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Abstract In the last decades there has been an increasing interest in vocabulary learning strategies given that they are found to facilitate second/foreign language vocabulary learning and recall. As many learners do not develop sucient mastery of the strategy repertoire, explicit instruction on vocabulary learning strategies may help them to become more procient with the broad range of strategies they can use through their vocabulary learning process. The present study investigates the eects of memory strategy instruction along with learning through context on the ESP vocabulary recall of Turkish EFL learners. The study further explores whether there is any dierence in the use and choice of memory strategies of the learners as a result of such instruction. 2006 The American University. Published by Elsevier Ltd. All rights reserved.
1. Introduction Given the centrality of lexical knowledge to learning a language, research into the eectiveness of various types of vocabulary learning methods as well as instructional techniques has been of considerable value to second language (L2) research and pedagogy. In the last few decades there has been an increasing interest in vocabulary learning strategies as they are found to facilitate second/foreign language vocabulary learning. The interest in these strategies has also paralleled a movement away from a predominantly
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0889-4906/$30.00 2006 The American University. Published by Elsevier Ltd. All rights reserved. doi:10.1016/j.esp.2006.01.002
teaching-oriented perspective to one that emphasizes the learners active role in the learning process. 1.1. Theoretical framework Development of lexical knowledge occupies an important position in the learners struggle to master a second/foreign language. According to researchers, vocabulary learning strategies facilitate the acquisition of new lexis in the second/foreign language as they aid in discovering the meaning of a new word and in consolidating a word once it has been encountered (Cohen, 1996; Nation, 2001; Schmitt, 1997). A number of attempts have been made to develop a taxonomy of vocabulary learning strategies, mostly as part of a piece of research into learners strategy use. For example, Schmitts (1997) taxonomy, organized around Oxfords (1990) language learning strategies, overall reects the dierent processes necessary for working out a new words meaning and usage, and for consolidating it in memory for future use. The list contains 58 strategies which are classied into ve groupings, i.e., determination, social, memory, cognitive and metacognitive strategies. Research on the use of vocabulary strategies has revealed dierences among learners in terms of their strategy use. Successful vocabulary learners were found to be active strategy users who were conscious of their learning and took steps to regulate it, whereas poor learners displayed little awareness of how to learn new words or how to connect new words to old knowledge (Ahmed, 1989; Sanaoui, 1995). According to Gu (2005) successful learners intentionally select, consciously monitor and evaluate the strategy they use for the fulllment of their aim. The unsuccessful learners, on the other hand, employ learning behaviors similar to their peers without being conscious but also without having an aim (Gu, 1994; Gu, 2005). Thus, a learner needs to be able to consciously apply a strategy to a cognitive process to strengthen the link between the strategy and the achievement of vocabulary learning (Macaro, 2005). In this regard, Cohen (1996) indicates that many learners do not develop sucient mastery of a strategy repertoire that will allow them to make progress in language learning on their own. Thus, they need to be given explicit instruction to become more aware of and procient with the broad range of strategies that can be used through the learning process (Cohen, Weaver, & Li, 1998; Oxford, 1993, 1996; Wenden, 1991). The goal of this instruction is to assist learners in becoming more eective learners by allowing them to individualize the language learning experience and to facilitate their awareness of strategies which they can use to learn on their own after they leave the language classroom. According to Schmitt (1997, 2000), in deciding which vocabulary learning strategies to recommend to L2 learners, one needs to consider the specic learning context as the eectiveness with which learning strategies can be both taught and used depends on a number of variables, i.e., the students prociency level, their motivation and purposes in learning the L2, the tasks and texts being used. Thus, the present study focused on memory strategy instruction given to Turkish EFL learners in an ESP course. 1.2. Memory strategies Memory strategies (traditionally known as mnemonics) have been found to enhance remembering through the connection of new knowledge with familiar words and images
(Levin, 1983; Mastropieri, Scruggs, & Fulk, 1990; Woolfolk, 1993). These strategies involve relating the word to be retained with some previously learned knowledge, using some form of imagery, or grouping (Mastropieri & Scruggs, 1991). According to Thompson (1987) [M]nemonics work by utilizing some well-known principles of psychology: a retrieval plan is developed during encoding, and mental imagery, both visual and verbal, is used. They help individuals learn faster and recall better because they aid the integration of new material into existing cognitive units and because they provide retrieval cues (p. 211) A number of studies have investigated the eects of memory strategy instruction on vocabulary learning. To this end, the most common research design has been to test the eectiveness of one strategy against other strategies used to learn vocabulary. For example, McDaniel and Pressley (1989) compared the keyword technique, in which students learn words through the combination of an auditory and imagery link, with the context method and found the former to be signicantly more facilitative to learning than the latter. Cohen and Aphek (1980) similarly trained students of Hebrew to recall new vocabulary words through paired associations. Students were rst given brief instructions on how to use associations to assist in vocabulary recall; they then selected new words from a reading text and made their own associations for them. Results have demonstrated that the use of paired associations to recall the new word led to better performance than using a dierent association or none at all. Moreover, Carlson, Kincaid, Lance, and Hodgson (1976) found signicantly better recall when a group trained on the method of loci was compared to a control group. Another study by Roediger (1980) looked at the method of loci along with three other well-known mnemonic methods. Results of the study revealed that all four mnemonic groups recalled the 20-word list better than the control group. However, the method of loci and the peg word system were found to be better methods to use when the order of words remembered was important. Finally, in Fangs (1985) study, ve intact classes were taught three lessons of medical terminology by one or more of three methods: traditional, keyword in the classroom and keyword in individualized learning. Results indicated that the class taught to use the keyword strategy retained the medical terminology to a signicantly better extent than the class taught by a traditional method. Although the eectiveness of memory strategies in vocabulary learning has been proven in several studies, researchers indicate that they should not serve as a substitute for the principles of contextual learning, but must be added to the contextual method when this is necessary and applicable (Hall, Wilson, & Patterson, 1981). However, no previous study has compared the eects of using memory strategies along with contextual learning on recalling ESP vocabulary. Thus, the present study aimed to bridge this gap in the literature. The following research questions were addressed in this study: 1. Will there be a dierence between the students who have memory strategy instruction along with contextual learning and those who only have contextual learning in terms of their vocabulary knowledge? 2. Will there be a dierence in the memory strategy use of the experimental group students after the memory strategy instruction?
2. Method 2.1. Participants Fifty male Army Aviation pilots enrolled in the Air Trac Terminology and Phraseology Course of the Turkish Army School of Languages participated in this study. The ages of the participants ranged from 23 to 35, and they were all graduates of the four-year Military Academy, Ankara, Turkey. Following graduation from the Military Academy, all participants undertook the same post-graduate level of training in the Army Aviation School and Training Center concerning their specialist branch. All of them had taken English as a compulsory foreign language in their secondary and tertiary education. According to the regulations of the military school, students are obliged to take the ALCPT (American Language Course Placement Test) before beginning the program. The test is prepared by the English Language Center of the Defense Language Institute, Lackland Air Force Base, TX, USA, and consists of listening (66 questions) and reading (44 questions) sections. In the present study the reliability for the test was 0.82 (using Cronbachs a). Students were assigned to their classes following the randomized matching method based on their ALCPT scores. At the time of the study, the mean score for one class was 64.56/100 (s.d. = 24.87), and 65.64/100 (s.d. = 23.76) for the other. The independent t-test applied to the mean scores of the groups displayed no signicant dierence between the groups in terms of their listening and reading scores at the beginning of the study (p = 0.92), so the two intact classes were randomly designated to be a control and experimental group. In addition to the ALCPT, students in both groups were given a vocabulary knowledge test (discussed in the next section) on the rst day of the course, and the results of the paired t-test did not show any signicant dierence between the groups in terms of their vocabulary knowledge (t = 0.678, df = 24, p > 0.504). Two teachers participated in this study. Both of them had graduated from the ELT departments of two dierent state universities in Istanbul, Turkey, and were native speakers of Turkish. 2.2. Setting The Army School of Languages is a military institution which operates under Training and Doctrine Command (TRADOC) where 9 foreign languages (one of which is English) are taught to Turkish military personnel, and Turkish is taught to military personnel from other countries. The Air Trac Terminology and Phraseology course, a three-week (one term) course, is one of these courses. During the English course, students had six hours of English every day and the objective of the course was to teach Air Trac Terminology to aircrews, particularly the ight phases, to enable them to carry out radio communication with controllers eectively. 2.3. Instruments and data collection procedures Data for the present study were collected by means of a multiple-choice vocabulary knowledge test (VKT) prepared by the researchers (see Appendix A for a sample). The test
consisted of 50 items which aimed at assessing the level of vocabulary knowledge (24 items), comprehension skills (6 items) and application skills (20 items) of students. The words/phrases to be tested were selected randomly from among the target vocabulary of the Air Trac Terminology and Phraseology course book.1 The VKT was given to both groups on the rst and last day of the course. Each item was worth two points, making a total of 100 points. The test was piloted on 60 students (all of whom were pilots, thus forming a similar group) who had attended the same course in the previous term. In the current study the reliability for the test was 0.88 (using Cronbachs a). In order to nd out the memory strategies used by the students at the beginning and end of the study, students in the experimental group were given the frequently used memory strategies questionnaire (FUMSQ) (Appendix B) adapted from Schmitt (2000) as a preand post-test. Students were told they could report more than one strategy on the FUMSQ. 3. Materials and instruction Both groups used the same course book, i.e., Aviate, Navigate, Communicate, Language Skills for Communication (Geerke, Fluhrer, & Ptzenmaier, 2000). The course book focuses on dierent topics related to aviation and aviation communication. For example, one unit is about departure information, i.e., what a crew member has to do to prepare for a ight, and another unit is concerned with route clearances, i.e., information about VFR (visual ight rules) and IFR (instrument ight rules) clearances. The typical ow of instruction of a unit was as follows (see Fig. 1 for a sample of one weeks instruction): After listening to typical exchanges between the pilot and the controllers, students tried to guess the meanings of the target words through context. If they could not guess the correct meaning, the teacher provided it for them. The denitions for all the target words were written on the board or on an overhead transparency. The aim of this section was to help students gain familiarity with basic routine communication terminology. Next, students listened to radio communication recordings and carried out dierent post-listening activities, e.g., answering comprehension questions, matching. In the next stage, i.e., speaking and analyzing, students worked with a partner and role-played dierent dialogues by exchanging roles. The focus was on clear pronunciation and uency in the use of basic terminology. The activities up to this point provided the students not only with a variety of exposures to the target words and phrases related to routine exchanges but also with opportunities to practice them. The rest of the unit contained some nonroutine pilot/controller exchanges aiming to broaden the students exposure to radio communications which did not follow an established order. Finally, students listened to authentic exchanges, the sound quality of which simulated the actual environment of the cockpit so that students had the opportunity of comprehending exchanges under adverse conditions. Both groups had six hours of English a day but students in the experimental group performed all these activities in ve hours and had one hour of memory strategy instruction, while the control group students spent more time on listening activities and role plays, and nished one unit in six hours.
The vocabulary was selected from the 11 units to be covered during the study.
Week 1
Control Group
Experimental Group
Day 1
Introduction to the course Introductory lesson on vocabulary learning, modeling of all memory strategies (3 hrs)
Rest of the week 5 hrs/a day Listening to routine dialogues, Listening to routine dialogues, guessing guessing meanings of unknown meanings of unknown words, doing
words, doing post-listening activities, post-listening activities, e.g., answering e.g., answering questions, matching questions, matching Listening to non-
Listening to non-routine and authentic routine and authentic dialogues and dialogues and doing similar postlistening activities (spent longer time on dialogues and 1 hr/a day role-plays) Memory strategy instruction doing similar post-listening activities
Fig. 1. Summary of instructional similarities and dierences in a one-week reading unit (daily program). The introductory lesson was only done in the rst week.
Memory strategy instruction in the experimental group: On the rst day of the program students in the experimental group were given an introductory lesson about vocabulary learning. Following the guidelines suggested by several researchers (see Cohen, 1998; Hulstijn, 1997; Nation, 2001), the teacher rst talked about the importance of vocabulary knowledge in language learning and discussed dierent ways of vocabulary learning, i.e., incidental vs. explicit. Then he moved on to vocabulary strategies and focused on all the memory strategies given in Schmitts (1997) list. First, each strategy was modeled by the teacher for the students. That is, the teacher explained a strategy and gave examples of it using several sources (see Cohen, 1998; Macaro, 2001; Macaro, 2005). For instance, a student was asked to carry out instructions given by the teacher since physical movement is believed to help engrave the new information in memory. The teacher showed how to group the words based on meaningful classications or asked students to imagine themselves interacting with the object while saying its name. Then, he told the students to come up with other examples to present to the class. This session lasted about three hours. On the following day, after having the regular instruction for ve hours, the teacher distributed a handout of memory strategies to students and went over the strategies students asked for in the last hour. For the rest of the study, i.e., 12 days, the experimental group students followed the same procedure every day. That is, they looked at the target words from the relevant unit, and tried to apply the strategy(ies) they thought to be the most eective and suitable to learning and retaining them. After working on their own, each learner reported back on the application of the steps in the strategy to his partner and/
D. Atay, C. Ozbulgan / English for Specic Purposes 26 (2007) 3951 Table 1 Gain score dierence between experimental and control groups Pre-test Ma Experimental Control 33.28 31.36 SD 11.32 10.58 Post-test M 87.6 77.04 SD 10.01 11.73 2.184 T df
or other learners in class. For instance, one student related that he attempted to remember the target word altimeter through remembering the key word alt metre (six meters) in Turkish, as the two words are acoustically similar to each other. That is, using the keyword method he created a mental image between the target word and the key word in his mind. Whenever the student met or heard the word altimeter, he remembered the Turkish word, which led him to the meaning of the target word. Another student said that he preferred the grouping method to retain words. That is, he grouped the words under some headings such as words used as a response to yes/no questions, abbreviations, e.g., ATC, IFR, VFR, NORDO and Wilco, and words used when there is a problem, e.g., expedite, immediately, unable, and words twice.2 During the memory strategy instruction the students related the strategies they had used rst to their partners and then to others, thus, freely moving around the classroom. This mobility created a dynamic atmosphere in the classroom. Besides sharing their strategies, they also helped each other with target vocabulary. During this collaboration, the teacher circulated around the classroom and learners consulted him on their use of strategy seeking advice when necessary. In the last hour of every week students analyzed which strategies worked and which did not, and why. They also reported on their diculties and successes in using the strategy outside class time. Importantly, this reective process helped the teacher to assess learners progress on strategy use. 3.1. Data analysis To determine the dierences between the groups in terms of their vocabulary knowledge at the end of the study, independent t-tests were applied to the vocabulary gain scores of the groups. The FUMSQ was analyzed by means of taking frequency counts of each strategy in the pre- and post-tests. 4. Results In order to nd out whether the groups diered from each other in terms of their vocabulary gain scores at the end of the study, paired t-tests were applied to the pre-test and post-test dierences. As can be seen, there was a signicant dierence between the groups in terms of their vocabulary knowledge gain scores (see Table 1). Table 2 presents the descriptive data of the FUMSQ given to experimental group students at the beginning and end of the study. Results show that there is an increase in the2
Words twice means communication is dicult: Please say every phrase of your transmission twice.
Table 2 Results of the FUMSQ Memory strategies Connecting the new word to a previous personal experience Associating the word with its coordinates Using semantic maps Using physical action when learning a word Grouping words together within a storyline Using scales for gradable adjectives Peg method Loci method Paraphrasing the words meaning Underlining initial letter of the word Studying the spelling of the word Grouping words Using keyword method Connecting the word with its synonyms and antonyms Saying new word aloud when studying Imaging words meaning Imaging word form Studying word with a pictorial representation of its meaning Pre-test strategy use % of students 10 12 12 4 2 18 4 6 20 16 4 8 6 Post-test strategy use % of students 54 26 34 22 8 8 18 14 12 4 16 10 20 22 26 32 20 14
percentage of use and variety of strategies in the post-test. As can be seen, connecting the new word to a previous personal experience and use of semantic maps were the strategies most commonly used by the students at the end of the study. 5. Discussion The present study aimed to investigate the eects of memory strategy instruction along with learning through context on the vocabulary knowledge of EFL learners, and compare these with those of contextual learning alone. The results of the study indicated that the experimental group students had signicantly better vocabulary gain scores than the control students at the end of the study. During the three-week study, both groups followed the same course book which provided the learners with a number of exposures to the target vocabulary in several contexts, mainly through listening and speaking activities. While the control group learned/recalled vocabulary only through context, experimental group students had memory strategy instruction incorporated into the daily six-hour English instruction, in addition to the contextual learning. During the memory strategy instruction the teacher provided the students with the relevant theoretical knowledge about memory strategies and encouraged them to use these in their own vocabulary learning. According to Macaro (2001) just making learners aware of the existence of strategies and exploring the range of available strategies (p. 187) would not bring about eective strategy use. Learners in the present study were shown explicitly the strategies which they could try to achieve better learning and each strategy was modeled to the students. The learners discussed the strategies they found most eective with each other, and received help and feedback from the teacher. When they failed to memorize a new word, they tried another strategy, as they were aware of the existence of another strategy which they could fall back on. Thus, the instruction
seemed to help them to self-diagnose their learning diculties, experiment with both familiar and unfamiliar strategies, and self-evaluate their performance. According to researchers (Cohen, 1996; Oxford, 1990) self-direction is essential in the active development of adults abilities in learning. It is especially important for L2 learners to be self-directed since it is impossible to give them direct guidance or instruction when they use the language outside the classroom. The instruction on memory strategies not only empowered EFL learners with a wide range of strategies to achieve competence but also provided them with autonomy in learning the relevant vocabulary. During the instruction period, students themselves found that they beneted from the memory strategies concerned dierently. It seemed that after a certain amount of practice and use, they knew how and when to use memory strategies for remembering new information and for retrieving it when needed. Unlike the control group students, the students in the experimental group were free to move around inside the classroom during the memory strategy instruction, thus, interacting a lot with each other. This mobility and the dynamic interaction among the students seemed to contribute positively to the classroom atmosphere. The experimental group teacher related that the memory strategy instruction period functioned like a relaxation period compared to the relative formality of the regular instruction. Within this framework, many experimental group students indicated that they enjoyed the strategy instruction as it was fun to have a teacher who does not try to teach us anything but waits until we ask him for his help. We do not have to sit the whole lesson listening to a cassette player. The teacher of the control group, on the other hand, reported that it was generally dicult to keep the interest of the students in the last hour. Another important feature of the current study is that the students were required to apply memory strategies inside the classroom and relate it to their friends on a regular basis, i.e., every day. During this process, they learned what kind of memory strategies the other students used and how they applied these strategies to their own vocabulary learning. Students in the experimental group seemed to benet from this collaboration, as they enlarged their strategy repertoire at the end of the study. Results showed that connecting the new word to a previous experience and using semantic maps were the most frequently used strategies among EFL learners, unlike learners in other studies (Fan, 2003; Schmitt, 1997), who regarded semantic grouping and imagery strategies least useful among all other vocabulary learning strategies and thus, used them least. Yet, it should be noted that the participants in the study only focused on memory strategies and they tried to nd the most eective strategy that would help them to retain the target words/phrases. The participants in this study were Army Aviation pilots who had limited time to learn the Air Trac Terminology and Phraseology required for a pilot to take part in international operations, e.g., NATO operations, which would also bring monetary benets. Thus, the experimental group students were highly motivated to learn and use the memory strategies as they felt that these strategies would help them to achieve their aims. The present study has a number of implications for vocabulary learning. First, memory strategy instruction should be integrated into contextual vocabulary learning. After discovering the meaning of a word through dierent contexts, students should be guided to recall it via dierent memory strategies. Secondly, rather than providing the learners with one or two strategies, the instruction should focus on the whole array of strategies, and students should be asked to choose the most eective one(s) for themselves. In order
to provide the learners with the relevant instruction, teachers themselves should have a good command of strategies; thus, they should be instructed about strategy use and teaching. The strategy instruction can be incorporated into the methodology courses given at the teacher education programs. In conclusion, as the current investigation into the eects of strategy instruction was conducted with participants from one ESP program in Istanbul, the ability to generalize the data is limited; thus, the eects of such instruction on the vocabulary recall of learners should also be assessed in a variety of educational contexts. Moreover, the present study only assessed the short-term eects of memory strategy instruction on learners vocabulary recall. Further research should be conducted to establish the long-term eects as well. Further research is also needed to complement the self-report data by means of data collected by interviews, think-aloud protocols and diaries, and evaluate the relationship between the use of learning strategies and dierent factors over time. Such studies should ideally explore how learners apply dierent vocabulary learning strategies in carrying out specic language-related tasks and should draw upon the perceptions of both teachers and learners concerning the eectiveness of various strategies. Appendix A Army School of Languages Air Trac Terminology and Phraseology test (sample questions) 1. Put the contents of the route clearance in order. (I) The clearance: reading of the clearance (II) Conrmation of readiness: The pilot acknowledges he is ready (III) A request: the pilots call to ATC (IV) The readback: reading back of the entire clearance (V) A response with an oer: ATC replies oering the clearance (VI) Acceptance or rejection of readback: misunderstandings cleared up, if any (VII) Dialogue termination: pilot signs o with call sign a. IVVIIIIIIVIVII b. IIIVIIIIVVIVII c. IIIVVVIIIIIIVI d. IIIVIVVIIIIIVI 2. Read and match the instruction with the diagram.
3. Which of the following instructions would an ATC use in order to request a pilot to activate the aircraft transponder identication? a. Initiate b. Acknowledge c. Verify d. Ident 4. Select the answer that is in correct order. PLT: __________ CTR: Taco 21, Laughlin Tower, change to Departure, wind three four zero at eight, runway 31 Center, cleared for take o. PLT: Taco 21, switching to departure, runway 31 Center, cleared for takeo. a. Taco 21, ready for takeo, runway 31 Center, IFR, Laughlin Tower. b. Laughlin Tower, Taco 21, ready for takeo, runway 31 Center, IFR. c. Taco 21, Laughlin Tower, runway 31 Center, IFR, ready for takeo. d. Ready for takeo, Laughlin Tower, Taco 21, runway 31 Center, IFR. 5. Look at the diagram and choose the correct one.
a. Slightly below glidepath and coming up. b. On glidepath. c. Well above glidepath and coming down rapidly. d. Slightly above glidepath and holding. 6. The temperature to which air must be cooled to reach saturation is called ________ a. ceiling b. dew point c. visibility d. cloud cover Appendix B Please, identify the Memory Strategies you have used in learning the new vocabulary during the Air Trac Terminology and Phraseology Course.
Connecting the new word to a previous personal experience Associating the word with its coordinates Using semantic maps Using physical action when learning a word Grouping words together within a storyline Using scales for gradable adjectives Peg method Loci method Paraphrasing the words meaning Underlining initial letter of the word Studying the spelling of the word Grouping words Using keyword method Connecting the word with its synonyms and antonyms Saying new word aloud when studying Imaging words meaning Imaging word form Studying word with a pictorial representation of its meaning
ReferencesAhmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp. 314). London: British Association for Applied Linguistics. Carlson, R. F., Kincaid, J. P., Lance, S., & Hodgson, T. (1976). Spontaneous use of mnemonics and grade point average. Journal of Psychology, 92(1), 117122. Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1), 524. Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman. Cohen, A. D., & Aphek, E. (1980). Retention of second-language vocabulary over time: investigating the role of mnemonic association. System, 8(3), 221236. Cohen, A. D., Weaver, S. F., & Li, T. (1998). The impact of strategic-based instruction on speaking a foreign language. In A. Cohen (Ed.), Strategies in learning and using a second language (pp. 107156). London: Longman. Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern Language Journal, 87(2), 222241. Fang, F. A. (1985). The investigation and evaluation of the teaching methods on medical terminology. Paper presented at the Second National Conference on TESOL, Taipei, Taiwan. Geerke, J., Fluhrer, H., & Ptzenmaier, G. (2000). Aviate navigate communicate English language skills for communication language activities. San Antonio: Defense Language Institute Publications. Gu, P. Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners.. In B. Bird, P. Flavey, A. B. M. Tsui, D. M. Allison, & A. McNeill (Eds.). Language and learning (pp. 376401). Hong Kong: the Education Department (ERIC Document Reproduction Service No. ED. 370 411). Gu, P.Y. (2005). Learning strategies: Prototypical core and dimensions of variation. Retrieved December 12, 2005, from http://www.crie..org.nz/research_paper/Peter_Gu.pdf. Hall, J. W., Wilson, K. P., & Patterson, R. J. (1981). Mnemotechnics: Some limitations of the mnemonic keyword method for the study of foreign language vocabulary. Journal of Educational Psychology, 73, 345357. Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 203224). Cambridge: Cambridge University Press. Levin, J. R. (1983). Pictorial strategies for school learning: practical illustrations. In H. Presssley & J. Levin (Eds.), Cognitive strategy research. New York: Springer.
Macaro, E. (2001). Learning strategies in second and foreign language classrooms. London: Continuum. Macaro, E. (2005). Fourteen features of a language learner strategy. Retrieved December 12, 2005, from http:// www.crie.org.nz/research_paper/1Ernesto_Macaro_WP4.pdf. and from http://www.crie.org.nz/research_paper/2Ernesto_Macaro_WP4.2.pdf. Mastropieri, M. A., & Scruggs, T. E. (1991). Teaching students ways to remember. Cambridge, MA: Brookline Books. Mastropieri, M. A., Scruggs, T. E., & Fulk, B. M. (1990). Teaching abstract vocabulary with the keyword method: eects on recall and comprehension. Journal of Learning Disabilities, 23, 9296. McDaniel, M. A., & Pressley, M. (1989). Keyword and context instruction of new vocabulary meanings: eects on text comprehension and memory. Journal of Educational Psychology, 81, 204213. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Newbury House. Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics, 13, 175187. Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7(1), 2545. Roediger, H. L. (1980). The eectiveness of four mnemonics in ordering recall. Journal of Experimental Psychology: Human Learning and Memory, 6(5), 558567. Sanaoui, R. (1995). Adult learners approaches to learning vocabulary in second languages. Modern Language Journal, 79, 1528. Schmitt, N. (1997). Vocabulary learning strategies. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 198218). New York: Longman. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. Thompson, G. (1987). Using bilingual dictionaries. ELT Journal, 41, 282286. Wenden, A. (1991). Learner strategies for learner autonomy. Englewood Clis, NJ: Prentice-Hall International. Woolfolk, A. E. (1993). Educational psychology (5th ed.). Boston, MA: Allyn & Bacon. Derin Atay (Ph.D. Bogazici University, 2001) currently works at the Department of English Language Education at Marmara University, Istanbul, Turkey. Her research interests are the use of learning strategies, in-service teacher education and multiculturalism in teacher education. Cengiz Ozbulgan is an instructor in the Army Aviation School and Training Center, Istanbul, Turkey. He is currently doing his MA at the ELT department of Marmara University.


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Material: Copper + Aluminum alloy
Size: 40 * 28mm / 1.6 * 1.1in
Weight: 45g / 1.6oz
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1 * Gas Stove
1 * Windshield
1 * Gas Tank Converter
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subset: commoncrawl


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Lycos Home
Making Sense of Investing
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text:
Anheuser-Busch has signed a US import deal with Czech arch-rival Budejovicky Budvar in a deal that will stun many in the beer industry.
The two brewers, which for decades have been locked in a dispute over the rights to the Budweiser name in markets around the world, have put their differences aside in an attempt to capitalise on booming sales of imported beer in the US.
A-B will import and sell the Czechvar brand in the US, where Budejovicky Budvar is unable to sell its flagship beer using the Budweiser trademark.
The two brewers are at pains to point out that the deal in the US will have no impact on their legal battles around the globe.
A-B president and CEO August A. Busch IV said today (8 January): "After years of differences, this is a meaningful step for two great brewers to form a relationship that is good for both of our businesses. For Anheuser-Busch, it also represents an opportunity to enhance our import portfolio with a super-premium Czech import."
Budejovicky Budvar CEO Jirí Bocek said the deal marked a "historical turning point" between the two brewers.
"We have managed to move away from discussions between lawyers and towards a practical dialogue, which is going to be beneficial to both sides," he said. "Our corporation has therefore gained the best importer in the US."


text:
Content Count680
Last visited
Show off your Blade (03-06 350z)
Shuck replied to Husky's topic in Zeds grouped by colourA nice reflective shot for all you detailers out there!
Thanks for those pics Ra, but I think it looks too much like a transformer! Each to their own I suppose
Although the kit (Vertex) has been shown on a page previously, these are the pics that made me fall in love with it:
Great forum for detailers!
Shuck replied to Removed's topic in Car DetailingSorry to 'bump' an old thread - Baker21 is brilliant at detailing, well worth a look. Top bloke with a very nice write up and partner! Hope this helps, Rob. Baker21 is a good lad, met him at a North Eastern detailing meet a few months ago. I've been on detailing world for a while now, some very good info on there. Just reading through the studio part and seeing what peope do and use is pretty interesting.
Post your favourite Zed wheelsLooks like a little argument going on in the background Wheels look very


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CastleMiner Z
CastleMiner Z 188.8.131.52 can be downloaded from our website for free. The following versions: 1.7, 1.6 and 1.5 are the most frequently downloaded ones by the program users. The actual developer of the software is DigitalDNA Games.
Our built-in antivirus scanned this download and rated it as virus free. CastleMiner Z lies within Games, more precisely Arcade. The most frequent installer filenames for the software are: CastleMiner Z.exe and CastleMinerZ.exe etc. The latest version of the software can be downloaded for PCs running Windows XP/Vista/7/8/10, both 32 and 64-bit.
From the developer:
CastleMiner Z is an online coop survival horror game in a block based environment for the Xbox 360.
You may want to check out more software, such as Worms World Party, Worms 3D or Treasures of the Deep, which might be similar to CastleMiner Z.
Please add a comment explaining the reasoning behind your vote.
Device Assistants
Device Assistants


text:
The Glasgow Phoenix Choir rose out of the ashes of the world-famous Glasgow Orpheus Choir and this year celebrates 119 years of choral excellence – 69 years as the Glasgow Phoenix Choir and 50 years as the Glasgow Orpheus Choir. The choir is directed by our new conductor, Cameron Murdoch.
Cameron joined us in 1987 as Accompanist and Depute Conductor and has been appointed Conductor and Musical Director to succeed Marilyn Smith on her retiral from the post. Cameron is an Honours graduate in music from the University of Glasgow and also studied at the Royal Conservatoire of Scotland. He regularly plays harpsichord and piano with various musical ensembles and performs throughout the British Isles. He is also an organist of note and his playing can be heard on the soundtrack of the film 'Chocolat'. Cameron has broadcast on BBC Radio 3 and has appeared as accompanist in BBC Television's "Young Musician of the Year". He has previously been Musical Director of Glasgow Opera Group and Conductor of the Clydebank District Choir. Cameron teaches piano at the Royal Conservatoire of Scotland. He is also Organist and Choir Master of St. John's Renfield Church in Glasgow's West End. Many of the pieces in the current Phoenix repertoire are arranged by Cameron and the choir is looking forward immensely to the start of our 69th season when Cameron takes up the conductor's baton.
Lepra is UK-based international charity working to beat leprosy. This disease affects the most vulnerable people in the world, causing life-changing disabilities. More than 600 people are diagnosed and start treatment each day, over 50 of these are children. Due to fear and lack of knowledge, there are over 3 million people across the world living with undiagnosed leprosy and every day the disease causes more damage to their health, livelihood and future, but there is a cure. Lepra works directly with communities in Bangladesh, India and Mozambique to find, diagnose and rehabilitate people affected by leprosy. Through raising awareness, pushing for early detection and reducing prejudice we support people so they can transform their lives.
While we take every opportunity to ensure the details for Glasgow Phoenix Choir Concert in aid of Lepra are accurate, we always advise that you contact the event organiser before setting out for the event to avoid disapointment.
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Does anyone have any experience on this test? Is this a regular SHL Verbal Reasoning test? Apparently the test will run for about 10 mins, so not sure what they will test actually.
Oliver Wyman Critical Reasoning Test
Hi anon!
No, the Oliver Wyman is not a standard SHL test - it is one of the toughest maths/logic tests in my experience. The biggest difficulty typically is getting through the questions in the time given - although the 10 minutes you're quoting doesn't sound right to me! It should be 20 minutes for 30 multiple choice questions, unless things have changed this year.
Here's a helpful page on PrepLounge about the assessment: https://www.preplounge.com/en/tests/oliver-wyman-test
And a helpful video that covers a few (actual!) Oliver Wyman test questions from previous years: https://www.youtube.com/watch?v=7fSYgKESqFA
Finally, the GMAT is anecdotally very similar, so you can practice a few of those to guage how you'd fare.
Best of luck!
Thanks Kay - sat for this test, actually it was 10 mins. Think its different from country to country - my country seems to put less emphasis on the Critical Reasoning test. Many thanks for your help though! — on Nov 10, 2019
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text:
Job Title: Sales Engineer
Pay: Competitive Salary and Commission Structure.
Location: Columbus, OH.
Hours: Monday-Friday 8:00am-5:00pm.
About Us:
Herbert & Conway/Boiler Tech, Inc. sells and services industrial and commercial boilers, hot water heaters, and pumps in Columbus/Southeast OH. For over 60 years, we have been proudly selling and servicing top manufacturers brands of boilers, hot water heaters, heat exchangers, flue gas economizers, pumps and other HVAC related products.
Essential Job functions:
· Managing well established territory and customer base.
· Assisting engineers with equipment selection and layouts.
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text:
Hen coloring pages for kindergarten
Interesting Coloring Facts
Everyone likes holidays. Our kids too. How to say kids about colming holiday - give them coloring pages. Here we will have coloring pages for the all significant holidays, international and local, religious and common. This is short list: Saint Patrick's Day, Palm Sunday, Earth day, Australia Day, Canada Day, Father's Day, Hanukkah, Mother's Day, Remembrance Day, Thanksgiving, Veteran's Day… Now we started from easter colorin pages. Soon we'll publish all other holiday coloring pages. All coloring pages of holidays is printable and free. Later we are planing to make online coloring pages for this holidays. There is drawings for kids of any age, starting from toddlers and ending early school kids.
First off, coloring does reduce stress. It brings you back to your childhood, evokes your sweet memories, and transports you to happy times. Pick a coloring app for adults, indulge yourself into detailed drawings, pick the right colors and transform your mood from blue to cheerful. After such a boost, there must be no obstacle for you to finish your working day successfully.
Make your children's school work fun too, with the 'school fun' option. Your kids can make awards for their schoolwork with titles such as 'ravenous reader award' 'marvelous math award' 'handy helper award' or 'shining star award.' You can personalize the award with your child's name, the date he or she earned the award, and decorate the award with a border. Check out the 'checkers' game, where you can print the game board and game pieces, and spend some quality time playing a game that was popular since you were a kid.
Best of all of course are free pages that can be printed out at home any time you like. There is so much variety obtainable that as long as they have their pages and something to color with a child will never get bored. For many children, there is no greater gift they can give to Mom or Dad than a picture they coloured all by themselves. Inside or outside of the lines, any page coloured with love and happiness is a masterpiece.
Variety. Most websites have both online coloring books and printable coloring sheets. This offers a huge variety in coloring activities and images. The variety offered enables parents and educators to introduce new coloring projects on a daily basis. Some of the categories of coloring projects that you will find on online coloring sites are characters, animals, holidays and educational lessons. A great holiday activity would be to find a printable coloring sheet for the current holiday and have the children decorate it.
Should you let your employees have a break in order to bring their phones out and color away for half an hour? Yes, you should. Isn't it the waste of your money and time? No, it is definitely not. "How come?" one might ask. Well, for a couple of reasons.
- Coloring pages spiderman and superman
- Barbie and ken coloring pages to print
- Coloring pages fantasy adults
- Colouring pages for disney frozen
- Kite coloring pages for preschoolers
- Coloring pages of disney princess
- Sven frozen coloring pages
- Monkey coloring pages to print
- Printable winter coloring pages for preschoolers
- Sugar skull coloring pages easy
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- Cute printable halloween coloring pages
- Lego hobbit coloring pages
- Colouring pages i love you mum
- Printable coloring pages for two year olds


text:
Best Companies, Services and Reviews in Rogers, Arkansas
Top Businesses in Rogers, Arkansas
Green Dot Corporation Cards 936 Total reviews 5 issues Resolved Hanks Fine Furniture Furniture and Decor 154 Total reviews GoBank Banks 2.2K Total reviews 4 issues Resolved Walmart Supermarkets and Malls 8.3K Total reviews 73 issues Resolved Dish Network Telecommunications 2.5K Total reviews 10 issues Resolved Conagra Foods Food Manufacturers 124 Total reviews Mathis Furniture Furniture and Decor 173 Total reviews 3 issues Resolved Firestone Complete Auto Care Service Centers and Repairs 680 Total reviews 7 issues Resolved Intelius Background and People Search 483 Total reviews Telebrands E-commerce 2.2K Total reviews 2 issues Resolved Glad Household Essentials 96 Total reviews 1 issue Resolved TeeChip Printing 2.8K Total reviews 20 issues ResolvedMore companies in this location
Latest Reviews in Rogers, Arkansas
Compass Group - Run away! They are akin to Walmart.
Corporate America is like....oh let's say The Matrix trilogy.
Saia - What the serious ^%&*$?
After paying $200 in shipping to these clowns they not only failed to deliver my shipment, they deliberately lied about attempting to do so. Called the customer service and they were absolutely useless. This was my first and only experience with...
Lasership - Deliver very late
I placed an order June 26'2019 with Walmart. I waited for almost 1 and half week it never got delivered. Then Walmart cancelled that order and replaced the order with new order and it's been more than 5 days now, no status change and its not been...
Dresshead - Sizes
I'm not sure what a size 12 would be on this site. Does anyone know?
Green Dot Corporation - I'm having problems with my Taxslayer card I never received
I need to talk to a representative
Green Dot Corporation - Cannot use card
Card bought at Walmart. It is registered. Visa Debit card. Will not work at the store Where I purchase my groceries. I'm losing money each month.
Green Dot Corporation - Horrible
They changed policy I use card prepaid I have to pay to load it and a monthly?? Fee? And I don't hardly use it but every 3 months I needed a dryer belt desperately I loaded 20.00 and Green Dot took all but .10 charging me fees! I am broke now and no...
Green Dot Corporation - *** this company
placed a dispute 3 months ago sent all paper work in and they are still giving me a hard time about giving my money back in which the merchandiser already aent it back but they have it on a "hold" EVERYTIME i call they try to say my phone number is...


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18 Years
Since We Started
Happy Customers
Cities with Students
Teachers in Network
Gift Certificates Available. SHOP NOW!
...Teaching is a joy. The music is a gift and it is a blessing to share it with others. I enjoy seeing students learn and pick up music right in front of my eyes. ... Read More
...I began teaching at the age of 19, at Northeast Catholic High School, Paul VI High School and numerous grade schools throughout the Philadelphia area. By the age of 20, I was teaching at the Conservatory Division of the University of the Arts in Philly. ... Read More
...The methods that I would typically use are the Arbans complete Conservatory method for trumpet and Cornet. Schlossberg´s Daily Drills and Studies, Clarkes method and Caruso. ... Read More
...I have also taught students with special needs and motor disabilities. I really do believe that I have made a positive impact on all of my students.... Read More
...For all of my brass students, I use the Caruso Method to improve embouchure, flexibility, strength, and endurance. This is because I consider this to be one of the most basic and necessary aspects of being proficient and physically prepared to play a brass instrument at all times.... Read More
...I create curriculums that are unique to each of my students, designed in order for them to excel at their own aspirations. In our lessons we will cover techniques for playing the instrument, music theory, reading music, ear training, but most importantly, applying these skills into practice while playing your instrument.... Read More
18 Years
Since We Started
Happy Customers
Cities with Students
Teachers in Network
We'll then reach out to the teachers for you.
Schedule the risk-free trial lesson directly with the teacher.
Continue with that teacher or try someone else.
Select all the days/times the student would be available to start lessons. Selecting "3pm - 7pm" means the student can start as early as 3pm or start as late as 7pm. It is important that you select as many days and the widest window of start times for each day as possible. That will help us make a match with one of our teachers.Ok
Are you sure that's your only availability? The more availability you easier it will be to arrange a teacher for you.


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- This product is no longer available
- Item #351014
- Designed in 2014
- This 8 inch amber mouse is dressed in a traditional Thanksgiving costume; she is preparing to share her harvest as well.
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- Actividad total 227
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- Conoce a mi equipo, mi industria, mis intereses y todo lo que consigo utilizando Wrike
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Hugh hizo un comentario,
Hey Miguel! Just raised a Support ticket for you there now, someone will be in contact with you soon!
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Hey Bradley! Jumping in for Lisa here, I just raised a Support ticket for you, someone should be in contact with you soon! 😊
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Hi Glyn! It's currently possible to use mass editing in blueprints! When you need to reassign tasks that were previously assigned to a job role, the new assignee will be added as an assignee but th...
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Hey everyone! Thanks for all your feedback, it's being passed on to our Product Managers and they'll be taking it into account when they are considering future updates to the feature! 😊
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Male - 1974/09/29
A Wise Doctor's Life
(Drama, 2020)
슬기로운 의사생활
I am Alone
(Drama, 2019)
나홀로 그대
Stove League
(Drama, 2019)
Head of marketing team, Im Mi-seon (드림즈 마케팅팀 팀장 임미선)
(Drama, 2019)
Yeom Dong-sook (염동숙)
You're reading the news with potential spoilers, make them spoiler free, dismiss
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Presence of Vibrio cholerae serogroups O1 and O139 in the waters of the rural area of Matlab, Bangladesh, was investigated with quantitative measurements performed with a portable flow cytometer. The relevance of this work relates to the testing of a field-adapted measurement protocol that might prove useful for cholera epidemic surveillance and for validation of mathematical models. Water samples were collected from different water bodies that constitute the hydrological system of the region, a well-known endemic area for cholera. Water was retrieved from ponds, river waters, and irrigation canals during an inter-epidemic time period. Each sample was filtered and analysed with a flow cytometer for a fast determination of V. cholerae cells contained in those environments. More specifically, samples were treated with O1- and O139-specific antibodies, which allowed precise flow-cytometry-based concentration measurements. Both serogroups were present in the environmental waters with a consistent dominance of V. cholerae O1. These results extend earlier studies where V. cholerae O1 and O139 were mostly detected during times of cholera epidemics using standard culturing techniques. Furthermore, our results confirm that an important fraction of the ponds' host populations of V. cholerae are able to self-sustain even when cholera cases are scarce. Those contaminated ponds may constitute a natural reservoir for cholera endemicity in the Matlab region. Correlations of V. cholerae concentrations with environmental factors and the spatial distribution of V. cholerae populations are also discussed.
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Price Beat Guarantee*
Find a lower comparable hotel price online and we'll beat it by 10%. Find out more.
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Property Details
Property Location
When you stay at L'Antigo Granaro in Ancona, you'll be 14 minutes by car from Luigi Paolucci Museum. This country house is 17.7 mi (28.5 km) from Mount Conero and 7.7 mi (12.5 km) from Ancona Hospital.Rooms
Make yourself at home in one of the 6 air-conditioned rooms featuring minibars and flat-screen televisions. Your bed comes with down comforters and premium bedding. Complimentary wireless Internet access keeps you connected, and satellite programming is available for your entertainment. Private bathrooms with showers feature rainfall showerheads and complimentary toiletries.Amenities
Take advantage of recreation opportunities such as a seasonal outdoor pool or take in the view from a terrace and a garden.Dining
At L'Antigo Granaro, enjoy a satisfying meal at the restaurant. Wrap up your day with a drink at the bar/lounge. A complimentary continental breakfast is served daily from 8:30 AM to 10 AM.Business, Other Amenities
Featured amenities include express check-in, dry cleaning/laundry services, and multilingual staff.Attractions
Distances are displayed to the nearest 0.1 mile and kilometer.
Luigi Paolucci Museum - 9.6 km / 6 mi
Ancona Hospital - 12.5 km / 7.7 mi
Palaindoor - 13.7 km / 8.5 mi
Osimo Civic Museum - 14.4 km / 9 mi
Caves of Osimo - 14.7 km / 9.1 mi
Cathedral of St Joseph of Cupertino - 14.8 km / 9.2 mi
Teatro delle Muse - 16.8 km / 10.4 mi
Lazzaretto of Ancona - 17 km / 10.6 mi
Piazza del Plebiscito - 17 km / 10.6 mi
Conero Regional Park - 17.1 km / 10.6 mi
Porto di Ancona - 17.3 km / 10.7 mi
Loggia dei Mercanti - 17.6 km / 10.9 mi
Camerano Caves - 17.6 km / 10.9 mi
Chiesa di Santa Maria della Piazza - 17.7 km / 11 mi
Cathedral of San Ciriaco - 18.1 km / 11.2 mi
The preferred airport for L'Antigo Granaro is Ancona (AOI-Falconara) - 12.8 km / 7.9 mi
Property Policies
Extra-person charges may apply and vary depending on property policy.
Government-issued photo identification and a credit card, debit card, or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
- No onsite parking is available. Please note that cultural norms and guest policies may differ by country and by property. The policies listed are provided by the property.
The front desk is open daily from 8:00 AM - 8:00 PM.
This property doesn't offer after-hours check-in. Guests arriving late won't be able to check in until the next morning. Guests planning to arrive outside of normal check-in hours must contact this property in advance to arrange check-in. Please contact the office using the information on the reservation confirmation received after booking.
Important Information
Please note, there is important information about this property to know before you arrive.
- All guests, including children, must be present at check-in and show their government-issued photo ID card or passport.
- Cash transactions at this property cannot exceed EUR 2999.99, due to national regulations. For further details, please contact the property using information in the booking confirmation.
- The seasonal pool will be open from May to October.
- Guests under 12 years old are not permitted at this adults-only property.
You'll be asked to pay the following charges at the property:
- A tax is imposed by the city: EUR 2 per person, per night
We have included all charges provided to us by the property. However, charges can vary, for example, based on length of stay or the room you book.
The following fees and deposits are charged by the property at time of service, check-in, or check-out.
- Rollaway bed fee: EUR 40.00 per night
The above list may not be comprehensive. Fees and deposits may not include tax and are subject to change.
- -Free WiFi
- -Smoke-free property
- -Dry cleaning/laundry service
- -Safe-deposit box at front desk
- -Laundry facilities
- -Bar/lounge
- -Free breakfast
- -Coffee/tea in common areas
- -Multilingual staff
- -Outdoor seasonal pool
- -Terrace
- -Pool sun loungers
- -Front desk (limited hours)
- -Restaurant
- -Express check-in
- -Luggage storage
- -Garden
- -Fully fenced
- -Outdoor furniture
- -Carport
- -Off-street parking


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A total of $50,000 has been awarded to 50 schools recognised for their outstanding achievement in this year's South Australian Premier's be active Challenge. The money will go towards their ongoing efforts to promote physical activity within their school community.
Recognition for outstanding achievement meant the schools had all, or close to all, of their students complete 10 weeks of the challenge which accumulates to 60 minutes of physical activity each day.
In a challenge first, three students from Errington Special Education Centre were recognised with the Be Active for Life Hall of Fame Award, signifying their completion of all 12 years of the Premier's Be Active Challenge which began in 2007.
Participation in the challenge, which promotes physical activity for all reception to year 12 students in government and non-government schools, continues to increase across South Australia.
This year 31,500 students from 204 schools completed the Challenge, amounting to a combined effort of more than 630,000 hours of physical activity.
A reception was held last week to celebrate participating schools, students and ambassadors. Parkside Primary School's Parkside Adrenaline skipping team and Cirkidz showcased their active skills at the event.
The Challenge is to do at least 60 minutes of physical activity on at least 5 days of the week for at least 4 weeks.
More information can be found on the Premier's Be Active Challenge website.
Executive Director Learning Improvement, Susan Cameron said, "Being active improves physical and mental health, motivation and confidence, and provides more opportunities to network and make friends.
"The challenge is really about inspiring students to be active and encourage them to discover the enjoyment being active brings."
As we hurtle towards a new decade, how do we create classroom environments where nourished teachers nurture students to become capable, creative, critical thinkers while maintaining their mental health and wellbeing? Read More
Science teachers can access a complete suite of resources from Foundation to Year 10 to support them in integrating the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority into Science subjects. Read More
Public transport isn't cheap anymore, even with a concession it is $607 for a full-year student pass. Some families cannot afford a myki, let alone a lump-sum payment, which is currently the cheapest option. Read More
Employees at the Catholic Diocese of Maitland-Newcastle Catholic Schools Office (CSO) will engage in a second round of protected industrial action following further restructure announcements by the diocese this week. Read More
Education workforce analytics and research company PeopleBench has appointed technology leader Peter Blyth to the position of Chief Technology Officer as it nears 100 subscriptions to its data-driven school benchmarking platform. Read More


text:
A Montreal Song (track) by Bruce Cockburn
A Montreal Song appears on the following album(s) by Bruce Cockburn:
- Further Adventures Of (track #2) (this album) (1978)
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Compensation Comic Strips - Page 3
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44 Results for Compensation
View 21 - 30 results for compensation comic strips. Discover the best "Compensation" comics from Dilbert.com.
Thursday July 09,
Tags #compensation, #pay, #money, #bonus, #denial, #rejection, #confused, #stupidity, #cruel
The boss says, "I can't give you a bonus because another division had huge losses." Dilbert says, "Remind me again why my bonus is tied to the performance of strangers?" The boss says, "I shouldn't tell you this, but we model our compensation program after practical jokes."
Wednesday June 17,
Tags #stealing, #stupidity, #confronting, #ridiculous, #pirate
Man says, "It's a conflict of interest for you to be our CEO and also a pirate who kidnaps our employees." Dogbert says, "The executive compensation committee approved this arrangement. It's all spelled out in my employment agreement." Man says, "So it is." Dogbert says, "Wait here while I call myself and ransom you back to the office."
Saturday June 13,
Tags #committee, #meeting, #yelling, #orders, #servants, #business
Dogbert the CEO Dogbert says, "You two are my executive compensation committee." Ratbert says, "I live to serve you, my lord and master!" Dogbert says, "Dial it back just a little." Bob says, "Are we allowed to kneel?"
Friday February 13,
Tags #walking, #guard, #job, #transfer, #market, #economy, #stealing, #business, #Sports
Catbert says, "You can have your old job back, but your compensation will reflect the new market reality." Catbert says, "You'll get a small base salary plus anything you can sneak past the guard in the lobby." Dilbert thinks, "These aren't the droids you're looking for."
Saturday August 16,
Tags #less air conditoning, #shorts allowed, #compensation, #upadte shorts wardrobe, #lederhosen
The Boss says, "The company will be using less air conditioning to reduce expenses." The Boss says, "To compensate, we're loosening up on the dress code. Shorts will now be allowed." Wally says, "I'm not going to update my shorts wardrobe until I know this will last."
Tuesday July 03,
Tags #compensation, #different classes, #segment, #paid, #relatively unimportant segment
CatBert: I decided to segment the compensation of different classes of employees. "You'll be in the segment that gets paid the same no matter what you do." "I call your segment the 'relatively unimportant' segment." Tina: "Catchy."
Sunday September 24,
"Welcome to Dogbert's school of management." "In today's lesson you will learn how to get your employees to do the impossible." "I have issued to each of you one large rock for practice." "Throw your rock in the air and demand that it stay there without falling." "Offer some non-monetary compensation to your rock to incent it." "If your rock refuses to comply, try yelling at it. Go." bonk! - "OW!" bonk! - "OW!" bonk! - "OW!" bonk! - "OW!" bonk! - "OW!" bonk! - "OW!" "For those of you who stood directly below your rock, congratulations. Pick up your diploma on the way out."
Saturday September 02,
Executive Compensation Review Board "How much should we pay our CEO if he just shows up for work?" "FIFTY MILLION DOLLARS!!!" honk honk "The clown makes a good argument." "Aye!"
Saturday May 27,
"Asok, you've done a good job this quarter so I'm going to toss a little non-monetary compensation your way." "Tell me some boring story about your life and I'll pretend to enjoy it." "And the story should involve pirates. Go."
Friday May 26,
"Alice, our budget is tight so I've been asked to reward you with non-monetary compensation." "Do you know Ken in marketing? You can punch him as hard as you want." "Does Ken know about this?" "People love surprises."


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We need your support to keep TheyWorkForYou running and make sure people across the UK can continue to hold their elected representatives to account.Donate to our crowdfunder
Part of the debate – in the Scottish Parliament at 11:54 am on 30th March 2000.
That is a good point—Tricia is right.
If energy efficiency becomes a significant selling point, new homes will be built with it in mind and existing home owners will have more incentive to
Local authorities need to be able to fund substantial home improvement grants for environmentally effective measures, targeted at the worst stock regardless of whether it is rented or owner-occupied, to encourage people living in below standard properties to upgrade them. Better support should also be given to the voluntary organisations that help people make improvements to their homes when they are too elderly or infirm for do-it-yourself or cannot afford to pay tradesmen. The people who are least able to afford heating usually live in the hardest to heat homes and have the most expensive and inefficient heating systems and payment methods. More than a third of Scottish households suffer fuel poverty and well over 100,000 households suffer extreme fuel poverty—they spend more than a fifth of their income on fuel.
Fuel poverty could be tackled by raising incomes—a good idea for pensioners—or by reducing fuel prices, which would be a good idea for me. Neither would meet environmental concerns. To do that, we need to make homes easier to keep warm for the same or less money and fuel. Failure to tackle the waste of energy involved in trying to keep damp and poorly insulated houses warm has consequences for us all; an estimated 14 per cent of carbon dioxide emissions come from the domestic sector.
According to Energy Action Scotland, the Government estimates the cost of personal subsidies for fuel consumption—cold weather payments, winter fuel payments to pensioners and so on—as £3.6 billion over the next three years. Over the same period, spending on property improvement will be £1.2 billion—about a third of that subsidy—and it will treat only the symptoms, not the disease.
Money spent on bringing Scotland's housing stock up to an acceptable standard of thermal efficiency would be money well spent. The cost to Scotland of damp, cold homes is enormous. The cost of treating illness is estimated at about £1 billion a year. We must add to that the economic cost of days taken off work through illness and loss of productivity. A less obvious cost is the waste of human potential. Children cannot study properly if they do not have a reasonably warm and quiet place at home to do so; older people become less active and their quality of life deteriorates; and, to put it brutally, many older people die.
Mortality in the Scandinavian countries is roughly the same throughout the year. In Scotland, the death rate rises by more than 30 per cent in winter. Could that be because the average Scottish house scores only four out of 10 for energy efficiency and because a quarter of our housing is damp or affected by condensation? The problem is huge, but we know what the solutions are, that they would save money, that they would bring other benefits and that they would help us meet environmental targets. We should get on with it.


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Flat No 104, Jaydev Tower, Nayapali, Bhubaneshwar - 751015, Near Chappan Bhog Sweet Shop
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text: I have been having such an umcomfortable feeling the past week in my tummy. I am wondering what it is and if its normal. the bottom of my bump goes all hard and nearly like a crampy feeling it not sore but more annoying. Is this something I am going to get over teh coming months? It seems so early to be moaning about pains etc and I hate that I am doing it as I am sure others are fed up listening to me.


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Customer Reviews for Maricopa Self Storage
Customer feedback is extremely important to us. We use these reviews to guide our efforts and improve our service. Everything that follows is direct from our customers, without any filtering or editing on our part.
Testimonials from recent customers of Maricopa Self Storage
allan W. on
Outstanding service in and out.
Johnna M. on
Mobile pick up was awful due to internet connection and the first person I was being approved by online. He was rude. He cancelled me as unsuccessful sign in. It was unsuccessful because I needed his help to complete the transaction. I waited for over 45 minutes trying to get my equipment. Took and sent pictures multiple times. My contact was called three times to verify me. My pickup location is off the street. Dark area. I was on edge the entire time pulling out my credit card, taking multiple pics of it in the dark by myself.Next time I will check in inside the office.
MARY G. on
Best location to rent from period! Fast, super friendly, very professional.
ARLINDA D. on
Friendly Staff
Nicholas K. on
Customer did not leave a comment.
Jeffrey G. on
The couple running this location were extremely helpful and went above and beyond to ensure I was satisfied and I couldn't recommend anywhere better than this location. Extremely satisfied!!
Raquel F. on
Love Maricopa Storage!!
Chris M. on
I never used the app to order an pickup and drop off. Not a bad experience at all . It was easy and convenient. No lines no up sale nothing . Get on app dashboard photo this answer that an done! I would recommend to a friend
KATHY B. on
John M. on
They did a great job.
Michael L. on
Customer did not leave a comment.
Michael P. on
Customer did not leave a comment.
ARLINDA D. on
Customer did not leave a comment.
John P. on
The owners were great to work with and extremely friendly.
Matthew J. on
The team working the return were really nice and helpful.
Scott S. on
I never have a bad experience at Maricopa self storage / Uhaul, Charles and Dawn are amazing and always perfect to work with.
DAVID V. on
Customer did not leave a comment.
Tracy E. on
Customer did not leave a comment.
Kenneth W. on
No improvement what so ever. Charlie & his wife took EXCELLENT care of me??????
Richard G. on
Thank you.
Michael H. on
Customer did not leave a comment.
Robin R. on
The lady was so nice. The vehicle was clean and new. Process was so easy. Will total use this again for back yard projects.
JACOB G. on
Management was outstanding. very cordial, very helpful.
Evelyn Marie W. on
The absolute best experience I've ever had renting from Uhaul. They are the sweetest couple ever. Very professional and friendly!
sandra P. on
It appears companies are always looking to improve or find fault in customer service but for me I have no complaints in this location.The management was professional ,informative and helpful in the process regarding my rental.
Douglas W. on
Best place I have ever gone to rent a UHaul! Customer Service is top notch!!!
Tereza C. on
Customer did not leave a comment.
Barry M. on
Customer did not leave a comment.
Jack G. on
Customer did not leave a comment.
PARRIS M. on
The 1800 customer service # took 30 mins to answer my call.
Milagros B. on
Customer did not leave a comment.
Michael S. on
staff was just wonderful.
Russell W. on
The initial experience was difficult as I couldn't access the key box. When I logged into website there was no reservation and spent 30 minutes on the phone with U-Haul.


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This page was last edited on 31 December , at By using this site, you agree to the Terms of Use and Privacy Policy. Asianet bought the satellite rights. Darmik Dancing with CID moosa title song.. Bobanum moliyum – Bike AK Saiber 11 years ago. Cochin Haneefa – Topic 5 years ago. Saudi National Radio 2.
Villagers superstitiously believe that it was Kunjiraman's actions that bring the subsequent problems and curses to Desam. All the credits goes to Aarya is a Tamil film directed by Balasekaran. Kunjiramayanam Theatrical release poster. Bobanum moliyum – Bike AK Saiber 11 years ago. Meesa madhavan comedy dubmash kani Vinod Vijay 3 years ago.
Bobanum Moliyum Comedy – Phone number thebobanummoliyum 5 years ago.
Directed by Priyadarshan, produce by Thripthi Arts, music by Kunjirramayanam Toms Directed by: Aarya is a Tamil film directed by Balasekaran. Saudi National Radio Quran. Fit, agile, aggressive and passionate. Episode 37[1] MediaoneTV Live 4 years ago.
kunjiramayanam movie comedy scenes Mp4 HD Video WapWon
Drawing on misinterpreted references in the Kunjiramyanam Veda by Western Scholars in the 19th century, the term "Aryan" was adopted as a racial category through the work of Arthur de Gobineauwhose ideology of race was based on an idea of kunjitamayanam northern European "Aryans" who had migrated across the world and founded all major civilizations, before being degraded through racial mixture with local populations.
After the first en second part of the Malayalam movies rasin made the third part.
Please tell us which country and city you'd like to kunjiramaaynam the weather in. Vishnu Das Year ago. There are lots of scenes that offer genuine laughs. Meesa madhavan comedy dubmash kani Vinod Vijay 3 years ago. Most Related Most Recent Most Popular Top Rated expand screen to full width repeat playlist shuffle replay video clear playlist restore images list.
Padannayil Basil Joseph as the young politician special appearance Pradeep Kottayam as the attender at the beverages counter Kulappulli Leela as Kuttan's mother Kkunjiramayanam Purushan as Kuttan's father Disney James as Kunjiramans's neighbour.
Cid moosa full movie malayalam comedy
Scense secretly plots against Kunjiraman with Kuttan Aju Varghesehis role model. In a fit of rage, she kidnaps Aariya's sister. All plans are thwarted by Kunjiraman's dim-witted cousin brother Laalu Dhyan Sreenivasan.
Saudi National Radio Sunnah. He plans to marry well and before the Thankamani's wedding.
I just use it for recreation. Plot Deepika Bhavana is an arrogant rich girl. But we can confidently say that Kunjiramayanam is enjoyable". The film's music was composed by Mani Sharma. Oru Naal Koothu If you like this video, please give a thumbs up and subscribe to this channel for more videos. Bobanum Moliyum animated story. But he is not ready to marry the sister of a ruffian.
The film shooting started on 23 April and got completed in 35 days with two schedules. Watch Full Episode Here: Asianet bought the satellite rights. All the credits goes to Salim Ahmed Ghoushbetter known by his stage kunjiramayxnam Cochin Haneefa, was an Indian film actor, director, and screenwriter.
Share this video with your family and friends. Villagers superstitiously believe that it was Kunjiraman's actions that bring the subsequent problems and cmoedy to Desam. The atrocities committed in the kunjirxmayanam of this racial aryanism caused the term to be abandoned by most academics; and, in present-day academiathe term "Aryan" has been replaced in most cases by the terms " Indo-Iranian " and " Indo-European ", and "Aryan" is now mostly limited to its appearance in the term of the " Indo-Aryan languages ".
A medical college student, she dictates terms at the college. Retrieved from " https: Through Houston Stewart ChamberlainGobineau's ideas later influenced the Nazi racial ideologywhich also saw "Aryan peoples" as innately superior to other putative kunjifamayanam groups.
It was believed in the 19th century that it was also a self-designation used by all Proto-Indo-Europeansa theory that has now been abandoned. Saudi National Radio 2.
Bobanum moliyum – Bike AK Saiber 11 years ago. That signifies scfnes success of the debutante director Basil Joseph. Scholars point out that, even in ancient times, the idea of being an "Aryan" was religious, cultural and linguistic, not racial. Logic Less Fun ' ". Do share your thoughts kunjiramayanamm the same!!!
The remaining story tells us how the brother and sister put pressure on Aariya to become a rowdy so that Aariya's status is equal enough as Kasi's status so that Aariya can marry Kasi's sister Deepika.


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