An Error Was Encountered

Error Number: 1054

Unknown column 'cache_on' in 'field list'

UPDATE `aff_pdf_cache` SET `cache` = 'a:10:{i:0;O:8:\"stdClass\":13:{s:2:\"id\";s:4:\"5083\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"shinta\";s:9:\"author_id\";s:3:\"377\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:136:\"Industry Oriented Teaching and Learning Strategies Applied to the Course within Traditional Engineering Technology Undergraduate Program\";s:11:\"description\";s:1455:\"With traditional technical teaching
\nmethodologies in educational environments, the
\nconventional pathway is to build the foundation learning
\nthrough subject based teaching of maths, physics and
\nscience independently. Subjects based on the relative
\ntopics required for the discipline usually follow on from
\nthis. The problem with this traditional methodology of
\nlearning is that there is no close relationship with industry
\nrequirements. Students may well graduate with no
\nindustrial oriented learning experience prior to their first
\njob. Previous researches by author and his colleague were
\nto explore a new teaching methodology – an industry
\noriented the teaching and learning in an undergraduate
\ndegree in New Zealand. All foundation skills can be
\nachieved within technical courses studies and the students
\nare well prepared to develop further knowledge and skills
\nrequired for their industry project required in their final
\nyear through cooperative education with industry. This
\npaper is to introduce the Industry Oriented Teaching and
\nLearning methodology into a traditional engineering
\ntechnology undergraduate degree. As an example, a course
\nwith this new methodology had been designed and
\ndelivered in a joint program within Shanghai Normal
\nUniversity (China) and Dayton University (USA) since
\n2006.\";s:5:\"thumb\";s:152:\"images/t/51/industry-oriented-teaching-and-learning-strategies-applied-to-the-course-within-traditional-engineering-technology-undergraduate-program.jpg\";s:6:\"thumb2\";s:153:\"images/t2/51/industry-oriented-teaching-and-learning-strategies-applied-to-the-course-within-traditional-engineering-technology-undergraduate-program.jpg\";s:9:\"permalink\";s:136:\"industry-oriented-teaching-and-learning-strategies-applied-to-the-course-within-traditional-engineering-technology-undergraduate-program\";s:5:\"pages\";s:1:\"4\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:1;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"418455\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"ehsan2\";s:9:\"author_id\";s:6:\"576635\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:54:\"How to Integrate Culture in Second Language Education?\";s:11:\"description\";s:742:\"Whether culture should be taught as a separate subject is a controversial issue in the field second language\neducation. Another equally important question is what the main aims of teaching culture are. Regarding the\nimportance of teaching culture in second language classrooms, many scholars today believe that culture and\nlanguage are inseparable and culture learning must be an integral part of language learning. The present study is\nto give an account of the important place that culture holds in foreign and second language education. It further\nelaborates on what culture is and different approaches to teaching it. Finally, some key and practical issues\nconcerning integrating culture into second language classrooms will be addressed.\";s:5:\"thumb\";s:71:\"images/t/4185/how-to-integrate-culture-in-second-language-education.jpg\";s:6:\"thumb2\";s:72:\"images/t2/4185/how-to-integrate-culture-in-second-language-education.jpg\";s:9:\"permalink\";s:53:\"how-to-integrate-culture-in-second-language-education\";s:5:\"pages\";s:1:\"6\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:2;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"127671\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:4:\"wick\";s:9:\"author_id\";s:1:\"0\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:47:\"NYC iZone at WNET’s Teaching and Learning\";s:11:\"description\";s:226:\"\n

  1.  
  2. Core elements of school innovation New school models will focus on capturing and replicating a core set of practices designed to disrupt the fundamental assumptions about school and transform the…\";s:5:\"thumb\";s:85:\"data/thumb/NYC-iZone-at-WNETs-Teaching-and-Learning-Presentation-Transcript-38880.jpg\";s:6:\"thumb2\";s:86:\"data/thumb2/NYC-iZone-at-WNETs-Teaching-and-Learning-Presentation-Transcript-38880.jpg\";s:9:\"permalink\";s:47:\"nyc-izone-at-wnet-rsquo-s-teaching-and-learning\";s:5:\"pages\";s:2:\"14\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:3;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"77531\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"lantos\";s:9:\"author_id\";s:1:\"0\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:57:\"Second Language Acquisition and Sociolinguistic Variation\";s:11:\"description\";s:780:\"Variation pervades the speech of second language learners. Vietnamese learners of English, for example, sometimes mark verbs for tense and sometimes fail to do so (Wolfram, 1985). Sometimes English speaking learners of French delete ne , while at other times they do not (Regan, 1996; Dewaele, 2004). However, despite the promise offered by early variationist studies of second language acquisition (SLA), until recent years relatively few SLA researchers availed themselves of the potential offered by the methodological and analytical tools developed in variationist sociolinguistics. This article outlines the recent contributions of variationist linguistics to SLA and suggests future research that may enhance our understanding both of SLA and of intercultural communication.\";s:5:\"thumb\";s:74:\"images/t/776/second-language-acquisition-and-sociolinguistic-variation.jpg\";s:6:\"thumb2\";s:75:\"images/t2/776/second-language-acquisition-and-sociolinguistic-variation.jpg\";s:9:\"permalink\";s:57:\"second-language-acquisition-and-sociolinguistic-variation\";s:5:\"pages\";s:2:\"15\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:4;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"81048\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:5:\"hakem\";s:9:\"author_id\";s:1:\"0\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:49:\"Second Language Acquisition and Universal Grammar\";s:11:\"description\";s:537:\"This book will be concerned with characterizing and explaining the linguistic systems that second language (L2) learners develop, considering in particular the extent to which the underlying linguistic competence ofL2 speakers is constrained by the same universal principles that govern natural language in general. Following Chomsky (1959,1965,1975,1980,1981a, b, 1986b, 1999), a particular perspective on linguistic universals will be adopted and certain assumptions about the nature of linguistic competence will be taken for granted.\";s:5:\"thumb\";s:66:\"images/t/811/second-language-acquisition-and-universal-grammar.jpg\";s:6:\"thumb2\";s:67:\"images/t2/811/second-language-acquisition-and-universal-grammar.jpg\";s:9:\"permalink\";s:49:\"second-language-acquisition-and-universal-grammar\";s:5:\"pages\";s:2:\"26\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:5;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"172377\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:14:\"bashkim.idrizi\";s:9:\"author_id\";s:4:\"5753\";s:14:\"author_website\";s:7:\"http://\";s:5:\"title\";s:56:\"Open Geospatial Consortium Glossary of Terms in Albanian\";s:11:\"description\";s:466:\"Translation of OGC Glossary of Terms in Albanian language is dedicated to the experts of a wide range of geospatial informatin systems, GIS, as well as to the others, who use Albanian language for their qualification in various professional fields. This will enable them and global community to gain some knowledge in understanding the terms of this glossary. This document is translated into Albanian language as agreed with conditions of the OGC authorities…\";s:5:\"thumb\";s:76:\"images/t/1724/open-geospatial-consortium-glossary-of-terms-in-albanian-1.jpg\";s:6:\"thumb2\";s:77:\"images/t2/1724/open-geospatial-consortium-glossary-of-terms-in-albanian-1.jpg\";s:9:\"permalink\";s:58:\"open-geospatial-consortium-glossary-of-terms-in-albanian-1\";s:5:\"pages\";s:2:\"64\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:6;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"328405\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:14:\"bashkim.idrizi\";s:9:\"author_id\";s:4:\"5753\";s:14:\"author_website\";s:7:\"http://\";s:5:\"title\";s:71:\"Open Geospatial Consortium Glossary of Terms in Albanian (October 2012)\";s:11:\"description\";s:466:\"Translation of OGC Glossary of Terms in Albanian language is dedicated to the experts of a wide range of geospatial informatin systems, GIS, as well as to the others, who use Albanian language for their qualification in various professional fields. This will enable them and global community to gain some knowledge in understanding the terms of this glossary. This document is translated into Albanian language as agreed with conditions of the OGC authorities…\";s:5:\"thumb\";s:87:\"images/t/3285/open-geospatial-consortium-glossary-of-terms-in-albanian-october-2012.jpg\";s:6:\"thumb2\";s:88:\"images/t2/3285/open-geospatial-consortium-glossary-of-terms-in-albanian-october-2012.jpg\";s:9:\"permalink\";s:69:\"open-geospatial-consortium-glossary-of-terms-in-albanian-october-2012\";s:5:\"pages\";s:2:\"63\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:7;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"418454\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"ehsan2\";s:9:\"author_id\";s:6:\"576635\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:96:\"A critical review of recent trends in second language syllabus design and curriculum development\";s:11:\"description\";s:945:\"To date, numerous books and research articles have focused on the notion of syllabus design\nand curriculum development. Nevertheless, very few works have had an inclusive and concise\nlook upon the issue. This paper is an account of current trends on syllabus design and\ncurriculum development in Second Language Acquisition in the recent past decades. This is\nhopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in\nthe domain of language learning and teaching. After a brief introductory remark on\ncurriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated\non separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to\neach syllabus will be touched upon. Although the emergence of some of these syllabi\ncoincides with each other, while presenting them, it has been tried to follow a roughly\nchronological order of their emergence.\";s:5:\"thumb\";s:114:\"images/t/4185/a-critical-review-of-recent-trends-in-second-language-syllabus-design-and-curriculum-development.jpg\";s:6:\"thumb2\";s:115:\"images/t2/4185/a-critical-review-of-recent-trends-in-second-language-syllabus-design-and-curriculum-development.jpg\";s:9:\"permalink\";s:96:\"a-critical-review-of-recent-trends-in-second-language-syllabus-design-and-curriculum-development\";s:5:\"pages\";s:2:\"20\";s:6:\"rating\";s:1:\"5\";s:5:\"voter\";s:1:\"1\";}i:8;O:8:\"stdClass\":13:{s:2:\"id\";s:5:\"41387\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"ileana\";s:9:\"author_id\";s:1:\"0\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:66:\"Paradigm proliferation as a good thing to think with: teaching ...\";s:11:\"description\";s:929:\"This paper situates paradigm talk with its insistence on multiplicities and proliferations in tension with a resurgent positivism and governmental imposition of experimental design as the gold standard in research methods. Using the concept of \'coloring epistemologies\' as an index of such tensions, the essay argues for proliferation as an ontological and historical claim. What all of this might mean in the teaching of research in education is dealt with in a delineation of five aporias that are fruitful in helping students work against technical thought and method: aporias of objectivity, complicity, difference, interpretation, and legitimization. The essay concludes with a \'disjunctive affirmation\' of multiple ways of going about educational research in terms of finding our way into a less comfortable social science full of stuck places and difficult philosophical issues of truth, interpretation and responsibility.\";s:5:\"thumb\";s:78:\"images/t/414/paradigm-proliferation-as-a-good-thing-to-think-with-teaching.jpg\";s:6:\"thumb2\";s:79:\"images/t2/414/paradigm-proliferation-as-a-good-thing-to-think-with-teaching.jpg\";s:9:\"permalink\";s:61:\"paradigm-proliferation-as-a-good-thing-to-think-with-teaching\";s:5:\"pages\";s:2:\"23\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:9;O:8:\"stdClass\":13:{s:2:\"id\";s:6:\"549943\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:13:\"paytonpolking\";s:9:\"author_id\";s:6:\"588973\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:67:\"Causes Of Loss Of Libido In Male, Sxual Weakness And Male Impotence\";s:11:\"description\";s:407:\"The potential of men is rarely for a contest, as hypothetically unless Adam’s seduction was not there, we all are not here. Men stretch too hard in life to earn well for upkeep of their coterie. Age and related issues lowers his libido, when let unnoticed, impotency creeps in. There are potent herbal supplement for men’s rescue and a successful supplement with richness of herbs is in discuss.\";s:5:\"thumb\";s:84:\"images/t/5500/causes-of-loss-of-libido-in-male-sxual-weakness-and-male-impotence.jpg\";s:6:\"thumb2\";s:85:\"images/t2/5500/causes-of-loss-of-libido-in-male-sxual-weakness-and-male-impotence.jpg\";s:9:\"permalink\";s:66:\"causes-of-loss-of-libido-in-male-sxual-weakness-and-male-impotence\";s:5:\"pages\";s:2:\"12\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}}', `cache_on` = '2015-02-28 01:54:17' WHERE `aff_id` = '341831'