A SCHOLARLY BOOK REPOSITORY14 start with T start with T
Tajiki, a variety of modern Persian spoken in Central Asia, is the official language of Tajikistan; most speakers of Tajiki live in Tajikistan and Uzbekistan. Volume 1 of Tajiki: An Elementary Textbook is designed to cover the first semester of beginning-level language instruction; together, Volumes 1 and 2 of Tajiki cover one year of instruction. Each volume of Tajiki: An Elementary Textbook uses the latest pedagogical thinking to teach basic communication skills and linguistic forms in their cultural context. Tested in the classroom, Tajiki enhances students' exposure to the language by providing the only authentic video and audio available in Tajiki. Each volume contains a CD-ROM that includes authentic audio and video materials to accompany the text and extra exercises, all in Flash format and all of which are keyed to the textbook. Each book also includes an extensive glossary, maps of the world labeled in Tajiki, and four-color illustrations and photographs throughout.
Topics CoveredVolume One (first semester): Greetings, the Tajiki alphabet, the classroom, professions, introductions, nationalities and places of origin, weather, telling time, family, money, food
Volume Two (second semester): Sports, cooking and ordering meals, clothing, travel, months, seasons, holidays, body parts, medicine, university life, housing (city and village), regions and religions of Tajikistan
Minimum System Requirements
• Intel Pentium II 450 MHz or faster processor (or equivalent); Mac OS 10.4 or higher• 128 MB of RAM• CD Drive• Speakers or headphones
Enhances students’ exposure to the language, providing the only authentic multimedia available in Tajiki
Tajiki, a variety of modern Persian spoken in Central Asia, is the official language of Tajikistan; most speakers of Tajiki live in Tajikistan and Uzbekistan. Volume 2 of Tajiki: An Elementary Textbook is designed to cover the second semester of beginning- or lower-intermediate-level language instruction; together, Volumes 1 and 2 of Tajiki cover one year of instruction. Each volume of Tajiki: An Elementary Textbook uses the latest pedagogical thinking to teach basic communication skills and linguistic forms in their cultural context. Tested in the classroom, Tajiki enhances students’ exposure to the language by providing the only authentic video and audio available in Tajiki.
Each volume includes-Authentic audio and video materials to accompany the text, available for free on GUPTextbooks.com-An extensive glossary-Maps of the world labeled in Tajiki-Color illustrations and photographs throughout
Topics Covered
Volume One (first semester): Greetings, the Tajiki alphabet, the classroom, professions, introductions, nationalities and places of origin, weather, telling time, family, money, food
Volume Two (second semester): Sports, cooking and ordering meals, clothing, travel, months, seasons, holidays, body parts, medicine, university life, housing (city and village), regions and religions of Tajikistan
Tajiki Reference Grammar for Beginners features straightforward explanations of Tajiki grammar and pronunciation along with examples of the concepts.
This handy reference grammar is designed for beginning-level language students and—although keyed to both volumes of Tajiki: An Elementary Textbook and a natural resource for students using those textbooks—it is also useful to scholars and students of Central Asian languages and linguistics who wish to learn more about Tajiki.
A high level of communicative skills are essential and expected for health care workers. Take Care is designed to give readers the strategies and tools to build, maintain, and repair communication within interactions that take place in health care settings. It is designed for students who are enrolled in health care training as well as nurses or health care workers who are already on the job but may want to improve their English. This text is designed to provide readers with a firm grasp of verbal and non-verbal communication strategies for more successful interactions. It will also help readers develop strategic competence by asking them to practice formulaic phrases needed to get things done. Carefully selected situations will also help readers to understand some of the social situations health care workers need to prepare for, such as apologizing, expressing condolences, or giving advice.
Take Care breaks each unit into the following sections to teach readers new skills:
- Listening for Language
- Dialogue
- Vocabulary
- Communication Strategy
- Pronunciation
- Dialogue Review
- Role Plays
- End-of-Unit Discussion
- Culture Point
This revised edition is updated to include information about pandemics, vaccines, and other medical developments. Audio files for the listening activities are available online.
Take Care was written to help nursing students and other health care workers communicate better in health care settings, with a focus on improving speaking and listening skills, vocabulary, and pronunciation. The aim was to provide users with the tools and specific communication strategies to build, maintain, or repair interactions that take place on the job. This book is also designed to develop the pragmatic competence necessary to get things done on the job and to understand some of the social situations required by health care workers, like expressing condolences or giving advice.
The individuals most likely to benefit from the material in the book are:
- Nursing students enrolled in community college (e.g., pre-nursing courses or RN students who have a special class)
· ESL students enrolled in specific CNA or medical assistant classes
· ESL students enrolled in U.S. universities who are here to learn more about nursing or health care as profession (they may or may not already have a degree in their own countries)
· Nurses or health care workers who already work in a health care setting but who are not proficient in English and so may be taking an English course sponsored by the hospital or local health system
It is therefore generally assumed that students have some knowledge of common medical and health care terms, so the book does not attempt to teach medical terminology, except in the context of communicating effectively in a health care setting. The various Vocabulary sections in each unit can therefore be used as review or as a new lesson—whatever works best for your students.
Instructors using this book do not need knowledge of the field of nursing or health care because the majority of material covered focuses on the language, not the industry.
Meanwhile, the Virginia-bound Sea Venture was shipwrecked on Bermuda, the dreaded, uninhabited “Isle of Devils.” The castaways’ journals describe the hurricane at sea as well as murders and mutinies on land. Their adventures are said to have inspired Shakespeare’s The Tempest.
A year later, in 1610, the Bermuda castaways sailed to Virginia in two small ships they had built. They arrived in Jamestown to find many people in the last stages of starvation; abandoning the colony seemed their only option. Then, in what many people thought was divine providence, three English ships sailed into Chesapeake Bay. Virginia was saved, but the colony’s troubles were far from over.
Despite glowing reports from Virginia Company officials, disease, inadequate food, and fear of Indians plagued the colony. The company poured thousands of pounds sterling and hundreds of new settlers into its venture but failed to make a profit, and many of the newcomers died. Bermuda—with plenty of food, no native population, and a balmy climate—looked much more promising, and in fact, it became England’s second New World colony in 1612.
In this fascinating tale of England’s first two New World colonies, Bernhard links Virginia and Bermuda in a series of unintended consequences resulting from natural disaster, ignorance of native cultures, diplomatic intrigue, and the fateful arrival of the first Africans in both colonies. Written for general as well as academic audiences, A Tale of Two Colonies examines the existing sources on the colonies, sets them in a transatlantic context, and weighs them against circumstantial evidence.
From diplomatic correspondence and maps in the Spanish archives to recent archaeological discoveries at Jamestown, Bernhard creates an intriguing history. To weave together the stories of the two colonies, which are fraught with missing pieces, she leaves nothing unexamined: letters written in code, adventurers’ narratives, lists of Africans in Bermuda, and the minutes of committees in London. Biographical details of mariners, diplomats, spies, Indians, Africans, and English colonists also enrich the narrative. While there are common stories about both colonies, Bernhard shakes myth free from truth and illuminates what is known—as well as what we may never know—about the first English colonies in the New World.
Teaching the Pronunciation of English illustrates that pronunciation teaching is compatible with communicative, task-based, post-method, and technology-mediated approaches to language teaching. This theme permeates the volume as a whole and is well represented in Chapters 3-12, which are dedicated to specialist-teachers’ firsthand depictions of pronunciation-centered courses. Each of these ten chapters features a set of innovative teaching strategies and contemporary course design structures developed by the chapter contributor(s).
To prepare readers to more fully appreciate the substance and quality of Chapters 3-12, the volume’s two initial chapters are more foundational. Chapters 1 and 2 provide an overview of core topics language teachers need to know about to become pronunciation teachers: the suprasegmentals (thought groups, prominence, word stress, intonation, and pitch jumps) and the English consonants and vowel sounds.
He found friends among some of Colorado's more colorful characters, people who taught him much about life on the frontier. Jake Chisolm taught him how to shoot after rescuing him from two men preparing to skin him at poker. Wild Bill of Colorado taught him the meaning of "the drop" and warned him against wearing a gun in town unless he wanted trouble. Capturing the Western vernacular more accurately than any other writer, Townshend includes vivid details of life in the West, where he killed a buffalo, prospected for gold, and was present for the official government conference with the Ute Indians after gold was discovered on their lands.
The work is organized into sections that can be worked through in an academic year—presentation of features, text samples, exercises, grammatical synopses, and individual and comprehensive glossaries. This text may be used by teachers without specialized training in linguistics. It can be used by self-teaching students as well as by those at college level, and it will valuable for immigrants to Israel.
The first treatise presents Noah as a model just man, as Ambrose pairs the literal and the higher or spiritual meaning of the Genesis flood narrative to address topics ranging from the Genesis narrative to Stoic ethics to the Incarnation. In his defense of David to the emperor Theodosius, Ambrose ties David’s sin and repentance to his own close reading of Psalm 51(50), David’s plea for himself in his famous “Miserere.” While the authenticity of the third treatise included in the volume, the Second Apology of David, has long been challenged, recent scholarship suggests that it transmits Ambrose’s own preaching, which applies the lessons of David’s life to the situation of gentile unbelievers, Jews, and the church; even if it is the work of a later imitator, the Second Apology is a compelling and systematic treatment of the David’s sin and repentance as relevant to Christian morality and doctrine.
The three treatises, previously unavailable in English translation, broaden our understanding of exegesis in the Latin West and our interpretation of Ambrose as preacher and exegete.
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