Academic literature on the topic 'ELTSUP Project'

Hamid & Baldauf's (2008) labelling of the term ‘bogged down’ within the Bangladeshi ELT context and their prediction about the outcome of the English Language Teaching Improvement Project (ELTIP) appear to be true. While Hamid & Baldauf (2008) endeavour to present the poor ELT reality of rural Bangladesh, the current paper aims to explore the problems that make ELT ‘bogged down’ in Bangladesh.

The manufacturing technology of reinforced concrete with the use of steel fibers to improve its mechanical properties is well-known and commonly used in civil engineering. Generally, steel fibers as discontinuous reinforcement of the concrete matrix are used to limit the cracking growth following the load application. Thus, the obtained concrete is characterized by an improvement of the typically brittle behavior of the ordinary matrix, mainly referring to toughness and post-cracking behavior. In this paper the results of a recent experimental campaign carried out at the University of Salento will be discussed. It was designed to study the optimization of concrete mixtures reinforced with recycled steel fibers from end of life tires (ELTs) to be used for the realization of precast panels. This experimental campaign is part of a wider research project aimed to validate the idea that the constituent elements of the ELTs, especially rubber and steel, can be effectively reused in concrete mixtures. Taking into account the high annual amount of ELTs generated around the world and their negative impact on the global environmental sustainability, the recovery of their constituent materials and their reuse as raw materials in different technologies, is certainly an excellent way for a sustainable development.

End-of-life tires (ELTs) are tires, unusable in their original form, which go into a waste management scheme (for recycling and energy recovery purposes), or otherwise are disposed. In New Zealand, the annual disposal of 3.5 million ELTs is posing critical environmental and socio-economic issues, and the reuse of ELTs through large-volume recycling engineering projects is a necessity. In this study, gravel and recycled granulated rubber were mixed to explore the possibility of obtaining synthetic granular geomaterials (with adequate geotechnical and environmental characteristics) that are suitable as structural fills for geotechnical applications including foundation systems for low-rise light-weight residential buildings. Moreover, an original framework with a set of geo-environmental criteria is proposed for the acceptance of gravel–rubber mixtures (GRMs) as structural fills. It is shown that when gravel-size like rubber particles are used, GRMs with volumetric rubber content of 40% or less have adequate strength (ϕ’ > 30°), low compressibility (εv ≤ 3%), excellent energy adsorption properties, and acceptable leachate metal concentration values (e.g., Zn < 1 mg/L), making them ideal synthetic structural fill materials for many sustainable geotechnical applications.

In Bangladesh, English is taught as a foreign language. The English Language Teaching Improvement Project (ELTIP) introduced commutative textbooks in between 1992 to 2001 from class three to the higher secondary level. The main aim of ELTIP is to facilitate the teaching and learning of English with a methodology that will encourage students to acquire communicative competence in English through regular practice of these skills. Each of the books contains many tasks on speaking, but unfortunately in reality there is no practice and reflection of this skill. The speaking skill is never examined in S.S.C. and H.S.C. exam though in the English medium schools the scenario is totally opposite. Now the students who get admitted in the private universities having a very poor competency in speaking face great problems from the very beginning because English is the medium of instruction in these universities and general English courses are compulsory for all students. Very few students are capable of understanding lectures given in English. So conducting the class in English becomes a great challenge for all teachers. In my paper, I intend to analyse some factors that are closely related with teaching speaking. Then I will try to evaluate how Public Speaking course at Stamford University Bangladesh plays a vital role in teaching speaking, and our teachers’ and learners’ opinions regarding this course. DOI: http://dx.doi.org/10.3329/sje.v7i0.14473 Stamford Journal of English; Volume 7; Page 183-203

AbstractThe potential advantages of the new generation of Extremely Large Telescopes are briefly summarized. When used in combination with advanced adaptive optics modules which can substantially remove the effect of atmospheric turbulence at infrared wavelengths, these telescopes will provide unique capabilities both in terms of photon collecting power (→2-4 magnitude advantage) and angular resolution (4-5 times higher than with current 8-10m telescopes). The instruments under study for the TMT and E-ELT projects are presented and compared. I discuss the impact of the ELTs on three major science topics: stellar populations in galaxies to the Virgo distance, chemical abundances of the brighter stars in nearby galaxies and high redshift SN and GRBs.

End-of-life tires (ELTs) represent a great source of readily available, low-cost and sustainable construction materials having excellent engineering properties. Their reuse (in the form of granulated rubber mixed with soils) in large-volume recycling civil (geotechnical) engineering applications would be beneficial and should be encouraged. It is estimated that at present worldwide only less than 10% of ELTs are reused in geotechnical applications, while nearly 40% are recycled as tire-derived fuel. Although many studies have focused on the material characterization of soil-rubber mixtures (SRMs), it appears that the results of such investigations have not been properly compiled and compared, making it difficult to fully understand the potential applicability of SRMs. In an attempt to provide useful insights facilitating the use of SRMs as geotechnical construction materials, this review paper presents a comprehensive review of published research on the engineering properties of granular soils (i.e., mainly sand and gravel) blended with various recycled rubber inclusions. Available experimental data are scrutinized, and the results of the analyses are presented and discussed primarily in terms of effects of rubber content and aspect ratio (ratio of rubber to gravel median particle sizes) on compaction, permeability, strength and compression properties along with dynamic and cyclic deformation characteristics of SRMs. This review paper may help to alleviate the concerns of designers and consumers and encourage and further promote the use of recycled rubber tires on a larger scale in civil engineering projects.

The combination of high-contrast imaging and high-dispersion spectroscopy, which has successfully been use to detect the atmosphere of a giant planet, is one of the most promising potential probes of the atmosphere of Earth-size worlds. The forthcoming generation of extremely large telescopes (ELTs) may obtain sufficient contrast with this technique to detect O2 in the atmosphere of those worlds that orbit low-mass M dwarfs. This is strong motivation to carry out a census of planets around cool stars for which habitable zones can be resolved by ELTs, i.e. for M dwarfs within ~5 parsec. Our HARPS survey has been a major contributor to that sample of nearby planets. Here we report on our radial velocity observations of Ross 128 (Proxima Virginis, GJ447, HIP 57548), an M4 dwarf just 3.4 parsec away from our Sun. This source hosts an exo-Earth with a projected mass m sini = 1.35 M⊕ and an orbital period of 9.9 days. Ross 128 b receives less than 1.5 times as much flux as Earth from the Sun and its equilibrium ranges in temperature between 269 K for an Earth-like albedo and 213 K for a Venus-like albedo. Recent studies place it close to the inner edge of the conventional habitable zone. An 80-day long light curve from K2 campaign C01 demonstrates that Ross 128 b does not transit. Together with the All Sky Automated Survey (ASAS) photometry and spectroscopic activity indices, the K2 photometry shows that Ross 128 rotates slowly and has weak magnetic activity. In a habitability context, this makes survival of its atmosphere against erosion more likely. Ross 128 b is the second closest known exo-Earth, after Proxima Centauri b (1.3 parsec), and the closest temperate planet known around a quiet star. The 15 mas planet-star angular separation at maximum elongation will be resolved by ELTs (>3λ∕D) in the optical bands of O2.

Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners’ own English proficiency, their training needs, motivation and teaching skills; their perception on the instructional module; and perception of the YLs of English in Bangladesh. This enquiry uses a mixed method involving a questionnaire survey, semi-structured interview with ELT teachers, teacher trainers, head-teachers and lesson observation followed by a workshop and informal discussion with 100 participants from all ELT stake-holders to validate the findings of the earlier questionnaire survey. The findings conclude that ineffective and lack of teacher training, non-availability of English subject teacher, unproductive instructional materials, unhelpful learning environment, learners’ socio-economic background, teachers’ poor competence in English and knowledge of CLT methods are responsible for this deterioration. It recommends that implementation of a rigorous teacher training program for CLT to produce English subject teachers for each school, production of a pedagogically user-friendly instructional module for CPD, a culture-oriented teaching-learning environment and a program of regular guidance and supervision by CLT experts would address the gaps prevailing in the ELT (and CLT) situation at the rural primary schools of Bangladesh.

Abstract Several papers authored by international experts have proposed recommendations on the management of BCR-ABL1+ chronic myeloid leukemia (CML). Following these recommendations, survival of CML patients has become very close to normal. The next, ambitious, step is to bring as many patients as possible into a condition of treatment-free remission (TFR). The Gruppo Italiano Malattie EMatologiche dell’Adulto (GIMEMA; Italian Group for Hematologic Diseases of the Adult) CML Working Party (WP) has developed a project aimed at selecting the treatment policies that may increase the probability of TFR, taking into account 4 variables: the need for TFR, the tyrosine kinase inhibitors (TKIs), the characteristics of leukemia, and the patient. A Delphi-like method was used to reach a consensus among the representatives of 50 centers of the CML WP. A consensus was reached on the assessment of disease risk (EUTOS Long Term Survival [ELTS] score), on the definition of the most appropriate age boundaries for the choice of first-line treatment, on the choice of the TKI for first-line treatment, and on the definition of the responses that do not require a change of the TKI (BCR-ABL1 ≤10% at 3 months, ≤1% at 6 months, ≤0.1% at 12 months, ≤0.01% at 24 months), and of the responses that require a change of the TKI, when the goal is TFR (BCR-ABL1 >10% at 3 and 6 months, >1% at 12 months, and >0.1% at 24 months). These suggestions may help optimize the treatment strategy for TFR.

English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated school-based training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.

One result of the political changes in Hungary in 1989-90, was the sudden switch, within state education, from compulsory study of Russian to a free choice of foreign languages. Most pupils (or their parents) opted to study English or German. Opportunities to study these languages in schools had previously been limited, and consequently there was a severe shortage of trained teachers. The English Language Teacher Supply (ELTSUP) project, was established by formal agreement between the British Council and the Hungarian Ministry of Education and Culture to counter this shortage through the provision of new, three year, initial language teacher training programmes, at nine Hungarian tertiary institutions. ELTSUP's rationale, and initial stated wider objectives were principally quantitative; to increase the supply of trained English teachers to the state education system and so the number of students able to learn English. By the mid 1990s, due principally to the 'turbulence' referred to in the title, it was clear that the above aim would not be met. Project objectives, now became qualitative; the integration of three year programme curriculum change into the existing, still largely unchanged, philologically focussed, four and five year language teacher education system. The thesis is a longitudinal, single case study. Its aim is to investigate and analyse the educational change process in one ELTSUP institution between 1991 and 1998. From 1993- 1998, the writer was employed by the British Council at the case study institution. He was thus a participant observer (Marshall and Rossman 1989, Yin 1989), throughout the data collection period. The research is grounded in educational and organisational change literature, particularly the work of Fullan (1991,1992,1993) Louis and Miles (1992), Whittaker (1993), Harris et al (1997), Pettigrew and Whipp (1991), Hatch (1997), Webb and Cleary (1994), and the qualitative research writings of Lincoln and Guba (1985), Denzin and Lincoln (1994), Erlandson et al (1993), Coffey and Atkinson (1996) and Crossley and Vulliamy (1997). It is an inductive qualitative study, based initially upon 'etic' and later upon "emic 1 issues (Stake 1995), and consequently had a research focus that evolved throughout the two years of the data gathering cycle. The three main sources of data are semi-structured interviews, questionnaires and project documents. The core data consists of interviews, carried out in three rounds over a two-year period with those most centrally involved, the 10 Hungarian implementers of the project. In addition, 22 other people closely connected to ELTSUP, at either national or institutional level, were interviewed. Questionnaires, sent out to past and present students, their school supervisors and other British Council contract staff in Hungary, were used to provide further evidence about the wider Hungarian environment and to corroborate interview data. As a participant in the changes under investigation the writer had access to all English language project related documentation, throughout the case study period. Data was analysed using a two dimensional framework based on Fullan's (1991) chronological division of the stages of the educational change process, Planning- Implementation-Continuation, and the components of any organisational change process suggested by Pettigrew and Whipp (1991), Content, Context and Process. Together these gave a nine cell matrix, allowing data first to be mapped and then analysed, broadly as suggested by Miles and Huberman (1994). The main findings include: On educational change projects involving more than one educational culture, and where one educational culture is accepted as bringing with it expertise that the other lacks, aims can never remain purely quantitative. Qualitative educational change is cultural change. It is therefore complex and takes a long time. It is rare to find measurable, direct evidence of success in the short-term. The necessarily long time scale and the unpredictability of the behaviour of the wider The necessarily long time scale and the unpredictability of the behaviour of the wider environment, make detailed advance planning of the change implementation process impracticable. Educational change is an evolving and incremental process. The rate and route of change followed throughout the implementation process is likely to be strongly influenced by, often unpredictable, occurrences at all levels of the environment. If change is ever to begin to become part of the wider educational culture beyond the project, local implementers need to be consistently supported throughout their personal change process. For such consistency to be possible, change instigators need, at the initial planning stage, to understand both what is realistically possible and what their roles within the project are likely to be. They thus need, in outline at least, to understand both the micro and wider change environments. Environmental assessment need not be complex to be valuable. It does, however, need to be continuously updated to take account of changes in the wider environment. Cultural change is hard work for those experiencing it. Perceptions of its utility can quickly become negative, without tangible recognition for work done, and periods of stability in which to consolidate new skills. Change instigators, expecting (and expected) to operate in a world that increasingly seeks rapid, measurable returns on any investment, find most of the above very difficult to accept.