagement in the activity, independent and cooperative listening skills, and the ability to extend or apply what was learned. The sample activity in the attachment was designed round a Radio Naciones Unidas report on torrential rains in Costa Rica. Strategy 5 Develop generic listening tasks and use them often.Many Web sources have high-interest audio news and information with accompanying written information. When the files are available to download and save on a ready reckoner, teachers can de velop activities around these sound files, and keep them for future use. But it is difficult to find the time to prepare specific questions about todays news each week, and umteen great Web sites have audio files that are not availablefordownloadingandthatmaynotbeavailableforreusenextyear. Generic tasks cut down preparation time and allow the listening task to capture routine, which will help build confidence.Attachment C (p. 18) Pesca las palabras can be used to engage novice listeners in any authentic listening source. The sample activity in attachment C was used to listen to a BBC Mundo report on domestic workers in Latin America in a take 2 class. Attachment D (p. 21) is a generic form to use while listening to any audio or video newscasts, and is based on the journalistic questions who, what, when, where, why, and how. For interest, vary the prelistening task and the application task according to the topic of the newscast you choose. The video news broadcasts found on the We b site Univision. om provide a wealth of short listening segments to use with this form. Strategy 6 Vary the evaluation of listening tasks, making it appropriate to the purpose of the task. WhenBUILDINGlisteningskills,useaprocess-orientedrubricsuchastheFormative Listening Comprehension evaluation rubric (Attachment E, p. 22). This rubric evaluates four areas 8 08-1442. AP. SF. Spanish. indd 8 8/15/08 25936 PM Pre-AP Listening Comprehension Strategies Engagement Independentlistening Cooperativelistening ApplicationofinformationgainedthroughlisteningThis pliant rubric recognizes the importance of attention to the whole listening process. It can be used to assess any of the listening tasks involving the listening process outlined in Strategy 4. WhenEVALUATINGlisteningskills,teachersshouldusemoreobjective measures, such as multiple-choice questions. Alternatively, students can take notes and answer open-ended questions or summarize. Then teachers can use a more product-oriented ru bric, evaluating the students ability to capture the main idea, understand most details, make predictions and inferences, and use linguistic cues to infer social relations.WhenINTEGRATINGskills,teachersshouldcreatetasksthatrequirestudents to listen, then use the information the students hear in writing and speaking tasks. Strategy 7 Develop your skill at finding appropriate listening materials on the Web, and share your findings with others. Work with your technology department to ensure that all teacher and student computers at school have the necessary software to view and listen to Web-based materials. With one teacher computer and speakers, all students can hear sound files on one computer. If you have the ability to project onto a large screen, you can share video clips from your computer with students.Encourage the library and computer resource center to make headphones available for students to borrow, so they can do their listening there. If you have a teacher Web site, incl ude links to Web sites with audio. Many Web page programs also allow you to upload audio files to your site. Some sharp Web sources for listening follow Radio Naciones Unidas http//radio. un. org/es/ This is an excellent source, since files are not copyrighted, the schedule is searchable, numerous programs have transcripts, and files can be downloaded to your computer. Click on Abrir archivo to view a list of recent short news items.Click on the title ofthenewsitemtoseethetranscript. RIGHTCLICKonthefilebuttonandclick on Save Target As, then navigate to the folder in which you want to store the 9 08-1442. AP. SF. Spanish. indd 9 8/15/08 25936 PM s Pecial focus Teaching Listening Comprehension file. The actual sound file should download onto your computers hard drive, or to a flash memory stick if you so indicate. You can then play it off your computer, burn a CD, etc. The archive is searchable, so you can enter a term such as arte, comida, Peru, etc. , to help find material on to pics you are studying. BBC Mundo http//news. bbc. co. k/hi/spanish/news/ The site contains a wealth of text, multimedia, video, and audio materials, much of it organized by topic. Studio 834 provides interviews with speakers from all over the Spanish-speaking world, and many interviews include scripts. Use this resource to familiarize students with regional variations in accent. Radio nuevos horizontes http//www. nuevoshorizontes. org This site has a searchable archive of programs on a variety of culture, traditions, health, immigration, arts, literature, and personal finance topics. unloose downloads of audio only CDs available for purchase, with transcripts.Langmedia http//langmedia. fivecolleges. edu/collection/lm_spanish. html. Students can view short videos of native speaker interaction, from a variety ofcountries. Goodfornovicestudentsforcomprehensionandodeling,andfor comparing accents from a variety of countries. Uteach technique exercises http//www. laits. utexas. edu/spe/s iteindex. php Here students can view short videos of native speakers doing performance tasks on a variety of topics at the novice, intermediate, and advanced levels. Language Acquisitions Resource Center at San Diego State University http//larc. dsu. edu/voces. VideotapedinterviewswithwomenfromGuatemala and Mexico present students with a variety of spokespersons and experiences. The worksheet available at nflrc. hawaii. edu/voces provides a good example of showing evidence of engagement. Univision http//www. univision. com Enter videos in the Uniclave window and for a searchable collection of videos of one to eight minutes duration with news, entertainment, and more. Radio Caracol de Colombia http//www. caracol. com. co/ Has an audio archive link on the left-hand menu. 10 08-1442. AP. SF. Spanish. indd 10 /15/08 25936 PM Pre-AP Listening Comprehension Strategies Strategy 8 Get students to interview and record native speakers, and share their recordings with classmates. Across the c ountry, students in more and more communities today have the opportunity to use Spanish outside the classroom. Students can consider interviewing neighbors, parents co-workers, school personnel, etc. Handheld cassette recorders, microcassette recorders, digital voice recorders, certain mp3 players, computers, digital cameras, some phones, and iPods and other devices can be used to record voices.If your department can invest in even five digital voice recorders, you can lend them to students to do their interviews. Have your beginning students interview a native speaker, write a transcript of the conversation, and share the audio recording withclassmates. Keeptheinterviewssimpleatfirst,focusingonthetopicofthe current chapter or unit. For example, in a chapter on foods, the class can come up with a short questionnaire, for example ?Cualesunacomidatipicadetupais? ?Cualessonlosingredientes? ?Comoseprepara? ?Cualestucomidafavorita? Reflect with classmates on accents, regional vocabul ary, and other haracteristics and how they effect pronunciation. At the intermediate level, include in your planning learning the language needed to call to request the interview, set up an appointment, and write a thank-you letter in Spanish. See attachment F (p. 23) for sample materials for an interview project from a Level 2 unit about jobs. Strategy 9 Target component skills for listening. Focus your listening activities on component skills and strategies for listening. Here are some suggestions skill Discourse type task type gain familiarity with regional variations interviews with people from various countries (BBC Mundo Estudio 834)Mark a transcript where regional differences in pronunciation, vocabulary, verb forms, etc. , are evident. news and information check list activity recognize familiar vocabulary in the context of speech intended for native speakers Pesca las palabras 11 08-1442. AP. SF. Spanish. indd 11 8/15/08 25936 PM s Pecial focus Teaching Listening Comprehensi on skill Discourse type task type recognizing cognates in the stream of speech news and information texts Prepare a cloze passage by eliminating cognates students listen and complete. The topic of health often has many cognates. Students listen and note as many cognates s they can. inferring social relationships from linguistic clues recorded interactions between native speakers such as those on the Langmedia Web site Note and discuss the linguistic clues. listening for main idea, detail news and information texts Prepare a T chart on the board, with Main idea and Supporting detail. Listen, and then ask what students understood. Have class decide where each piece of information should go. comprehending specific information news and information Complete charts, fill in blanks, write numbers heard, and answer prepared multiple-choice or open-ended questions. dvertisements Strategy 10 Create a culture of listening in your classroom. Tweak your classroom oral activities so they require students to listen actively to each other. For instance, expand your Think Pair Share activities to make them Think Pair Share Compare. Have students share what the partner said, not what the student reporting said. Then after hearing from several students, ask another student to compare. For example, on Monday morning, students think about what they did on the weekend, pair with a partner to say what they did, and report to the class what their partner did.After hearing four to six students activities, ask another person which two students had the most alike weekends or which two had the most different weekends, or what all the students had in common. This activity, in addition to providing evidence of listening comprehension, practices the comparison and synthesis skills so important to the formal essay and formal oral presentation tasks. Tune into the mp3 generation. Encourage students to include Spanish music on their digital music players, and seek out Spanish language podcasts.As technology allows, create your own podcasts of lessons, explanations, or poems you are studying, andencouragestudentstoputthemontheiriPods. GarageBand(forMac)and Audacity (a free download for PCs) allow you to make your own audio programs. pull down ifyouhaventlearnedthetoolsyet,manyofyourstudentshave. Getthemtoshow you, and start listening 12 08-1442. AP. SF. Spanish. indd 12 8/15/08 25936 PM Pre-AP Listening Comprehension Strategies Attachment A Provide evidence of engagement Fill in a chart Listening source University of Texas Spanish Proficiency Exercises http//www. laits. utexas. edu/spe/beg06. tml PreparacionConunapareja,escribeunalistadetrabajos,oficiosyprofesiones en espanol. Ahoraescuchaalasseispersonashablardeltrabajodesuspadreso parientes. Usatuboligrafoparaanotarlosqueescuchas. nombre lo que hace el padre lo que hace la madre Ejemplo simplificado Nativo hablante Beatriz Luna Torres Alejandro Ernesto Madgits Regina Ruiz female horse Angeles Fernandez Fern ando Camacho Apuntes para MI presenacion oral Hablacontucompanero. UsatuboligrafoVERDEparaanandirinformacion queescuchotucompanero. Escuchaotravezparaverificartutrabajo. AplicacionEscribelostrabajosdedospersonasqueTUconoces.Luego describe sus trabajos oralmente (graba la descripcion para tu portafolio). 13 08-1442. AP. SF. Spanish. indd 13 8/15/08 25936 PM s Pecial focus Teaching Listening Comprehension mi nombre lo que hace lo que hace Attachment B Sample Checklist activity based on the Radio United Nations news piece Lluvias en Costa Rica. TranscripcionreportedeRadioNacionesUnidas,19deoctubrede2007. http//www. un. org/radio/es/detail/6528. html Nombre Fecha A. Preparacion.? Quetiempohaceaquihoy? B. Escucha. UsatuboligrafoAZULymarcaconunapalomita(v)azullas palabras que escuchas. C. Lee tus palabras a tu companero.Escucha las palabras de tu companero. Marcasuspalabrasconunapalomita(v)verde. Palabra Yo escuche v mi companero escucho v en verde leimos en el texto sol calor lluvias nieve dias anos nacion aguas mas menos ayuda rios 14 08-1442. AP. SF. Spanish. indd 14 8/15/08 25937 PM Pre-AP Listening Comprehension Strategies Palabra Yo escuche v mi companero escucho v en verde leimos en el texto institucion agencias comunicacion necesidades emergencia D. Anota numeros que escuchaste en el reporte. E. Anota5palabrasqueescuchastequeNOestanenlalista. F. Leelatrascripciondelprograma. Marcaenlaultimacolumnalaspalabrasque estanenelpasaje. G. APLICACIONComparaeltiempoenCostaRicaconeltiempoaqui. Engagement Independent listening Cooperative listening Application 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 15 08-1442. AP. SF. Spanish. indd 15 8/15/08 25937 PM s Pecial focus Teaching Listening Comprehension Lluvias en Costa Rica Dejan 18 Muertos T ranscript for Checklist Activity Reporte de Radio Naciones Unidas, 19 octubre de 2007. http//www. un. org/radio/es/ detail/6528. html r eal Descargar imPrimir LaslluviastorrencialesdelosultimosdiasenCosta Rica,handejado18muertosycuantiosa sperdidas materiales. El Coordinador Residente del Sistema de la ONU enesanacion,JoseManuelHermidas,describiolos fectos adversos que han tenido las aguas sobre el territorio costarricense. Hanhabidoinundacionesseverasenvariaspartesdelpais. Todoellitoraldel PacificoestaafectadoytambienenelValleCentral. Delos81cantonesenCostaRica, 65 se han visto afectados. Los danos provocados en las cosechas y las redes viales han sido estimados de manerapreliminar,enmasde70millonesdedolares. SegunelRepresentantedel PNUD, las agencias de la ONU en Costa Rice se encuentran listas para ofrecer la ayuda que pueda requerirse. Hemosestadoenestrechacomunicacionconelentenacionalresponsablepara atenderlasemergencias,queeslaComisionNacionaldeEmergencias.Hemosidoa unareunionconellos,ademasdelascomunicacionescontinuasportelefonoy noshan dadounalistadelasnecesidadesmasurgentes. HemosinformadoaOCHAconuna solicitud, de parte del coordinador residente, para poder acceder a fondos para poder, entre otras cosas, co mprar algunos de los requerimientos mas urgentes que segun la comisionnacionaldeemergenciasoncamillasymantas. El representante de la ONU en Costa Rica, dijo que las necesidades de alimentos delosdamnificados,estansiendoresueltasporelgobiernoycompaniasprivadas. Attachment B Teachers Notes ObjectiveIdentify familiar vocabulary in the stream of authentic speech. PrelisteningAskstudents? Quetiempohacehoy Lluevemuchoaqui? Discuss a bit about weather, at students level. Then pass out paper, and have students write about todays weather. 16 08-1442. AP. SF. Spanish. indd 16 8/15/08 25937 PM Pre-AP Listening Comprehension Strategies Listening Instructstudentstolistencarefully,andCHECKinBLUEorBLACKpen,any words on the list that they hear. Ask if they want to listen again, and repeat. Pair students and tell students to read the words they checked. Tell partners to useaGREENPENtocheckthewordstheirpartnerheard.DO NOT let them look at each others papers. This is the cooperative listening partthe y listen to their partners answers and record. They should check all words the partner heard, even if they think the word wasnt there. Then tell them they will listen again, and they should check to see if this time they hear words they didnt last time. These should be circled in green pen. Post-listening Pass out the transcript so students can read and see which words in fact were there. Application Even beginning students can make a basic comparison with words like tambien, pero, mas, and menos.Students staple their paper to their partners paper and pass both in. You score on the rubric in Attachment E, which includes Engagement (followed directions and completed all listening tasks), Independent listening (how accurate student was on the first listening, indicated by checks in blue or black ink), Cooperative listening (includes the green checks, which generally correspond to partners paper and circled words, showing the ability to recognize the words once alerted to their presenc e), and Application (the post-listening Reflections task). 17 08-1442. AP. SF. Spanish. indd 17 /15/08 25937 PM s Pecial focus Teaching Listening Comprehension Attachment C Generic Listening Task ?Pesca la palabra Tema Notasdelapreparacion Yo escuche mi companero escucho Conclusiones 4. clearly meets expectations 3. meets basic expectations 2. approaching expectations 1. Does not meet expectations Engagement Independent listening Cooperative listening Application 18 08-1442. AP. SF. Spanish. indd 18 8/15/08 25937 PM Pre-AP Listening Comprehension Strategies Attachment C Pesca la Palabra Lesson Guide Long-term goals (claims) Recognizefamiliarvocabularyinthestreamofspeech. Comprehendspeechintendedfornativespeakers. Specific objective Recognizedfamiliarvocabularyandcognateswhenheardinthestreamof speech in authentic sources. Level Novice(Spanish1and2) Teacher preparation Find an authentic listening passage relating to a current chapter theme or topic. Prepare the link on your comput er, or download the file. Select a one- to twominute chunk of the program to focus on, noting the time marker in your media player for easy access. Select chunks with a good variety of words students have studied, as well as cognates. Photocopy the generic ?Pesca la Palabra passing, filling out the theme and pre- and postlistening tasks prior to photocopying the form, if you wish. at one time students are familiar with the procedure, they can create their own forms on notebook paper. Classroom procedures Prelistening Chose an appropriate selection of prelistening strategies Readthetheme/titleofthepresentationandaskforpredictionsaboutthe program. Showaphotoorobjectrelatedtothetopicanddescribeit. Predictcontent. Brainstormknownvocabulary. Offertopreteachfivevocabularywordstheydontknowbutthinktheyll need to understand the program.You could get the class to make a list of 10 words, then pick only 5 to translate for them. Hacerpredicciones-? Quevanaescuchar? 19 08-1442. AP. SF. S panish. indd 19 8/15/08 25938 PM s Pecial focus Teaching Listening Comprehension UsetheNotasdelapreparacionforstudentstoshowevidenceofengagement in the pre-listening activity. Instruct them to write a description of the picture, or list the vocabulary the class brainstormed, or write their predictions of what will be in the passage. Listening Students listen and jot down words they comprehend in column 1 they can listen twice if they wish.Pairing Pair students. Students take turns reading words from their list. Ifyourpartnersaysawordthatisalreadyonyourlist,putacheckbyit. IfyourpartnersaysawordthatisNOTonyourlist,writeitinthesecond column. IfyourpartnersaysawordthatISonyourlist,putacheckbytheword,in the second column. Listen again If you hear a word your partner said, put a check by it in the first column. Postlistening The generic form has a place for conclusions. Depending on the difficulty of the passage and the level of the students, create a finish task. SummarizeinEnglish( orSpanish) Personalize(e. . ,Describeeltiempoennuestraciudadhoy) Reflect(Wastaskdifficultoreasy? Why? Observationsontheaccentof speaker, etc. ) Evaluation Use the rubric in Attachment E. 20 08-1442. AP. SF. Spanish. indd 20 8/15/08 25938 PM Pre-AP Listening Comprehension Strategies Attachment D GenericlisteningactivityforNewsProgram. Forexample,usewith Univision. com video segments. Noticias de la semana Antes de escuchar Fecha Fuente Pais Titular ?Quesabessobreeltema? Apuntes ?Quien? ?Que? ?Cuando? ?Donde? ?Como? Resumen/comparacion/personalizacion/opinion 21 08-1442. AP. SF. Spanish. indd 21 /15/08 25938 PM s Pecial focus Teaching Listening Comprehension Attachment E Formative Listening Comprehension Rubric, evaluating the listening process Have Pairs staPle text file togetHer anD turn in. graDe on tHe ruBric. 4 . clearly meets expectations 3. meets basic expectations 2. approaching expectations 1. not meeting expectations Written evidence and teacher musing provide evidence of full engagement throughout the listening activity. Notes and teacher observation show evidence of engagement attention may wander, at times. Notes and teacher observation show artial evidence of engagement off-task behavior or lack of attention detract from engagement. Notes and teacher observations show evidence of sporadic engagement in listening activities. Independent comprehension clearly meets expectations for level. * Provides some evidence of independent comprehension relies on classmates and total class discussion for some information. Provides runty evidence of independent comprehension relies heavily on partner work and class discussion for information. Prevents very little to no evidence of independent comprehension may start out to opy classmates work. Cooperative listening Shows clear evidence of sharing, listening, and note taking during pair interactions. Shows some evidence of sharing, listening, and note taking during pair interactions. Shows partial evidence of engagement in cooperative listening tasks. Contributes little to cooperative listening activities may be off task and may distract classmates. Application Creatively and accurately uses information from listening in concluding tasks. Uses information from listening to complete concluding tasks. Uses minimal information from listening n completing concluding tasks. Provides little evidence of listening in completing concluding tasks. Engagement Independent listening *Expectations vary by task and level. 16 100 10 70 15 95 9 65 14 90 8 60 13 85 7 55 12 80 6 50 11 75 22 08-1442. AP. SF. Spanish. indd 22 8/15/08 25938 PM Pre-AP Listening Comprehension Strategies Attachment F Interview Activity As designed, this activity is appropriate at a Level 2 or higher. Goals Usesimple,familiarphrasestocommunicatewithSpanishspeakersinthe community. Toobtainspeechsamplesfromavarietyofnativespeakersforin-class listening. TolearnaboutjobsthataredonebySpanish-speakingcommunity members. Tocomprehe ndavarietyofnativespeakervoicestalkingaboutafamiliar topic. Procedures Preparation Teachandpracticequestionsneededtogetinformationaboutanadult acquaintances job (see handout below). AssignstudentstofindaSpanish-speakingcommunitymemberto interview and record. Technology note Many students have digital cameras, digital video cameras, phones, microcassette players, laptops, iPods with the iTalk microphone, mp3 players with voice recording capability, or other technology for recording the conversations.Our department has purchased a limited number of Olympus digital voice recorders (at around $70 each), which are lent out to students for one night if they have no other means of recording the conversation. Students are given a week or two to get the interviews to allow for technical problems. The following Web site has information on Olympus digital voice recorders. http//www. olympusamerica. com/cpg_section/cpg_voicerecorders. asp Project Students record their interviews and transcri be them on the ENTREVISTA handout. 23 08-1442. AP. SF. Spanish. indd 23 8/15/08 25938 PM Pecial focus Teaching Listening Comprehension Sharing In class, students share their interviews. Classmates fill in the chart with details about each conversation they hear. Evaluation Based on completion of interview, accuracy of transcript, and note taking during the in-class sharing. Thanks to Lucinda Salinas, Alamo Heights High School Spanish 2 teacher, for sharing this activity. Used with permission. CreatedtouseinconjunctionwiththeHolttextbookExpresateLevel2. 24 08-1442. AP. SF. Spanish. indd 24 8/15/08 25939 PM Pre-AP Listening Comprehension Strategies Mi entrevista con Ud. Clase, quiero presentarles a Ud? AquesededicaUd.? o? QueclasedetrabajorealizaUd.? El o Ella Ud.? Quetipodepreparacionsenecesitaparaestaprofesion? (Fui a I went to) El o Ella Ud.? Comoleayudaelespanolensutrabajoosuvida? El o Ella Ud.? Otra pregunta, UD. escoja. ? El o Ella 25 08-1442. AP. SF. Spanish. indd 25 8/15/08 25939 PM s Pecial focus Teaching Listening Comprehension i salinas alamo HeigHt HigH scHool 2007 nombre de su companero ?vecino, amigo de la familia,etc? el oficio Dime algo 26 08-1442. AP. SF. Spanish. indd 26 8/15/08 25939 PM Pre-AP Listening Comprehension StrategiesAttachment G Lesson Guide GoalFamiliarizestudentswithregionalaccents. From level one, engage students in listening to diverse voices. 1. Preparation Copythescriptsforthreeinterviews. Suggestedsourceis BBCMundos Estudio 834 http//news. bbc. co. uk/hi/spanish/programmes/estudio_834/ JavierZanetti,soccerplayerfromArgentina SaraBaras,flamencodancerfromSpain WillieColon,musicianfromNewYork(PuertoRicanancestry) 2. Materials Photocopies of scripts highlighters. 3. Procedure Prelistening. a. Provide name, profession, and country. b. Ask for predictions about what students might hear. c.Students scan transcript to check on predictions, and find words they understand. Listening. Have students listen to each sample while following on their copy of the transcript. They should highlight any words or sounds that look different from what they are used to hearing. Compare impressions and listen again. 4. Debrief Avoid generalizations like in Spain, they speak like this, or Cubans pronounce it like this. There is a great deal of regional and personal variation within countries. Make comments and observations about the ways the students hear THIS particular speaker pronounced at this particular moment.The goal is to increase the students comfort with variations, not to teach the specific characteristics of specific regional accents. (That could well be a different lesson at another level). Students write one or two sentences about each speakers pronunciation, and how easy or difficult the speaker was to understand. 27 08-1442. AP. SF. Spanish. indd 27 8/15/08 25939 PM s Pecial focus Teaching Listening Comprehension 5. Evaluation Based principally on engagement as evidenced by notes taken on prelistenin g, highlighting on the transcript, postlistening conclusions, and teacher observation of participation in classroom discussion.Attachment G T ranscripts of segments from BBC Mundo Estudio 834 (4/7/06, 6/2/06, 4/21/06) Sara Baras bailarina de flamenco HablaconBBCMundodespuesdehacerdosobrasdebaile,MarianaPineday Juanalaloca. BBC ? Queaprendistedespuesdecasi,segunentiendo,800representaciones entrelasdos? Sara Baras Puessi,pasamoslasmil. Fueronmasdequinientas representacionesdecadauna,oseaqueaprendimuchisimo. Elhechodetrabajar al lado de directores tan importantes como Luis Pascual y Luis Olmos, ha sido algo que me ha llenado de cosas nuevas, de cosas de teatro, no solamente de baile.Yahoraescomosiapreciaramuchomasunquejido,ohacerdemimisma, porque el hecho de meterte en el personaje de alguien te va acostumbrando a expresarte siempre pensando en alguien. Cuando de repente no tienes nada que contar, sino simplemente bailar es algo muy diferente. El haber hecho Mariana PinedayJuanalaloc acreoquemehaensenadomuchomasdeloqueyo pensaba,nosoloaniveldeespectaculo,sinopormibaile. BBC Ydosmujeresexcepcionalesenesosdosespectaculos? Queesparati unamujerexcepcional Cualesserianlosatributosdeunamujerque,comotu, esexcepcionalenlosuyo? Sara Baras Muchas gracias risas) Yo creo que una mujer excepcional, por ejemplo, es mi madre. Creo que una buena persona, una persona con inquietudes,inteligente,generosa,unapersonaquedaalgomas,? no? Creoque sobre todo las madres me parecen mujeres excepcionales. El amor que puedan dar no lo comparo con nada. Willie Colonseconsiderauncreadordelasalsa. NacioenNuevaYork,nieto de puertorriquenos. Tengo entendido que el 2006 es el ano de tu retiro, que estaspensandoenguardardefinitivamentetutrombon. Queriapreguntartesi realmenteteretirasoseguirasenlastarimashastaqueelcuerpoaguante. 28 08-1442. AP. SF. Spanish. indd 28 8/15/08 25939 PMPre-AP Listening Comprehension Strategies W. C. (Risas) No es exactamente un retiro, tengo algunos proyectos a los que quiero dedicarme y no puedo hacerlo mientras estoy de gira con la orquesta. Ahora estoy en el proceso de grabar un LP, puede ser mi ultimo y yo creo que me mantendriasiempreapegadoalamusica,laproduccionylacomposicion. Son cuarenta anos de viaje al final de este ano puede ser. BBC Muchosdicenquelaedaddeorodelasalsanovolverayqueinclusono faltamuchoparaquedesaparezcacomogenerorentableenelnegociodela musica. Comolovestu,? lasalsaestamuriendo,seestatransformando,esta cambiandoaotrogenero?Colon Bueno, esa es la ley natural, pero yo tengo confianza que algo viene, todoloviejoesnuevoydelonuevounosecansadespuesdeunrato. Yocreo queesunciclo,especialmentecuandolatecnologiahacambiado,quese puedegrabarunbuenLPenelsotanooenelgarajeconunacomputadora quenoestancara. Esovaapermitirquedenuevo,comoenmiepoca,surjan productores independientes porque uno de los problemas ha sido que las grandes corporacioneshanidoadquiriendotodoslossellos(discograficos)pequenos, entoncesmatanlacompetenciaytambienlahones tidadylarazondeserdela musica, una musica que nace de la esquina del barrio.En verdad no entienden la esenciayelporquelamusicaeratanrentableyestanimportante. Javier Zanetti juega futbol profesional en Italia, pero es de Argentina. El estableciounafundacionparaayudaraninospobresenArgentina. BBC ? QuesignificaPupi,dedondevieneesenombre? Javier Zanetti PupiesunsobrenombrequemepusieronLopezyCaballero cuandocomenceajugarfutbolenelclubargentinoBanfield. Despueslepusimos esenombrealafundacion. Hacecuatroanosquecomenzamosysinceramente hemoshechomuchisimascosaspararecaudarfondosparaestoschicospartidos a beneficio, calendarios, pulseritas con los colores de Argentina, etc.Todo esto para ellos, para seguir fomentando y haciendo crecer los proyectos que tenemos en mente. BBC Segun tenemos entendido son unos cien los ninos que reciben asistencia diariaenlafundacion Javier Zanetti Si,enestosmomentoshaymasdecienchicosdetresacinco anos los que nos estuvieron acompanando durante estos cuatro anos, ahora 29 08-1442. AP. SF. Spanish. indd 29 8/15/08 25940 PM s Pecial focus Teaching Listening Comprehension tienensiete,ocho-ademastrabajamosconloshermanosdeestoschicosycon lospadres. Queremosunpococerrarelcirculo,paraayudaratodaslafamiliaen lasdistintasproblematicasquesepuedenpresentar. BibliographyHumbach,J. ,Smith,S. ,andMadrigalVelasco,S. ,Expresate Spanish 2. Austin, TX Holt, Rinehart and Winston, 2005. 30 08-1442. AP. SF. Spanish. indd 30 8/15/08 25940 PM GeneralStrategiesforAP Spanish Listening Comprehension Brant Hadzima Newfound Regional High School Bristol, New Hampshire Introduction Teaching and assessing listening comprehension are perhaps the most challenging components of the AP curriculum, due in great part to the many variables that chance on a students ability to comprehend spoken Spanish the physical classroom environment and school equipment, learning styles, note-taking skills, regional dialects, etc.Many teachers may assume that they are assessing listening com prehension when in fact they are assessing listening and cognitive reasoning skills. Listening may be part of the exercise, but the required tasks of reasoning, critical thinkingeven the kinesthetic connection to writingare factors that can drastically affect the outcome. In essence, two of the major obstacles in unaccompanied assessing listening comprehension are first determining which factors may impede a true assessment of listening comprehension, and then making every effort to offer students the opportunity to mitigate these variables.This will help to provide a true baseline for students, and teachers will have a better understanding of whether they need to remediate listening or focus more on reasoning and critical thinking strategies. Teachers must know what students hear in order to then address how to analyze and synthesize the information presented orally. 08-1442. AP. SF. Spanish. indd 31 8/15/08 25940 PM s Pecial focus Teaching Listening Comprehension Eliminating Var iables Although it may appear to be obvious, there are several issues that the classroom teacher must evaluate and address prior to administering a listening comprehension assessment.First and foremost, it is imperative that students are provided with the best possible equipment and physical space for listening comprehension. If no language lab is available, a classroom should be optimized for a listening environment Students should be provided with headphones and a listening center, the room should be quiet, comfortable, and free from distractions such as PA announcements and hallway activity. (I can vividly fall an adept AP Spanish student who performed poorly on one of the practice listening comprehension assessments for no particular reason.I evaluated the listening comprehension segment, tried to determine if the regional accent was overwhelming, and even took the test myself. Exasperated, I finally asked the student why he did so poorly. His response I was notice the garbage transport picking up the dumpster outside the window. By simply drawing the blinds, his scores improved remarkably. ) Once the classroom space and physical environment has been evaluated and addressed, it is important to know and understand each students learning style. Most people tend to rely heavily on visual references in order to accessary auditory comprehension.An example might be how teachers themselves process information at a faculty meeting. If the principal states an outline and a deadline for a project with no visual reference whatsoever, it is more probable that the staff will misinterpret and/ or forget the information stated. Although we have developed coping skills such as taking notes and asking clarifying questions, it is more likely that the request will be taken seriously and acted on in a timely expressive style if it is written as well. Another example is when teachers are assigning homework.If teachers state what the homework will be without writing it on the board, there will inevitably be confusion for some (if not all) students. Of course there will be some who will diligently write down the assignment and ask a question if confused. Others, however, will remain silent and may not understand or remember the assignment. Therefore, one essential preassessment that should be done early in the school year is to have students determine their learning style. There are many assessments readily available, and one particularly detailed assessment is the index of Learning Styles (ILS) developed by Richard M.Felder and Barbara A. Soloman of North Carolina State University. The Web site address is www4. ncsu. edu/unity/lockers/users/f/felder/ public/ILSpage. html, and it provides a free, 44-question Web-based assessment for students to determine their learning styles. Students should use this information 32 08-1442. AP. SF. Spanish. indd 32 8/15/08 25940 PM GeneralStrategiesforAP Spanish Listening Comprehension to better understand how they learn and process information, and teachers should discuss in the classroom how to best prepare for listening comprehension with the understanding that each student learns differently.Once the teacher and students understand their learning styles, the next step is to help auditory learners further hone and process their listening skills, and to provide the more visual learners with coping skills necessary to compensate for their provocation with being assessed for listening comprehension. A student who doesnt like listening comprehension and who performs poorly on these assessments may struggle due to personal learning styleand not due to Spanish language aptitude. We all have students who can read and write very well in Spanish, but who are not proficient in listening comprehension and/or speaking.It must be surmised that these students do not have a deficiency in Spanish, but rather in processing auditory information. Teaching more Spanish will not make them better listeners. On the contrary, teachers must make a conscious effort to help students develop coping skills and to help the students feel more at ease with the style of assessment. Pretesting Listening Comprehension After addressing physical space and learning style, it is important to give a comprehensive listening assessment in Spanish to obtain a baseline and to observe student test-taking strategies.It is best to utilize assessments that homunculus what will be tested on the AP Spanish Language Examination, and AP Spanishstyle listening comprehension assessments with resource kits are readily available for purchase and do quite well for student preparation. AP Central has audio files available and sample assessments as well for teacher use in the classroom. Regardless, teachers should pretest listening comprehension with short dialogues and narratives, and also medium-to-long narratives and dialogues. I recommend giving students an overview of how they will be pretested, and to recommend that students take notes when necessary.During the actual pretest it is a good idea to observe student behavior. Perhaps more valuable than the data from the pretest is the observation of student test-taking skillsi. e. ,whichstudentstookthoroughnotesandwhichonesjustlistened? What didthenoteslooklikeweretherelists,graphicorganizers,andothervisualaides? Whichstudentswereeasilydistractedand/orwereunabletofocus? Didstudents simply look for words written in the multiple-choice answers that were said in the dialogue (word recognition), or did they first interpret the information and then use processofeliminationtoselectthebestpossibleanswer? 3 08-1442. AP. SF. Spanish. indd 33 8/15/08 25940 PM s Pecial focus Teaching Listening Comprehension Most likely, the students who performed the best in the assessment were the ones who were taking notes, who were focused, and who backbreaking on understanding and interpreting the information instead of just attempting to recognize words that matched the ones in the answers provided. Obviously, basic proficiency in Spanish is essential, and a student who does not have the proper skill base from prior classes will be at a complete loss.However, assuming that students have had the proper prior training (for more information, please refer to the AP Vertical Teams and Pre-AP publications on the AP Web site), the issue at hand will be to teach students to be better listeners. Teaching Listening Skills Once a baseline for listening comprehension has been established, the task of honing listening skills and forming coping mechanisms begins. The first step is to help students create their own system for listening.I have found it very helpful to model good test-taking skills as a way to broach the topic of how to tackle the listening component. After the students take the initial pretest in listening comprehension, I take the test myself in front of the class. I copy the answer key onto an overhead transparency, and we play the test out lou d. As the dialogues are played, I take notes on the overhead or the board, and create links and graphic organizers. I then model the answer selection on the overhead using the process of elimination, and explaining why certain answers are wrong while referring to my notes.Often students will start to discuss the suasion process, and it becomes an interactive class where students generate ideas and discuss what they did for that particular dialogue or narrative. At times students will volunteer to direct the next dialogue, and I allow them to model their thought process for the class. The essential component to that particular lesson is that students see how to process information that is presented verbally, that they observe and evaluate techniques that worked (and didnt work). At that point, they should begin to develop a routine for listening comprehension that works for them.I finish the lesson by having students tell me what they intend to do differently next time to perform be tter. For the next listening comprehension activity I eliminate the variable of the multiple-choice questions. This gives students the opportunity to focus directly on the dialogue or narrative and to employ their personal listening strategies. The class begins by brainstorming various note-taking techniques. Next, students are asked to listen to a 10-minute narrative and to take notes on the essential information.When the narrative ends, students are allotted 15 minutes to summarize the narrative in 34 08-1442. AP. SF. Spanish. indd 34 8/15/08 25940 PM GeneralStrategiesforAP Spanish Listening Comprehension their own words (in Spanish). We then read our summaries out loud, and by sharing we realize what may have been missed, what was truly essential, and what impeded our understanding. Students should begin to realize that deficiencies in vocabulary, perhaps dialects, the rate and speed of the speaker, and background information may be impediments for comprehension. PracticeWhen stu dents understand the impediments to comprehending a dialogue or narrative, the task then becomes practicing, and learning by trial and error. Unlike writing or grammar, there is a limit to skills that can be taught for simply listening. Essentially, once distractions have been eliminated, the format of the assessment is familiar, and note-taking skills have been instructed and reviewed, the only way to improve is through continual practice. Practicing listening comprehension should be frequent, varied, authentic, and routine in order to truly prepare students for the examination.In reality, there should never be an AP Spanish Language class where listening is not an integral component of the class itself. It is important to note that not all listening activities have to be assessed formally, but it is important that they be assessed in a variety of ways. Visual Versus Nonvisual Although there are many ways to present listening, it is best to separate listening comprehension activiti es into two categories those with a visual aid and those without.The listening activities that allow for a visual reference may be easier for many students, as they provide a frame of reference and therefore some level of comfort. Using segments from Spanish television, a podcast, or watching a PowerPoint presentation can function as a less threatening form of integrating listening into the daily classes. It is vital to ensure that these activities be varied so that students do not get too accustomed to a particular dialect or vocabulary base.If utilizing segments of Spanish television is part of the class routine, make sure to access different programs and channels whenever possible. Have students prelisten by presenting the title or some background on the segment, and discuss what they could expect to hear. Most importantly, however, assess what they have heard. Assessments can range from a quick student synopsis to a formative written assessment to a class discussion. The assessm ent piece is essential nevertheless, and 35 08-1442. AP. SF. Spanish. indd 35 8/15/08 25940 PM

Immigration to the United States Essay

What movements motivate muckle to emigrate to the get together States?We know that most impudentlycomers vanish behind poerty and unemployment in their homelands in search of purify fortunes in America. However, research on this subject suggest that the causes of immigration be often to a greater extent(prenominal) multiform and numerous than most assume. The capacity of natural disasters, environmental crises, overpopulation, wars, and civil unrest to uproot and set in motion one thousand millions of people around the globe and refugee and asylum policies that extend relief to some non-citizens fleeing political, ethnic, religious, and gender persecution. This is however a short list of the different reasons to mass immigration to the United States today. Evaluating the causes of U.S. immigration rear get around a great deal about recent immigrants, their homelands, and Americas image abroad.Daniel Tichenor from the Rutgers University states in his endeavor U.S.A. Immi gration, The story of the American people is a story of immigration and diversity. Each immigrant in this earth has a different reason of why he or she came to theUnited States. Throughout the years the reasons change for the new immigrants according to the American Immigration Web Page, from 1607-1830 the major reasons were political freedom, religious tolerance, economic prospect, people wanting a repair life, better job, more money and some were forced to leave because of sla rattling.There be two types of motivation for immigration push and pull factors. According to Daniel Tichenor, push factor is the remove to leave in order to survive. Push factor is the eluding of the people that was mentioned before, the people that have to leave their country for political freedom, religious tolerance, and the slavery. An example of this is the case of Turkey, Morocco, Egypt, and Senegal. These countries involve men looking for a job education, and escaping from persecution, and ove r a stoppage the process is followed by family reunification migration and family formation migration(push and pull factors of International Migration web page). trace factor is when the people are attracted for what they could have in new(prenominal) country, like economic opportunity, better opportunity of to get a career, they want a better life. It is the case of Mexico. When Mexicans immigrants came to the United States they are looking for better economic life. The difference between the dollar and the peso (Mexican coin) is too much, one dollar in the actuality are around eleven pesos with fifty cents, so Mexican men came to the U.S.A. to get a job, and they usu totallyy guide the money they earn to their families in Mexico. In some of the cases after a few years, they bring all their family to the U.S.A. for family reunification.In some cases people have both pull and push motivations to immigrate to the United States it is the case of Cubans. Cubans come to the United St ates for political freedom, escaping from Fidel Castro, and looking for a better life and more economic opportunities.As we can see, both pull and push factors in most of the cases end with the same phrase family reunification. Everyone who goes to other country looking for freedom or a better life need more than that, they need a family who share all the good things with, just someone who wants to live in the United States call for a citizenship or at least a conformity to do it.Some of the countries have more facilities than others to get the necessary documents to live in the U.S.A. For example, for Cuba it is easier than for other countries to get the residency. Until 1985, there was no quota for Cubans entering the United States via normal immigration procedures as there was for other immigrant groups. In the past, both documented and undocumented Cubans who came to the U.S.A. were welcome, Cuban undocumented entrants have always had special status, while entrants from other countries have been required to demonstrate that they were fleeing political persecution to be granted refugee status.It is known for all around theworld that Cuba has very strong political problems, and this is the reason of why they have this special status, since 1996 the Attorney General has had discretionary power to guarantee permanent residency to any Cuban who has been in the United States for a year, including those on visitors visas who have overstayed the period delineated in theirvisas. (All quotes are from the Web Page, Cubans have a very strong sense of heathenish identity.)For other countries it is more difficult to get the U.S.A. residency, for example the case of Mexico. In the past if a chela had been born in the United States, the parents become U.S.A. citizens as same as the child. Over the years this feel changed, in the actuality there are just two ways to become a citizen for the Mexicans, the firs one is that you by yourself submit the application to the U .S.A. embassy, and wait until all the process is ready and theyll call you for the interview, they the people who works in the embassy, check all your status, and if you cover all the requirements they will give you the U.S.A. residency. The second way is that someone of your family, and it has to be a parent or a brother, send to the embassy a request that say that they want you to be in the country, after this it is the same process than the first one, but you have more opportunity to be accept because one member of your family is requiring you to be in the country. Only after 5 years you can apply for the citizenship.A problem that new generations could find is the lost of traditions. For example in the past, the children of immigrants learned English, but they didnt learn their parents first language. But this problem could be resolve recently, Americans have placed greater value on diversity, ethnic groups having renewing and celebrating their heritage, and the children of immi grants often growing up being bilingual.The United States has welcomed more immigrants than any other country, more than 50 million in all, and still admits between 500,000 to 1 millionpersons a year. Although for some countries is too difficult to be legally in the United States, morepeople want to come, and it is good for the country, because we need this people, they are the labors, the workers, important people. It is the people who make the difference in the country. locomote Cited Page.Tichenor, Daniel J. U.S.A. Immigration,Rutgers University, February, 2000. (Immigration Web page.)NIDI/EUROSTAT. Push and pull Factor of International Migration,Eurostat. May, 2000 (Push and Pull factors web page.)Cubans have a very strong sense of cultural identity.Cuban Immigration to the United States. February 18, 2004 (Web Page of Cuban Immigration, the date shown is the brave out day the page was updated.)

Eastern Religion Hinduism Essay

Hinduism Hinduism has no single prophet nor one god to worship rather they have many metaphors for the gods. Hinduism has no beginning, founder, no commutation authority, and no organization. Hindus believe in one supreme being who has unlimited forms. Some of the central public opinions of the Hindus is the idea of reincarnation, in which, is the doctrine of transmigration and rebirth the idea is universal in India. The other two beliefs atomic number 18 the spiritual goal and the caste placement. The holy texts are the Veda, the Upanishads and theBhagavad-Grita The practices of the Hindus are the Puja in which is the prayer in the place or in the temple but it is mostly in home since the religion is very some(prenominal) concern with everything around life. The ceremonial practices usually take in community centers. There are leash important events in ones life according to the Hindus, birth, marriage and death.Buddhism Buddhism was born in the Kingdom of Sakyas, which is no w the throttle between India and Nepal. Scholars disagree on the age of birth in which it is between 563 368 B.C.E. Some of the beliefs of Hindus and Buddhism interact much(prenominal) as the idea of reincarnation both agree with the idea of rebirth but Buddhism rejects the caste system and the Veda. Buddha means the enlightened one and it was a title given to the Siddhartha Gautama the founder of Buddhism.Buddha is accepted like the being of Jesus Christ that it is accepted through faith and the disciples. It is said that Jesus might have utilise some of the Buddha ideas into his. The central beliefs are the four truths and the eightfold path. The teachings are in the Dhammapada, in English go as words of doctrine, way of truth or the path of truth The practices of Buddhism is a secernate of life including diet, the job, trade or profession, daily meditation and giving offerings at a shrine, temples, or monasteries.Confucianism The belief was started in China around the six th or fifth century B.C.E by Confucius a study part of the belief is it emphasis on learning and the source of values. The religion has two sets of books the major phoebe bird classics including I Ching, Shu Chang, Shih Ching, LiChi, and Chun-Chiu.. This religion is to a greater extent of an ethical movement because it lacks sacraments and liturgy. There are four types of Confucianism schools and marriage and funeral could be done though other religious ministers or priests.Taoism The foundation of Taoism is attributed to Lao Tzu and his writings called the Classic mode of Power Taoism is based on the individual and tended to reject the organized society. The key concept is that of non-action or the innate(p) course of things. It is a direct link to yin and yang. It also obtained many things from the Buddhist perspectives. The central beliefs they dont have prayers because it beliefs in the natural things and that there is no god. They are compassionate people and is more abou t a philosophical movement instead of a religion. The purpose of the rituals is the concern of having immortality and the purpose was to live longer. It is believed that elements of Shamanism, which it is more related. Taoism is based on energy.

Chapter 3 Quiz

1 of 30 Which of the pursual is a flow covariant? A. the value of the sign of the zodiac in which you live B. the balance in your nest egg account C. your monthly consumption of hamburgers D. the tote up of hamburgers in your refrigerator at the beginning of the month 1 reveal of 1 Correct. The settlement is C. As explained in share 2-1, a flow is a meter measured per unit time and a stock is a quantity measured at a given point in time. 2 of 30 Which of the side by side(p) is non a stock variable? A. government debt B. the labor pluck come forward C. the amount of money held by the public D. size up investment 0 bulge of 1 Incorrect. The correct perform is D.Inventory investment is a quantity measured per unit time, so it is a flow variable. give ear role 2-1. 3 of 30 Gross domestic product (gross domestic product) is A. a stock. B. a flow. C. both a stock and a flow. D. neither a stock nor a flow. 0 come forward of 1 Incorrect. The correct answer is B. gross dom estic product is a quantity measured per unit time, so it is a flow. See member 2-1. 4 of 30 gross domestic product measures A. expenditure on all lowest goods and services. B. total income of everyone in the economy. C. total value added by all firms in the economy. D. all of the above. 0 out of 1 Incorrect. The correct answer is D. See variance 2-1 for a discussion of what gross domestic product measures. of 30 ponder that a farmer grows wheat and sells it to a baker for $1, the baker makes bread and sells it to a lay in for $2, and the store sells it to the customer for $3. This transaction increases gross domestic product by A. $1. B. $2. C. $3. D. $6. 1 out of 1 Correct. The answer is C. As explained in partitioning 2-1, GDP includes only the value of the final goods and services. Therefore, this transaction increases GDP by $3. 6 of 30 Which of the following is non included in GDP? A. the salary paid to a federal try out B. the value of housing services enjoyed by home owners C. the value of automobile services enjoyed by car owners D. he value added by a shipping company that transports goods from the factory to retail stores 1 out of 1 Correct. The answer is C. In principle, GDP should include the imputed rent on automobiles, but in practice it does not. See sectionalisation 2-1. 7 of 30 In which case is total expenditure in an economy not affect to total income? A. If total saving is larger than total investment. B. If net exports are not zero. C. If inventory investment is negative. D. None of the abovethey are constantly equal. 0 out of 1 Incorrect. The correct answer is D. As explained in Section 2-1, total expenditure in an economy always equals total income. of 30 All other things equal, GDP get out origin if A. imports rise. B. exports make pass. C. durable goods consumption rises. D. military spending falls. 0 out of 1 Incorrect. The correct answer is C. A rise in imports, a fall in exports, or a fall in military spending allow fo r decrease GDP. A rise in durable goods consumption will increase GDP. See Section 2-1. 9 of 30 Which of the following statements describes the difference between real and nominal GDP? A. Real GDP includes only goods nominal GDP includes goods and services. B. Real GDP is measured using unalterable base-year outlays nominal GDP is measured using up-to-the-minute expenditures.C. Real GDP is equal to nominal GDP less the depreciation of the capital stock. D. Real GDP is equal to nominal GDP multiplied by the consumer price index. 1 out of 1 Correct. The answer is B. For a discussion of the differences between real and nominal GDP, call Section 2-1. 10 of 30 If production remain the same and all prices double, hence real GDP A. and nominal GDP are both constant. B. is constant and nominal GDP is reduced by half. C. is constant and nominal GDP doubles. D. doubles and nominal GDP is constant. 1 out of 1 Correct. The answer is C. Real GDP is measured in constant prices, so it is u naffected by a price increase.Nominal GDP is measured in current prices. If prices double, so will nominal GDP. See Section 2-1. 11 of 30 Real GDP equals A. nominal GDP electronegative net exports. B. nominal GDP divide by the GDP deflator. C. nominal GDP multiplied by the GDP deflator. D. GDP minus depreciation. 0 out of 1 Incorrect. The correct answer is B. As explained in Section 2-1, real GDP equals nominal GDP divided by the GDP deflator. 12 of 30 If production remain the same and all prices double relative to the base year, then the GDP deflator is A. 1/4. B. 1/2. C. 1. D. 2. 1 out of 1 Correct. The answer is D.As explained in Section 2-1, the GDP deflator equals nominal GDP divided by real GDP. If prices double, nominal GDP will double and real GDP will be un swapd. Therefore, the GDP deflator will equal 2. 13 of 30 Consider the following table APPLES ORANGES course of instruction yield/Price Production/Price 1995 20/ $0. 50 10/$1. 00 2000 10/ $1. 00 10/$0. 50 If 1995 is the base year, what is the GDP deflator for 2000? A. 0 B. between 0 and 1 C. 1 D. greater than 1 nous not answered 14 of 30 To obtain the net bailiwick product (NNP), start with the gross national product (gross national product) and subtract A. depreciation. B. epreciation and mediate business taxes. C. depreciation, indirect business taxes, and bodily profits. D. depreciation, indirect business taxes, corporate profits, and social insurance contributions. 0 out of 1 Incorrect. The correct answer is A. For an explanation of NNP, see Section 2-1. 15 of 30 To obtain national income, start with GNP and subtract A. depreciation. B. depreciation and the statistical discrepancy. C. depreciation, indirect business taxes, and corporate profits. D. depreciation, indirect business taxes, corporate profits, and social insurance contributions. 0 out of 1 Incorrect. The correct answer is B.National income equals GNP minus depreciation and the statistical discrepancy. See Section 2-1. 16 of 30 Approximately what percentageage of national income consists of compensation of employees? A. 10 percent B. 25 percent C. 70 percent D. 95 percent 1 out of 1 Correct. The answer is C. The components of national income are discussed in share 2-1. 17 of 30 Which of the following is not considered investment? A. A family builds a house in which it plans to live. B. A car dealer stores some of this years rides for next year. C. An individual purchases several pieces of antique furniture. D. A firm buys a computer for word processing. out of 1 Incorrect. The correct answer is C. As discussed in Section 2-1, the reapportionment of existing assets among different individuals is not investment for economy. 18 of 30 Suppose that Jones builds a new house, then she sells it to Smith, and then Smith sells it to Williams. The total net investment from these transactions is A. zero. B. 1 house. C. 2 houses. D. 3 houses. 1 out of 1 Correct. The answer is B. As explained in Section 2-1, buil ding a new house counts as investment selling an existing house does not. 19 of 30 The consumer price index ( consumer price index) A. measures the price of a fixed wicket of goods and services.B. measures the price of a basket of goods and services that constantly changes as the organisation of consumer spending changes. C. measures the amount of money that it takes to produce a fixed level of utility. D. is one of the many statistics in the National Income Accounts. 1 out of 1 Correct. The answer is A. The cost-of-living index measures the price of a fixed basket of goods and services. See Section 2-2. 20 of 30 Suppose that the typical consumer buys one apple and one orangeness every month. In the base year 1986, the price for each was $1. In 1996, the price of apples rises to $2, and the price of oranges remains at $1.Assuming that the CPI for 1986 is equal to 1, the CPI for 1996 would be equal to A. 1/2. B. 1. C. 3/2. D. 2. 1 out of 1 Correct. The answer is C. The CPI measure s the change in the price of the typical consumers basket of goods. Since the price of the basket was $2 in 1986, and it is $3 in 1996, the CPI for 1996 is equal to 3/2. See Section 2-2. 21 of 30 Consider the following table Consumption Goods Nonconsumption Goods Year Production Price Production Price 1995 20/$0. 50 10/$1. 00 2000 10/$1. 00 10/$0. 50 If 1995 is the base year, the CPI in 2000 is A. 0. B. 1/2. C. 1. D. 2. 0 out of 1Incorrect. The correct answer is D. The CPI is a measure of the price of a fixed basket of consumption goods. Since the price of consumption goods doubled between 1995 and 2000, the 2000 CPI will equal 2. See Section 2-2. 22 of 30 Which of the following statements about the CPI and the GDP deflator is true? A. The CPI measures the price level the GDP deflator measures the production of an economy. B. The CPI refers to a base year the GDP deflator always refers to the current year. C. The weights given to prices are not the same. D. The GDP deflator takes t he price of imported goods into account the CPI does not. out of 1 Incorrect. The correct answer is C. For a discussion of the CPI and the GDP deflator, see Section 2-2. 23 of 30 All other things equal, if the price of foreign-made cars rises, then the GDP deflator A. and the CPI will rise by equal amounts. B. will rise and the CPI will remain the same. C. will remain the same and the CPI will rise. D. and the CPI will rise by different amounts. 1 out of 1 Correct. The answer is C. Goods and services produced abroad do not enter the GDP deflator, but are included in the CPI if the foreign goods are in the consumers basket. See Section 2-2. 24 of 30General Motors increases the price of a model car produced exclusively for export to Europe. Which U. S. price index is affected? A. the CPI B. the GDP deflator C. both the CPI and the GDP deflator D. neither the CPI nor the GDP deflator 0 out of 1 Incorrect. The correct answer is B. The GDP deflator is affected because the cars are produc ed domestically. The CPI does not change because the cars are not consumed domestically. See Section 2-2. 25 of 30 Which of the following events will cause the unemployment rate to increase? A. an increase in population, with no change in the size of the labor force B. proportionally equal increase in the labor force and the amount of slothful actors C. an increase in the labor force with no change in the number of employed workers D. an increase in the number of employed workers with no change in the number of unemployed workers 1 out of 1 Correct. The answer is C. The unemployment rate is defined as the number of unemployed workers divided by the labor force. If the labor force increases and employment does not change, the unemployment rate will increase. See Section 2-3. 26 of 30 An example of a person who is counted as unemployed is a A. retired worker under the mandatory retirement age.B. part-time worker who would like to work full-time. C. senator who resigns her job to ru n for president. D. student discharge to school full-time. 0 out of 1 Incorrect. The correct answer is C. For a discussion of who is considered unemployed, see Section 2-3. 27 of 30 Suppose that a factory worker turns 62 years old and retires from her job. Which statistic is not affected? A. number of unemployed B. unemployment rate C. labor force D. labor-force participation rate 1 out of 1 Correct. The answer is A. The factory worker willingly leaves her job so she is not considered to be unemployed.See Section 2-3. 28 of 30 Suppose that the size of the labor force is 100 million and that the unemployment rate is 5 percent. Which of the following actions would reduce the unemployment rate the most? A. 1 million unemployed people get jobs B. 2 million unemployed people leave the labor force C. 3 million people sum the labor force and they all get jobs D. 10 million people join the labor force and half of them get jobs 0 out of 1 Incorrect. The correct answer is B. The unemploymen t rate is equal to the number of unemployed workers divided by the size of the labor force.If you calculate it for each of the above situations, you will see that it is most reduced when 2 million unemployed people leave the labor force. See Section 2-3. 29 of 30 Suppose that a Canadian citizen crosses the border each day to work in the United States. Her income from this job would be counted in A. U. S. GNP and Canadian GNP. B. U. S. GNP and Canadian GDP. C. U. S. GDP and Canadian GNP. D. U. S. GDP and Canadian GDP. 0 out of 1 Incorrect. The correct answer is C. Her income is counted as U. S. GDP and Canadian GNP. See Section 2-1 for the definitions of gross domestic product (GDP) and gross national product (GNP). 0 of 30 Suppose that an Italian working in the United States renounces his Italian citizenship and is granted U. S. citizenship. Which of the following will run? A. Italian GDP will fall U. S. GNP will rise. B. Italian GNP will fall U. S. GNP will rise. C. Italian GDP wi ll fall U. S. GDP will rise. D. Italian GNP will fall U. S. GDP will rise. 0 out of 1 Incorrect. The correct answer is B. The workers income was counted as Italian GNP and U. S. GDP. After the worker becomes a U. S. citizen, his income is counted as U. S. GNP and GDP. Therefore, Italian GNP falls and U. S. GNP rises. See Section 2-1.

Uses of ICT

This section will discuss the background of the depicted object, the statement of the problems, the objectives of the study and the method and limitations of. BACKGROUND. The integration of Information and communication technologies (ICT) into the curriculum is one of the most challenging tasks facing schools. It raises positive questions regarding the purposes of schooling and the nature of the curriculum.Information and communication technologies (ICT)which include radio and television, as well as newer digital technologies such as computers and the Internethave been touted as potentially powerful enabling tools for fosteringal salmagundi and reform. When used appropriately, different ICTs are said to help expand access to direction, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, ready operation connected to real life..The effective integration o f ICT into the educational system is a complex, multifaceted process that involves not just technologyindeed, given enough initial capital, getting the technology is the easiest part save also curriculum and pedagogy, institutional readiness, teacher competencies, and long-term financing, among others. The positive influence of ICT in schools continues to rise and elicit no longer be denied.Although, as yet, ICT is by no means at the heart of our education system, it is now widely recognised as an essential tool for learning in the twenty-first century. Indeed, it is rattling that todays children are enabled to take advantage of lifelong learning if they are to survive the continuous pattern of change that is likely to mark their working lives. This means not only being easygoing with ICT as a medium, but also being able to exploit its potential to the full and correspondence the ways in which ICT can make learning more effective.

The seven domains of a typical IT infrastructure

drug social occasionr The User Domain is the critical bottombone of our engagement and we must pay close attention to user activity and shape user behavior on our network. I list this as a lavishly priority due to the fact that it is the one that will most likely sensory(a) up threats on our network from file downloading and surfing the web. My proposal for a solution for this would be to restrict web shop to only required users. This will impart us to stress our concentration on those users, monitoring for voltage network vulnerabilities.I also purport we machine a basic training course on the decent use of handsome data and best common computer practices. Workstation The Workstation Domain is where we can focus our heftiness on maintaining a clean network. We should do nightly anti-virus scans which will report any found issues back to the IT Department. This will then allow the IT Department to track down the user responsible for infecting the network and allow us to pursue corrective action. LAN For the wired portion of our network, I propose a some solutions that will help hard our network.First we will need to find the safety of our equipment from tampering. We should have all switches and sensitive equipment (i. e. Servers and Network Attached Storage (NAS) Devices) in a room that is locked at all times. If available, we can use a card access system to monitor employees that gain access to this portion of our network. Wireless connections unresolved our network to potential threats. We should do everything possible to limit the number of allowed wireless devices on our network. I suggest that we enforce a policy of a primary and scrapary wireless network.This would allow us to strain our employees the functions they need while maintaining a secure network. Our primary network will be secured with Wi-Fi Protected gateway version 2 (WPA2) and the user of a complex passphrase to prevent brute force attacks. This section of our net work will have a limited number of users allowed, with each users activity being closely monitored. The second wireless network will be an separated network which will allow all canonic employees and clients to gain alfresco access on their mobile devices, without compromising our network.Another step would be to implement tribute on the network side by locking down each switch port to a specific mac address. This will help circumvent someone from removing the cable from a computer and plugging in another device. While this doesnt completely eliminate threats of that kind, it will lessen the chance of having an unknowing user infect our network with a virus brought from another destination. LAN to WAN The bridge between our outside network or WAN to the internal network should be monitored closely.As mentioned in the WAN section above, we should focus on restricting access to our network to help prevent unwanted attacks. I suggest that we implement a hardware firewall on our ne twork. A hardware firewall will give our network a much(prenominal) needed layer of security against potential threats. WAN For this domain I suggest that we implement practical(prenominal) Private Network (VPN) servers for any of our employees or clients that are trying to access our network removedly.We should also ensure that all unused ports on our network are blocked which would help limit attacks on our network. We should snuggle it from the stance of what we need, not what we do not need and start our outbound firewall with all ports closed. Only open the ports that are needed to have our network function. Remote Access The Remote Access Domain should be monitored closely with each connection and activity extensively logged. Allowing access to our network from an outside source, opens up some possible threats to our network.I suggest that we create a separate server and network for our remote access, keeping it isolated from our primary network. We could implement serv er and storage mirroring for both networks. This would allow employees to work on projects from a remote position, or clients see the progress of project and not put our network at risk. Systems/Applications Since the system/ industriousness domain consists of all of a businesss mission-critical systems, applications, and data it is important to ensure that this domain is secure at all times.Failure to do so will result in large amounts of sensitive teaching as well as the threat of having productions cease to function. Unauthorized physical access is gaining access to a physical entity without permission. This is potentially dangerous because if an individual were to gain such access they could destroy the systems and data deep down the systems. This threat is centered on access to such places as data centers with a great mess hall of sensitive information. To prevent unauthorized physical access policies, standards, procedures and guidelines must be followed.For example, all guests must be escorted by an employee at all times. Staff should immediately report any suspicious activity and question persons that do not have an employee ID or badge visible. Data loss occurs when any stored data is destroyed. This is considered the greatest risk to the system/ application domain. To combat data loss, backups should occur regularly. The backups should be stored at an off- site location to allow full data recovery in the event of data loss.

Open an unusual business or service in city of Diamond Bar Research Paper

Open an unusual business or assistance in city of rhomb Bar - Research Paper ExampleDiamond bar has a get along population of 55544 people based on the census conducted in the year 2010 which form wide-cut population density of 3731.5 people per squargon mile or 1440.8 KM2 (City-data, 2013). Notable to mention is that this numbers are much lower than the population count that was conducted in the year 2000 of 56287 people (City-data, 2013). Based on the2010 census, the essential racial makeup was proved to compose of 29144 (52.5%) Asians, 18434 (33.2%) whites (with 21.3% Non-Hispanic whites), 2288 (4.1%) African American groups, 178 (0.3% Native Americans, 106 (0.2%) Pacific Islanders, 3237 (5.8%) for other races, 2157(3.9%) from devil or more races and finally the Hispano or the Latino forming 20.1% 11138 people (Quickfacts.census, 2014).According to the statistics gathered in 2010, it is obvious from the data that there were 17880 household in diamond bar (Quickfacts.census, 2014). Out of the entire population, it emanated that 102 or 0.2% of the households were sustenance on non-institutionalized groups quarters while 27 or 0% were living on institutionalized quarters (Quickfacts.census, 2014). Furthermore, basing on age groups, out of the registered 17880 households, it is only 39.2% or 7008 households that had children who were under the age of 18 and this related to 11895 children (City-data, 2013). In addition to this, it was recorded that 5590 (10.1%) people were aged 18 to 24, 13585 (2.5%) people were 25 to 44 years, 17988 (32.4%) were found to aged between 45 to 64 years (City-data, 2013).The elderly people in Diamond bar city which was composed of individuals with 65 years and above formed a population of 6486 relating to 11.7% of list population recorded in 2010 (City-data, 2013). The social status of Diamond Bar revealed that 66% or 11792 of the total population were married opposite sex couples, 2.8% (496) were mature unmarried opposite s ex people, 71 (0.4%) were corresponding