text:
Salisbury University
TARGET Program 2010
USDE Grant: T195N070327
ENGL 547 – Current Methods in ESOL Instruction
Course Designer: ANJALI PANDEY
This course aims to acquaint students with the theories, approaches, methods, and specific techniques concerning the teaching of English as a second language. In effect, it explores the relationship between second language acquisition theory and research on the one hand, and actual classroom language learning and instruction on the other.
The course is divided into two major parts. The first part of the course focuses on a historical review, analysis and intense evaluation of major 20th and 21st century approaches and methods in language teaching utilized in predominantly western, canonized paradigms of language teaching. The aim of this part of the course is to equip you with a contextualized, cohesive, and theoretical understanding of major and minor changes in past and current language teaching trends in order to facilitate your own personal choice of language teaching pedagogy.
The second part of the course focuses on the macro and microstrategies of language teaching with a specific emphasis on the microstrategies/techniques meant to enhance the creation of a personalized, and contextually relevant praxis of English language teaching. Such strategies include but are not limited to the following: maximizing language learning opportunities; monitoring classroom discourse; minimizing anxiety in the language learning class; promoting negotiated, cooperative interaction; increasing metalinguistic awareness; promoting discovery learning; contextualizing language input; enhancing relevancy; and utilizing techniques which foster the holistic integration of listening, speaking, reading and writing skills. The eventual aim is to provide a battery of key cultural considerations to effectuate relevant and effective instruction for multi-level and diverse learners in rural settings. In keeping with the goal of exposing students to theory, research and application in pedagogy, each institute will focus on the areas of theory/research, application and praxis.
By the end of the course, students should not only have a clearer understanding of the relationship between second language theory, research and actual language teaching pedagogy, but will also be able to:
The long-term outcome is to equip teachers with the expertise and confidence to handle ESOL populations that exhibit multiplex variation, that is students who come from a variety of ethnic, linguistic, educational and experiential backgrounds, and to provide educators with a repertoire of approaches to trigger meaningful curricula design and classroom instruction. The ultimate goal is to equip educators with dynamic pedagogical techniques that will instigate informed decisions concerning the approaches and methods that will enable students to most efficiently achieve their desired level of language proficiency.
Jack C. Richards and Theodore S. Rodgers 2001. Approaches and Methods in Language Teaching. Second Edition. Cambridge: Cambridge University Press.
Samway, Katherine Davis and Denise McKeon 2007. Myths and Realities: Best Practices for Language Minority Students. Portsmouth, New Hampshire: Heinemann.
Lewis, Michael, and Hill Jimmie 1992. Practical Techniques for Language Teaching. Boston: Thompson and Heinle.
Recommended TEXTS/MATERIALS
Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for Language Teaching. New Haven, Connecticut: Yale University Press.
Richards, Jack, and David Nunan 1990. Second Language Teacher Education. Cambridge: Cambridge University Press.
Graves, Kathleen 2000. Designing Language Courses. Boston: Thompson and Heinle.
**** Additional readings will be distributed in class or placed on reserve at the library.
All written work in this course including, but not limited to, the formal assignments, such as the written assignments, as well as the formal project, are in support of the University's Writing across the Curriculum Program.
The English Department takes plagiarism, the unacknowledged use of other people's ideas, very seriously. As outlined in the Student Handbook under the "Policy on Student Academic Integrity," plagiarism may receive such penalties as failure on a paper or failure in the course. The English Department recognizes that plagiarism is a very serious academic offense and professors make their decisions regarding sanctions accordingly. Since the research paper is a very important component of this class, please familiarize yourself with the details below.
Each of the following constitutes plagiarism:
1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor.
2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote.
3. Including in a paper someone else's original ideas, opinions or research results without attribution.
4. Paraphrasing without attribution.
A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk.
SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible.
You are responsible for coming to every class meeting barring any emergencies. Consistent tardiness and absences from this class will negatively impact your overall grade in the course. Please keep this in mind throughout the course. There will be unannounced in-class work assignments. Since this is a very practical course, be sure come to class rested and alert. Always come to class with your textbooks and a video of your hours of videotaped teaching. The short duration of the course will require that you take careful notes throughout the duration of the course. These notes will aid in your recall of key information to be used later for review exercises and in-class work. Your in-class work assignments will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work may be assigned. Otherwise, missed in-class work may not be made up. The tight schedule of this class will require you to manage your time very wisely. As much as possible, assignments and projects are due on dates to ensure the effective use of both in-class and out-of-class time. Late assignments will not be permitted. Please let me know if you have any questions or concerns as soon as possible. This class assumes professional conduct at all times, and you may be asked to leave this class if you fail to respect the professional etiquette due your fellow peers and instructor.
CELL PHONE POLICY: In recognition of the busy lives of students of the 21st century, cell phones will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session. Use of laptops and other electronic devices assumes professional conduct at all times. This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates.
1. Micro-Teaching: Juxtaposing two Methods: 20%
2. Reflective essay on micro teaching event: 20%
3. Memory Jolts/Reviews/video demos: 20%
4. Content coach reaction briefs: 20%
5. Working professional portfolio: oral/written: 20%
1. Microteaching: Juxtaposing Two Methods: In the interests of time, you have randomly been assigned two methods of language teaching to showcase. Please reference appropriate parts of your textbook: Approaches and Methods in Language Teaching in your preparation to design this task. Also, refer to key sections of Practical Techniques in Language Teaching (chapters 5-11) depending on whether you are designing speaking, reading, writing or listening tasks.
Grading Criteria
1. Theoretical comprehension of details of the methods with clear distinctions
2. Creative choice and design of the lesson plan content itself
3. Creativity of materials, props, paraphernalia and tasks in the teaching
4. Organization of the lesson/time management/use of handouts for succinctness
5. Utilization of (or reference to) key macro and micro strategies (techniques) of language teaching relevant to the method.
To guide you in the planning process, give consideration to the following in your microteaching: (Please refer to the chart on p. 33 in Approaches and Methods in Language Teaching for a synopsis).
· Objectives of the method
· Content choice and organization/overall syllabus design of the method
· Types of permissible learning and teaching activities of the method
· Assumed learner roles of the method
· Assumed teacher roles of the method
· Assumed role of instructional materials in the method
· Macro and microstrategies of the method concerning resources, interactional patterns and strategies employed.
To further help, you may also design your lesson using any of the following key questions. These should enhance in the design of each of your micro-lessons. (Please choose from the following):
NOTE OF caution:
Remember: The goal here is for you to deliver the method in its purity—no matter how strongly opposed you are to its methodology! Give your own catchy titles to each micro lesson.
5. Lesson plan/evaluation:
· You are required to submit your formal lesson plan outlines (of the two actualizations) immediately after your presentation.
· Your write-up will consist of the following TWO parts: (see below and next page).
Part 1: Formal Description: An outline of key parts of the lesson relevant to each method with brief details concerning: Lesson objectives; Background details/Student Demographics; proficiency level of intended audience; Rationale; Assumed Knowledge; scope/language skill focus; Standards; learner roles; teacher roles; Materials/technology; Time Management; grouping/pairing strategies; Procedures/sequencing; Activities/drills/tasks; Assignments; Assessment Procedures.
Note: The above listed items may not all be relevant to your method. Your task is to choose the appropriate details relative to the method. You may have to use you own categorization based on the text: Approaches and Methods in Language Teaching.
(see next page)
Part II: Formal Evaluation:
Evaluation Criteria:
1. Organization/depth of the lesson plan's descriptive details
2. Synthesis to relevant principles/theories of the methods
3. Creativity embedded in the lesson content
4. Depth/insight of the evaluation of the lessons
5. Depth of self-reflexiveness
3. REVIEWS/MEMORY JOLTS/CLASSROOM EXERCISES/Videotaped teaching: Due to the short duration/span of the course, please take extremely detailed notes of all lectures, discussions, exercises and readings. You will be required to remember key facts, and will need to be alert at all times in order to effectively remember details. Starting in the second institute, you will be sharing 5 minutes of your taped teaching with the class. Contextualize the clip; analyze your strengths and analyze your areas for improvements. Finally, analyze what you will do differently based on what you have learned in the course so far particularly as this pertains to ELL teaching principles/methods and your current teaching style as showcased in your demo video.
4. Reviewing content coaches: Reaction briefs. We will be having four guest presenters/content coaches from local school districts/organizations who will be giving demonstration presentations on innovative methods for teaching ELL learners. You will have to turn in short responses/reaction briefs (no page limitations) to these demonstrations. You will only respond to three out of the four presentations so decide which 3 you will focus on (Due: dates marked on the syllabus)
· Please take notes during the demonstration so that you do not forget salient points as they occur to you. Your brief should include pertinent information such as: the title of the talk, the presenter, and the time and day of the presentation.
· List at least 3-5 strategies for the ELL classroom that you saw highlighted in the presentation, and which you were impressed by.
· List to the extent possible, the manner in which the showcased strategies involved elements of any of the methods/approaches we have discussed in class so far. Be sure to justify your links to methods/approaches with examples.
· List any other methods/ approaches which were not highlighted, and which you felt could have accomplished the teaching goal more effectively/as effectively.
· List any other key points/thoughts.
Evaluation Criteria: 1.Content: Course linkages to Methods/Approaches and
2. Innovation/Creativity
Evaluation Criteria: Professional Working Portfolio: PowerPoint Presentation/
Artifact Reflection
1. Included reflection for each artifact
2. reflection is related to the standard
3. one piece of EVIDENCE FOR ALL relevant standards.
4. All required elements are present: (1-3) (time mangement: 15 minutes)
Note: Provide detailed reflective statements for all the standards and your artifacts in the portfolio. Explain the extent to which you feel you have as a professional met or exceeded these standards and explain WHY. Provide detailed reasons why—don't just say you have met or exceeded the standard—provide convincing evidence in the brief statements which connect the standards to the artifact.
Evaluation Criteria: Hard Copy Professional Working Portfolio
1. Organization: (Technical details of the overall portfolio/clear, working navigability)
2. Critical insight (embedded in the Reflective Essay, and reflective statements: see below).
3. Artifacts: Selection and relevance of each artifact
4. ncate-tesol standards linkages: (compelling and logical links to standards)
5. Creativity/innovation: (of the entire portfolio)
Note: Before submitting your electronic portfolio, use a campus computer to check to see if all links work properly so as to rectify any technical glitches.
1. Introduction: Provide a short introduction to your portfolio, and provide a short summary of its contents as they pertain to your overall philosophy of English language teaching. Describe which of the teaching methods/approaches discussed in the course you use /will use and why?
2. Narrative: Explain HOW you would integrate relevant content learned from the courses (as evidenced by your artifacts) into your present or future classroom teaching. Next, explain WHY you think the content of these artifacts is important to include in your present or future teaching.
3. Rationale: Demonstrate using examples from the artifacts contained in your portfolio as to HOW you have gained knowledge or understanding of course content, and the extent to which your /artifacts meet the designated standards.
4. Additional Thoughts: Feel free to highlight areas where standards could not be met and reasons why (e.g., course work still in progress; a lack of access to gifted or talented students/ special education students and so on).
5. Conclusion: Conclude by examining which aspect of this working portfolio was the most rewarding for your professional career and WHY.
NOTE: The syllabus that follows is subject to changes. Both the pacing and the content will be dictated by your needs and intended outcomes for this class.
GRADUATE CREDIT: Students will be assessed on all assignments using expectations of graduate school. Papers, presentations and the reports will have to include a greater range and depth of exploration, will have to demonstrate originality of ideas, and be presented in extremely professional terms (such as at national and international conferences). The following grading system will used:
The M.A. TESOL at Salisbury University is an NCATE accredited program. In order to meet national accreditation requirements, and to collect data necessary for annual program review, selected samples from work completed in courses in the ACE program may be copied and retained for review including videotaped teaching samples. All material thus obtained will be kept confidential and used for the purpose stated above. For further inquiries related to this matter, please contact the Chair of the English Department.
Please refer to Domains 3 and 5 in the document:
Standard 5.a. ESL Research and History: "candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning" (p. 60). Also, refer to the Rubric for Domain 3 under Planning, Implementing and Managing Instruction: "Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources" p. 40.
The above are two standards most applicable to this specific course though other standards are consistently alluded to—the separation is quite artificial. The chart below indicates the intended NCATE outcomes of the standard and the second column indicates the variety of assessments used in this particular course to meet these standards. Scores of 90-100% assume that the candidate "Exceeds Standards"; scores of 80-89% assume that the candidate "Meets Standards"; and scores of 70-79% assume that the candidate "Approaches Standards." Below is the detailed link between outcomes and assessments to gauge the outcomes in this specific course:
Domain 3: Planning and Managing Instruction
Course relevant Assessments
"Candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL Instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources."
· Assessment of Professional Working Portfolio
· Assessment of 2 microteaching events of two lessons utilizing two assigned (diametrically opposed) teaching methods to plan for ESL instruction.
· Evaluation of lesson plans and materials design in two microteaching events to mange ESL instruction.
· Evaluation of Portfolio Project on implementing effective language teaching strategies.
· Pencil and paper reviews/memory Jolts to enhance knowledge about established ESL teaching methods
· Evaluation of self observation reports to plan for contextualized, realistic and effective teaching strategies for 21st century newcomers.
· Evaluation of library /electronic research and oral presentations on effective methods of language teaching.
Domain 5: Professionalism
Course relevant Assessments
· Assessment of Working Professional Portfolio
· Evaluation of Portfolio Project on Teaching Theory Profile (see above)
· Assessment of 2 microteaching events of two lessons utilizing two assigned (diametrically opposed) teaching methods to guide future choices.
· Evaluation of lesson plans and materials design in two microteaching events to plan effectively for diverse classrooms.
· Evaluation of self-videotaped teaching events to design realistic and empowering models of instruction to newcomer populations.
NOTE: Rubrics are provided with links to all relevant standards assumed of the course assignments.
All students seeking TESOL certification should establish an electronic portfolio, and include as many projects from this course in this portfolio. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection, be sure to include: (just some tips!)
a) Approaches the specific standard
b) Meets the specific standard
c) Exceeds the specific standard
Please consult the following web page: http://trc.salisbury.edu/portfolio/Portfolio.htm
Salisbury University, Summer 2010
Course Designer: Anjali Pandey
Phone: Office: 410-677-5387; Home: 410-572-6033
Institute 1: CONTRASTING EARLY AND ALTERNATIVE LANGUAGE TEACHING TRENDS OF THE 2OTH CENTURY; AN INTRODUCTION TO THE ELEMENTS OF REFLECTIVE TEACHING
S May 29 Part I: Laying the groundwork
Introduction to the course, syllabus and course objectives and needs assessment.
Part II: Theory & Research: Language Teaching Methods
Theoretical issues in language learning and teaching.
A historical overview: Introduction to key theoretical frameworks in Methods Analysis.
Analyzing key elements of: Grammar Translation; the Direct Method; Oral/ Situational language Teaching and The Audiolingual Method as contrasted with Total Physical Response, The Silent Way, Community Language Learning and Suggestopedia.
Part III: Application: Focused Macro and Micro strategies
Conceptualizing teaching acts—an introspective study
In-class discussion: Techniques to enhance student learning; language learning and classroom dynamics. (Chapters 1-3 in Practical Techniques for Language Teaching.)
Part IV: Content Coach Demonstration Project:
§ Coalition for Distinguished Language Learning Center, Washington D.C.: Mr. Boris Shekhtman (Director).
Part V: Theory & Research: Language Teaching Methods:
In-class discussion time: Myths and Realities: Demographic Myths; and Enrollment Myths (Chapters 1&2)
Conclusion and Review: Food for Thought Documentary #1
Homework: Review notes and readings on Methods covered.
Institute II: EARLY APPROACHES AND METHODS OF LANGUAGE TEACHING IN THE 20TH CENTURY: MONITORING TEACHING ACTS
S June 5 Part I: Introducing alternative approaches of the 20th century: Introducing: Whole Language Teaching and its impact on language teaching.
Understanding the underpinnings of: Multiple Intelligences; Neurolinguistic Programming; and the Lexical Approach
Part II: Praxis: The Art of Language Teaching
Microteaching via juxtaposition:
Presenter: lauren
Actualizing the methodologies of:
§ Total Physical Response
§ Audiolingual Method
Presenter: Valerie
Actualizing the methodologies of:
§ The Silent Way
§ Community Language Learning
Presenter: Dana
Actualizing the methodologies of:
§ Suggestopedia
§ Grammar Translation
Part III: Application: Focused Macro and Micro strategies
Minimizing perceptual mismatches; Identifying your learner's needs;
Enhancing teacher preparation in language teaching; Techniques to teach listening: (chapters 4-5 in Practical Techniques for Language Teaching).
Ø Showcasing Video Demos (1-2)
In-class discussion: Myths and Realities: Native Language (L1) Instruction myths and myths about acquiring a second language (Chapters 3 and 4).
Ø Showcasing Video Demos (3-4)
Part IV: Content Coach Demonstration Project:
§ Indian River School District: Ms. Heidi Decker
Part V: Conclusion and Review: Food for Thought Documentary #2
Homework: Review notes and readings on Methods covered.
Institute III: CURRENT TRENDS IN LANGUAGE TEACHING; KEY MACROSTRATEGIES FOR LANGUAGE TEACHING; THE ART OF LANGUAGE TEACHING
Content Coach Reaction Brief #1 due
S June 12 Part I: Introducing alternative approaches of the 20th century: Introducing: Communicative Language Teaching and its impact on language teaching.
Review: Task Based Language Teaching and the Natural Approach
Part II: Praxis: The Art of Language Teaching
Microteaching via juxtaposition:
Presenter: amy
Actualizing the methodologies of:
§ Whole Language
§ Oral Situational Language Teaching
Part III: Application: Focused Macro and Micro Strategies
Techniques to enhance the teaching of Speech and Structure: (chapters 6-7 in Practical Techniques for Language Teaching).
Ø Showcasing Video Demos (5-6)
Part IV: Content Coach Demonstration Project:
§ Somerset County Public Schools: Ms. Jenna Ryerson
Part V: Praxis: The Art of Language Teaching
Microteaching via juxtaposition:
Presenter: eric
Actualizing the methodologies of:
§ The Lexical Approach
§ Task Based Language Teaching
Presenter: Jenn
Actualizing the methodologies of:
§ Oral Situational Language Teaching
§ The Natural Approach
Discussion time: Myths and Realities: Literacy myths and Placement myths. (Chapters 5-6).
Conclusion and Review: Food for Thought Documentary #3
Homework: Review notes and readings on Methods covered. Review Reading on Content-Based Instruction assigned
Institute IV: CURRENT TRENDS IN LANGUAGE TEACHING; KEY MICROSTRATEGIES FOR LANGUAGE SKILL TEACHING; THE ART OF LANGUAGE TEACHING
Content Coach Reaction Brief #2 due
S June 13 Part I: Trends of the 20th century: Introducing: Cooperative Language Teaching; Content-based Instruction, and Competency Based Language Learning.
Part II: Praxis: The Art of Language Teaching
Microteaching via juxtaposition:
Presenter: Marc
Actualizing the methodologies of:
§ Audiolingual Method
§ Multiple Intelligences
Presenter: Ron
Actualizing the methodologies of:
§ Content Based Language Instruction
§ Cooperative Language Learning
Part III: Application: Focused Microstrategies
Theory & Research: Language Teaching Methods
Continuation of Content Based Language Teaching
Fostering language awareness in learners.
Techniques for building accuracy and vocabulary in learners
(chapters 8-9) in Practical Techniques for Language Teaching.
Showcasing Video Demos (7-8)
Part V: Discussion time: Myths and Realities: Program placement myths, Assessment myths and programming myths (Chapters 7-8).
Workshop/ Time for Professional Working Portfolio Planning
Part VI: Content Coach Demonstration Project:
§ Queen Anne's County Public Schools: Ms. Sylvia Aguilar-Tipsword.
Review and Conclusion: Food for Thought Documentary #4
Homework: Review notes and readings on Methods covered.
Institute V: CONCLUSION: LANGUAGE TEACHING IN ACTION: DEMONSTRATING WORKING PORTFOLIOS
S June 19 Part I: Reviewing Methods
Part II: Application: Focused Microstrategies
Fostering language awareness in learners.
Techniques for enhanced reading and conversation skills in learners (chapters 10-11) in Practical Techniques for Language Teaching).
Instructions on Post-Exit Guidelines
Ø Showcasing Video Demos ( Last call)
Part III: Theory & Research: Conclusion
Revisiting the Post-Methods era: Raising cultural consciousness in learners and
teachers; Conclusion and Final Evaluation
In-class quiet reading time: Myths and Realities: Staff development Myths and Myths about parental involvement (Chapter 9 and 10).
Part 1: Schedule for the Working Professional Portfolio Demonstration
Please do not exceed 15 minutes in your presentation
Part 2 Schedule for the Working Professional Portfolio Demonstration
Please do not exceed 15 minutes in your presentation
Final Evaluations
Philosophy of Language Teaching—Reflective Essay and e-portfolio: Due in class
Content Coach Reaction Brief #3 due in class. No exceptions beyond this date).
Microteaching Assignments: Cohort 2010
Note: Please refer to relevant sections in your texts: Methods and Approaches and Practical Techniques for Language Teaching to plan for this activity.
Name of presenter
name of methods
June 5
June 5
June 5
June 12
June 12
June 12
June 13
June 13
TARGET Project
Anjali Pandey
Phone: 410-572-6033
E-mail: email@example.com
Instructions for Planning the Working Professional Portfolio
Since some of you will be unable to go home during the week when the portfolio is due, please to gather all artifacts from previous classes that show the extent to which your course-work so far has succeeded in fulfilling NCATE requirements in the five domains as explained in the document that follows.
The complete standards can be accessed at:
A considerable part of your final course in each cohort will be devoted to preparing your Working Professional Portfolio. Consequently, please read the document that follows and gather any relevant artifacts that could be included from these courses in the program:
Module #1
Module #1
Engl. 536: Principles of Linguistics
Engl. 509: Seminar in Language Study: Grammar and Culture
Engl. 591: Topics in Literacy and ESOL Listening
Engl. 532: Literacy and ESOL Reading
Module #2
Module #2
Engl. 539: Second Language Acquisition
Engl. 534: Literacy and ESOL Writing
Engl. 591: Topics in Literacy and ESOL Speaking
Module #3
Module #3
Engl. 528: ESOL Tests and Measurements
Engl. 547: Current Methods in ESOL Instruction
Engl. 533: ESOL Program Development
Final Note:
If you have photographs/teaching videos and other materials that you want to include in your portfolio (see the description that follows for examples for each of the domains), please gather these together.
Please note that you can add artifacts to this po
[1] See the Salisbury University Graduate Catalog for a brief description to this course.
[2] The following standards are taken directly from the document "TESOL/NCATE Standards for the Accreditation of Initial programs in P-12 ESL Teacher Education", (2002)-Draft prepared by the TESOL task force on ESL standards" TESOL Inc. For newer details, please refer to the following web-site: http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF


text:
Nasal biopsy
Nasal biopsy
A nasal biopsy is a diagnostic procedure in which a small piece of tissue is removed from the mucosal lining of the nose. The biopsy is most often performed when abnormal tissue is observed during an examination of the nose, or when disorders affecting the nasal mucosal tissue are suspected.
A.D.A.M. content is best viewed in IE9 or above, Fire Fox and chrome browser.

subset: commoncrawl


text:
Hello everyone, and welcome to The Car Shrink.com This is a place for anyone who cares about cars..
Are you a car collector in search of a rare set of wheels? Or maybe your'e just a budding enthusiast hankering for a more unique ride? I have made it my M.O. to track down hard-to-find collector cars in top condition.


text:
GEN-MEDIEVAL-L ArchivesArchiver > GEN-MEDIEVAL > 2006-10 > 1159981626
Subject: Re: Kendal, Gospatric, Samlesbury
Date: Wed, 4 Oct 2006 13:07:06 EDT
In fact, to cement my point, you refer to charter 49 when you mention "Alan,
his son" and claim this "his" refers to Thomas.
Yet if you look at 49a does it not say "Alan *brother* of Thomas" ?
This thread:


text:
JennyE Model
Qashrul HidafiRetoucher Male Singapore, Singapore, Singapore
My Website: PortfolioMy MM URL: http://www.modelmayhem.com/qashrul
Mayhem # 1061513
About Me
Full Time Professional photographer with over 12 years of experience.
(Available for travel)
My forte is in fashion photography and beauty head shots.
I've worked with numerous local and foreign professional models and celebrities.
I've shot high profile fashion runways such as Fide Fashion Week, Audi Fashion Festival and Ford Supermodels Of The World.
My pictures have been published in foreign (USA , Australia) as well as local magazines newspapers. I've also shot for numerous television and theatre productions.
I was interviewed by the radio station RIA 89.7FM as one of the upcoming photographers in Singapore.
I'm unconventional, radical and bold enough to be different.
Check out my portfolio:
I prefer if you add me on facebook (Qashrul Hidafi) or drop me an e-mail at email@example.com if you would like to work together with me.
Have you worked with Qashrul Hidafi? Add Credits for Qashrul Hidafi! >>
JennyE Model
Dimodel Model
Lydia_K Model
The Infamous Miss Jinx Model
Rachel87 Model
Alana Tan Model
Loading Content


text:
University of Washington, Department of Bioengineering, 3720 15th Avenue Northeast, Seattle, Washington 98195
Knowledge of the biomechanical/elastic property of the cardiac wall is of fundamental importance in improving our understanding of cardiac development, particularly the interaction between the wall dynamics and hemodynamics in the developing outflow tract (OFT). We describe a method that employs optical coherence tomography (OCT) as a means to noninvasively measure the local elastic property of the cardiac wall in vivo. The method uses a time-lapse sequence of OCT images that represent the dynamic behavior of the OFT longitudinal section to calculate the regional wall pulse wave velocity (PWV), upon which the Young's modulus of the cardiac wall is deduced by the use of the Moens-Korteweg equation. The experimental results show that the foot-to-foot PWV ranges from 3.2 to 6.6 mm/s with a mean of 4.7 mm/s, and the averaged Young's modulus is 0.36 Pa, both of which are comparable to the documented values of stage HH17 atrioventricular canal tissue. The proposed method that provides the quantitative mechanical assessment may play a significant role in the understanding of the cardiac development.
Progressive alternation of biomechanical/elastic property and tissue composition of the cardiac wall is closely associated with the cardiac development in the developing embryonic heart.1 There is substantial evidence2 suggesting that intrinsic genetic expression is regulated by the local biomechanical environment that is determined by the dynamic interaction between the cardiac wall and flowing blood. To understand the cardiac development, particularly the interaction between wall dynamics and hemodynamics in developing outflow tract (OFT, a distal heart portion that connects the ventricle to the arterial system), a knowledge of the biomechanical/elastic properties of the cardiac wall is of fundamental importance.
Pulse wave velocity (PWV) of the cardiac wall is highly correlated with the elastic properties.3 The wall PWV may be used to determine the Young's modulus of the cardiac wall. There is no technique currently available that is capable of measuring the mechanical properties of the cardiac wall in vivo, without harm to the developing heart. Optical coherence tomography (OCT) is capable of noninvasive, noncontact, volumetric imaging of turbid tissue with high temporal (∼μs range) and spatial (∼μm) resolution.4,5 In this letter, we propose to use the time-lapse sequence of OCT images that is captured at the OFT longitudinal section by an ultrafast OCT system to calculate the wall PWV, from which the elasticity of the OFT wall is deduced. To demonstrate the proof of the concept, we used the stage HH18 chick embryos as the animal model in this study.
The chick embryo preparation and the OCT system setup has been elucidated in 6. To increase the imaging speed and the image definition, and to enhance the ability of capturing fast events of the embryonic beating heart, a dual-camera spectral domain optical coherence tomography (SD-OCT) configuration was used that operated at 1310 nm wavelength region, providing a ∼184 KHz A-line scan rate and ∼10 μm spatial resolution.6 In order to quantify the longitudinal propagation of the wall pulse wave along the OFT wall, 1000 repeated B-frames (a time sequence of OFT longitudinal sections, z+x+t) were acquired at an imaging rate of ∼280 frames per second (fps), covering ∼8 cardiac cycles of the beating heart.
The schematic of measuring the wall PWV is illustrated in Fig. 1. Along the OFT longitudinal section, we selected a number of radial lines that are almost perpendicular to the OFT wall (marked by the red lines a to g) with a known distance between each line as measured from the OCT images. After selecting these radial lines, the M-mode structure images (time lapse profiles along the marked lines) were then digitally extracted from the available three-dimensional (3-D) time-lapse longitudinal volumetric OCT images (refer to Figs. 2 and 3), from which the pulse wave of the myocardial wall motion was computed. From the pulse waves, the regional foot-to-foot wave velocity (Vff) was readily available by calculating the time delay (tff) between the initial opening and the ultimate closing of the myocardial wall between a known distance (L) apart [refer to Fig. 3(c)]7: Display Formula
OCT image of the longitudinal section of the OFT averaged over ∼7 cardiac cycles, sketching the measurement of the PWV. Red lines (a–g) indicate the sites for extracting pulsatile motion of myocardial wall. Six segments in total are used for PWV measurement of myocardial wall in this case. V: ventricle; M: myocardium.
Simultaneous M-mode images of the instantaneous myocardial wall motion along the lines (a-g), respectively, distributed at seven descending OFT positions marked in Fig. 1. Solid lines depict the inner boundary of the myocardial wall. Dashed lines indicate one cardiac cycle in (a). M: myocardium; CJ: cardiac jelly; B: blood.
Pulse wave of the myocardial wall simultaneously obtained throughout OFT as extracted from the available 3-D volumetric time-lapse longitudinal dataset. (A, B), Pulse waves and fundamental harmonics of myocardial wall, respectively, corresponding to the positions of a–g in Figs. 1 and 2. (C, D) enlarged view of the wall pulse waveforms as marked in (A) and (B), respectively. (E-F) Typical OCT images represent the longitudinal sections of OFT corresponding to the time instants at V: ventricle; M: myocardium; CJ: cardiac jelly; B: blood.
For a transverse wave on a viscoelastic conduit with a relatively small wall thickness (compared to its diameter) filled with an incompressible fluid, a simple model of the well-known Moens-Korteweg equation can be used to describe the relationship between the wave propagation and the elasticity property.9,10 Thus, the Young's modulus (E) of the myocardial wall could be derived from the measured wall PWV (V): Display Formula
As shown in Fig. 2, the simultaneous M-mode images of the instantaneous myocardial wall motion were extracted from the time sequence of OFT longitudinal sections along the lines [Fig. 2(a) to 2(g)], respectively. These figures represent seven descending OFT positions marked as "a" to "g" in Fig. 1. Based on the image segmentation,11 the instantaneous positions of the myocardial wall boundary were obtained from the M-mode images as depicted by the curves in Fig. 2. Accordingly, the pulse waves of the wall motion were obtained at the seven descending OFT positions as shown in Fig. 3(a). The corresponding fundamental harmonic waves of the wall motion are plotted in Fig. 3(b).
Figure 3(c) shows an enlarged view of a typical waveform of the myocardial wall motion. The arrows t1 and t4 in Fig. 3(c), respectively correspond to the longitudinal sections in Fig. 3(e) and 3(h), indicating the instantaneous times of the initial opening and the ultimate closing of the myocardial wall when the OFT is most contracted. The principal peak as marked by the arrow t3 in Fig. 3(c) corresponds to the longitudinal section in Fig. 3(g), being the instant of blood ejection from the ventricle when the OFT is most expanded and filled with blood. It is interesting to note that there exists a secondary peak as marked by the arrow t2 in Fig. 3(c). Such a secondary peak is apparent for the positions of "a" to "d" in Figs. 1 and 2 where the outflow cushion (OC) was present. This secondary peak is most likely due to the OC expansion, which has been reported to happen prior to the ventricle ejection for the stage HH18 chick embryos.6,12
Due to the high spatial resolution of OCT, the distance between each position was precisely calculated [Fig. 4(a)]. The corresponding time delays (both foot-to-foot tff and apparent tapp) are plotted in Fig. 4(b) as a function of the locations. Consequently, both the foot-to-foot PWV Vff and the apparent PWV Vapp can be made readily available [Fig. 4(c)].
Plots of the distance (A), time delay (B) and PWV (C) as a function of the descending locations in OFT.
From Fig. 4, the mean foot-to-foot PWV was evaluated to be 4.7 mm/s for the chick embryo we used in this study. The ratio of the OFT radius to the wall thickness R/h was estimated to be 7.66 from the OCT M-mode images and the blood density was assumed to be 1060 kg/m3. Based on these values, the Young's modulus of the myocardial wall E=0.36 Pa was then deduced from Eq. (3).
In this letter, a method based on dynamic structure tracking has been developed to quantify the elastic properties of the myocardial wall, including PWV and Young's modulus. In the study, it was assumed that the wall pulse wave from the seven positions in Fig. 1 was measured simultaneously. However, the OCT longitudinal section was acquired line by line (A scan-by-A scan). The maximal lateral spatial interval in the six wall regions in Fig. 1 is ∼40 pixels, thus there exists a maximal ∼0.2 ms inherent time delay t0 between each pulse wave, as shown in Fig. 3(a). Fortunately, the minimal foot-to-foot time delay is tff min=16.3 ms and the minimal apparent time delay is tapp min=6.3 ms [refer to Fig. 4(b)]. Accordingly, the inherent time delay t0 due to the line-by-line imaging nature of the OCT system is relatively too small to account for noticeable errors in the evaluations.
Comparing the foot-to-foot velocity Vff and the apparent velocity Vapp for each wall segments, a significant difference exists at the location 4 [refer to Fig. 4(c)]. Such difference between the foot-to-foot velocity and the apparent velocity is very similar to the situation of the blood pulse wave propagating in the human aortic region at the level of the renal arteries, where the strong local reflection due to the renal branch was well documented to influence the apparent velocity.7 Thus, the significant difference in OFT at location 4 could be ascribed to the influence of the bend of the wall at this location.
According to Eq. (3), for viscoelastic conduits with the same elastic property E, the smaller radius R would correspond to the higher pulse velocity V. Referring to Fig. 1, from locations 1 to 6, the OFT radius gradually decreases, while the wall foot-to-foot velocity gradually increases [Fig. 4(c)]. This observation is in good agreement with a prior study where the foot-to-foot velocity along the descending human aorta reported in Fig. 5 of 7 was increased with the decrease of the aorta radius.
The measured foot-to-foot PWV ranged from 3.2 to 6.6 mm/s with a mean of 4.7 mm/s, and the averaged Young's modulus was calculated to be 0.36 Pa. Due to the lack of corresponding OFT value in the literature, the tissue wave propagation in atrioventricular (AV) canals of HH17 and HH24 embryonic chick was taken for comparison. According to 1, in the AV canals of HH17 and HH24 embryonic chick, the tissue wave speed was approximately 8 mm/s and 6 mm/s, and the effective modulus was 0.15 and 0.85 Pa, respectively. Generally, our measurement was on the same scale as that reported in 1. The discrepancy was most likely due to the different embryonic stages, different tissue, and different measuring methods used.
In this study, the wall PWV measurement is based on the dynamic structure tracking. Although this method served well for the purpose of proof-of-concept demonstration, the accuracy of pulse wave evaluation, particularly the high frequency components, is highly dependent upon the accuracy of image segmentation. Further improvement can be realized by measuring the pulsatile strain rate of the myocardial wall (based on the Doppler method) for timing the propagation of the wall pulse wave.6 Beside the cardiac development, possible applications of the wall PWV may also be found in the intravascular OCT for characterizing the elastic property of arterial wall.
Peng Li and Ruikang K. Wang"Optical coherence tomography provides an ability to assess mechanical property of cardiac wall of developing outflow tract in embryonic heart in vivo", J. Biomed. Opt. 17(12), 120502 (Dec 03, 2012). ; http://dx.doi.org/10.1117/1.JBO.17.12.120502
Some tools below are only available to our subscribers or users with an online account.
Download citation file:
Customize your page view by dragging & repositioning the boxes below.
Shibboleth is an access management service that provides single sign-on to protected resources. It replaces the multiple user names and passwords necessary to access subscription-based content with a single user name and password that can be entered once per session. It operates independently of a user's location or IP address. If your institution uses Shibboleth authentication, please contact your site administrator to receive your user name and password.
Access to SPIE eBooks is limited to subscribing institutions and is not available
as part of a personal subscription. Print or electronic versions of individual SPIE
books may be purchased via SPIE.org.
Shibboleth is access management services that provide single sign-on to protected resources. It replace the multiple user names and passwords necessary to access subscription-based content with a single user name and password that can be entered once per session. It operates independently of a user's location or IP address. If your institution uses Shibboleth authentication, please contact your site administrator to receive your user name and password.


text:
Listen to free music by Exit Condition
Blip.fm is internet radio made social. It's easy to search for, play, and discover free music recommended by real people. Join today to create your own free station.
Exit Condition – Needle On Red| play
Exit Condition – Fear For Tomorrow| play
Apr 28, 2013 at 7:04 pm via YouTube | AMAZON | ITUNES
Feb 15, 2013 at 1:45 pm via YouTube | AMAZON | ITUNES
JimmyStagger @Cribs66 hey hey
Exit Condition – Bite Down Hard| play
May 2, 2011 at 1:21 pm via YouTube • reply to shakeyourmop | AMAZON | ITUNES
Mar 13, 2010 at 8:41 am via YouTube | AMAZON | ITUNES
Artists Like Exit Condition
Blip.fm DJs who play Exit Condition
Friends: MerchantCircle | Charity Blossom | Website Load Testing


text:
Ellie alerts on Highway 87
By TAMMI KATE LEDFORD
Department of Public Safety State Trooper, Corporal Chad Foster made a traffic stop for an improperly placed license plate, on Highway 87. The driver of the vehicle was Varun Jain, a 21 year old white male.
For the full story SUBSCRIBE to the online edition of The Dalhart Texan, call 244-4511 to setup a subscription to our physical paper or pick a copy up at one of our many convenient newsrack locations. You can also stop by and purchase a paper or subscription in person at our news office located at 410 Denrock Ave.


text:
Belfort Furniture offers White Glove in-home delivery and set-up by professionally trained personnel who will unwrap, place, and assemble your furniture in the appropriate room. Delivery is available Tuesday - Saturday. Once your delivery date is scheduled, you will receive a three hour delivery timeframe the day prior to your delivery.
Furniture may be picked up at our warehouse Monday-Saturday from 10AM to 6PM or Sunday from Noon to 5PM. Furniture that is picked-up may require assembly.
For delivery outside of our local metropolitan area, please contact us with your item(s) of interest for a delivery quote! 703-406-7600 or email@example.com
This modern chest offers a twist to the classical,design. The silver leaf gold finish creates a rich and luxurious appeal that will brighten up any room with a illuminating effect. Three storage drawers are featured with authentic metal hardware. Accent a bedroom, hallway, corridor or living room with this occasional chest.
The Sanctuary 3 Drawer Shaped Front Chest by Hooker Furniture from Belfort Furniture. We proudly serve the Washington DC, Northern Virginia, Maryland and Fairfax VA area. Product availability may vary. Contact us for the most current availability on this product.
We are all living in a busy world. We're harried and rushed and running about managing our lives, jobs and taking care of family. We are constantly checking our smart phones and email. At the end of the day, we need a respite from the world, a place where we can relax and get centered. We need a home where we can be inspired. Through the Sanctuary Collection by Hooker Furniture, you can create a sanctuary in your own home, a tranquil space that exudes a peaceful calm and grace, almost like a weekend retreat. When you walk into your home at the end of that long day, you will be delighted and your spirit will be renewed. With Sanctuary, you can put together a soft and serene backdrop for your life with pieces of timeless design rich in historical reference, but updated and reinterpreted for today. Sanctuary includes a range of styles and finishes that move easily from California villa to Chicago loft to Carolina coastal cottage.
The Sanctuary collection is a great option if you are looking for Casual furniture in the Washington DC, Northern Virginia, Maryland and Fairfax VA area.
These images are representative of this group as a whole and may differ from this item.
Browse other items in the Sanctuary collection from Belfort Furniture in the Washington DC, Northern Virginia, Maryland and Fairfax VA area.
This item has been tagged as: Living Room Furniture, Accent Furniture, Occasional Furniture, Cabinet, Cabinet Tables, Storage Tables, Small Storage Cabinet, Chairside Cabinet, Short Cabinet, Accent Cabinet, Commode, Cocktail Tables, Lift – Top Cocktail Table, Storage Table, Cocktail Coffee Table, Cocktail Table with Storage, Coffee Table, Lift – Top Coffee Table, Coffee Table with Storage, Couch Table, Magazine Storage, Sitting Room Tables, End Table, Chairside Table, Coffee and End Tables, Furniture End Tables, Accent Table, Lamp Table, Pedestal Table, Hall Tree, Storage Hall Tree, Hall Tree with Storage, Coat Rack, Hall Tree Coat Rack, Entry Hall Tree, Hat Rack, Hall Trees with Benches, Bench and Hall Tree, Clothes Tree, Hall Tree Furniture, Entry Furniture, Foyer Furniture, Sofa Table, Furniture Sofa Table, Console Table, Sofa Console Tables, Sofa End Table, Secretary Desk, Table Desk, Wine Rack, Wine Glass Rack, Wine Storage, Wine Bottle Storage, Wine Storage Rack, Wine Bottle Rack, Cabinet Wine Rack, Wine Glass Storage, Wine Storage Cabinet, Larder, Kitchen Storage, Dining Room Storage, Occasional Tables
Nothing on this page may be copied or reproduced without explicit permission.


text:
I need some advice. I had juverderm put into my top lip yesterday and immediately i was upset with the result. I felt too much was put in just for my upper lip, my lips are very swollen today and i can feel a large lump behind the left side of my upper lip, almost under my nose. Is this normal? Ive had juv in my lips twice before and not had this much swelling or pain. The nurse said i have nothing to worry about n the swelling will go down, i dont trust her memore
Too Much Juvederm in Lips?
Doctor Answers 12
How much is too much filler in the lip
Typically speaking, 1 syringe of filler is good enough for many people. That said, in some patients I will use half a syringe, and in others 1.5 syringes. There is often lip swelling and bruising after injection, and so the end result should not be judged for at least 2 weeks. At that point, hyaluronidase can be used to dissolve any excess filler if that is the case. Dr. Benjamin Barankin, Toronto Dermatology Centre.
Swelling in lips after Juvederm
It is very common to have swelling in the lips after Juvederm or Restylane injections, as hyaluronic acid attracts water. Both products are often used in the lips and provide great results. Usually, swelling subsides within a week or two and the final result can be assessed. That being said, if there are concerns about the injections, it is always prudent to see the provider that performed the injections. For best results, see a board certified dermatologist with experience in cosmetic procedures. "Duck lips" or "sausage lips" can be avoided by respecting the normal anatomy of the lips and injecting conservative amounts.
Juvederm in Lips and Swelling
It is absolutely normal to have swelling after lip injection with Juvederm or Restylane. In fact, you can swell one time a lot, and then, with the next injection, not swell much at all. I always warn my patients that they may look like daffy duck and have really puffy lips for a few days. It should go down. The lump is more than likely extra swelling, or even a bruise. Hang in there. Ice should help. If you are really worried, make sure you go back in for a follow-up.
My recommendation is to wait a couple of weeks and see how things look and then return to see your doctor if you still have any asymmetry or lumpiness. They should be able to correct this.
You might also like...
Swelling after Juvederm in the lips
Too Much Juvederm in Lips?
Thank you for your question. I would wait about 2 weeks until the product has settled, and then return for an evaluation. Every injection is different and independent from the last. Sometimes you'll have no bruising or swelling, and at times you will have more. You can take Tylenol, antihistamines, and frequent icing as needed. Be certain to be under the supervision of a board certified dermatologist or plastic surgeon with expertise in injectables for an evaluation and for the safest and most effective treatments. I hope this helps.
Juvederm in lips
It is not abnormal to have significant swelling from Juvederm injected into the lips and lip area. Peak swelling can happen around day 3-4 post-treatment, and even then can still take some time to settle down. Using ice and having patience - then following up with the provider after 7-10 days is what I'd recommend.
Swelling after Juvederm: How much is normal?
It is hard to know how much is swelling and how much is product until at least two afters after your procedure. Until then, the body may be causing excess redness, edema, and a feeling of heaviness. I recommend icing and waiting at least another week and a half before you truly evaluate the appearance of your upper lip.
Juvederm injections and post injection swelling
It is not uncommon to experience swelling and lumpiness following Juvederm injection, especially in the lips. At just one day post injection, the swelling is probably near its maximum and should start to improve in the next couple of days. Topical cold packs and subsequent gentle massage may help. However, you should check back with your doctor for their recommendation. Best wishes.
Learn more: http://www.VincentLeporeMD.com
Swelling after Juvederm injections
Most patients do experience swelling after Juvederm, particularly in the lips. The lump you are feeling is most likely a bruise and will resolve in time. I would wait another week and if it still bothering you return to your plastic surgeon for a reversal. I hope this helps you.
Kindest regards
Neil J. Zemmel
Learn more: https://www.vabreastsurgery.com
Juvederm in lips
Give your lips a chance before you panic. They might be swollen . I would wait at least two weeks before panicking. After that, if you do not like it , it can be dissolved. If you have really hard areas or areas that are turning white/gray, see your doctor ASAP.
These answers are for educational purposes and should not be relied upon as a substitute for medical advice you may receive from your physician. If you have a medical emergency, please call 911. These answers do not constitute or initiate a patient/doctor relationship.