Sla

This paper describes the socialization strategies of 12 uprooted Lebanese mothers in Israel and compares their strategies to those discussed in the immigration literature. Utilizing qualitative in depth interviews, we explore the maternal socialization goals and practices designed to preserve their culture of origin. Unlike immigrant parents who see themselves as needing to respond to their new culture, these uprooted mothers regard their exodus as temporary and fantasize about returning to Lebanon in the future. Thus, a major finding of this study is the socialization strategy that promotes the conservation of the past in a dream for the future. This strategy aims to promote the children's loyalty and their internalizing the notion that they do not belong in Israel. The mothers also attach great importance to the national identity of their children and use five different socialization practices to preserve it: modeling, cultural heritage and religious socialization, group solidarity, confronting discrimination and marriage expectations. Recognition of the complexity of contextual variations in cultural changes that inform parents' socialization strategies and practices for their children may prove to be crucial for any policy or interventions directed toward uprooted populations.

Site productivity and disturbances are among the main factors determining plant community composition. With increasing site productivity, plant diversity is often reduced and the importance of traits associated with light competition increases. Small-scale disturbances created by mole activity are assumed to affect this dynamics by two factors: increasing site heterogeneity and providing survival opportunity for weaker light competitors. These effects are expected to become stronger with increasing site productivity. To test this hypothesis we compared species composition on molehills and in undisturbed plots within grasslands and along a productivity gradient. The differences in species composition were evaluated both by species diversity and by traits representing trade-offs between species' response to competition and disturbance. Species diversity generally decreased with site productivity, while disturbances had no significant contribution to the variation among samples. When analyzing shifts in species traits, we found a central role of site productivity, but also a significant, though secondary, effect of molehill disturbances. In particular, communities showed increased potential height and specific leaf area and decreased seed weight and Ellenberg's light indicator values with increasing site productivity, supporting the assumption of increasing light limitation along the gradient. Species observed on molehills were generally less shade tolerant, especially in the more productive grasslands. We conclude that, although overall plant community composition is mainly shaped by large environmental gradients such as site productivity, small-scale disturbances may contribute to local environmental heterogeneity and trait variation by enabling species less adapted to light competition to survive.

The differential pigment composition and photosynthetic activity of sun and shade leaves of deciduous (Acer pseudoplatanus, Fagus sylvatica, Tilia cordata) and coniferous (Abies alba) trees was comparatively determined by studying the photosynthetic rates via CO 2 measurements and also by imaging the Chl fluorescence decrease ratio (R Fd ), which is an in vivo indicator of the net CO 2 assimilation rates. The thicker sun leaves and needles in all tree species were characterized by a lower specific leaf area, lower water content, higher total chlorophyll (Chl) aþb and total carotenoid (Cars) content per leaf area unit, as well as higher values for the ratio Chl a/b compared to the much thinner shade leaves and needles that possess a higher Chl aþb and Cars content on a dry matter basis and higher values for the weight ratio Chls/Cars. Sun leaves and needles exhibited higher rates of maximum net photosynthetic CO 2 assimilation (P Nmax ) measured at saturating irradiance associated with higher maximum stomatal conductance for water vapor efflux. The differences in photosynthetic activity between sun and shade leaves and needles could also be sensed via imaging the Chl fluorescence decrease ratio R Fd , since it linearly correlated to the P Nmax rates at saturating irradiance. Chl fluorescence imaging not only provided the possibility to screen the differences in P N rates between sun and shade leaves, but in addition permitted detection and quantification of the large gradients in photosynthetic rates across the leaf area existing in sun and shade leaves.

This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a Geography through English CLIL classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching / translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the 'twisted dictation' used in the study, can be an effective means of both drawing students' attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors suggest that the use of the L1 as a language teaching and learning tool is not limited to the CLIL or immersion classroom, but could be adapted for use in other language learning contexts.

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

This paper discusses the different views on the availability of UG principles in language acquisition of adult second language learners, and summarizes some of the evidence for or against each position. One important issue in current language acquisition research is whether the acquisition of a second language is fundamentally different from that of the first language. Researchers approaching second language acquisition (SLA) from the linguistic perspective often relate this issue to the availability of Universal Grammar to second language acquisition. Universal Grammar (UG) refers to a grammar which is genetically endowed to all human beings and which all languages have in common.

Expression and activity of nitrate reductase (NR; EC 1.6.6.1) and glutamine synthetase (GS; EC 6.3.1.2) were analysed in relation to the rate of CO2 assimilation in cucumber (Cucumis sativus L.) leaves. Intact plants were exposed to different atmospheric CO2 concentrations (100, 400 and 1200 μL L−1) for 14 days. A correlation between the in vivo rates of net CO2 assimilation and the atmospheric CO2 concentrations was observed. Transpiration rate and stomatal conductance remained unaffected by CO2 levels. The exposure of the cucumber plants to rising CO2 concentrations led to a concomitant increase in the contents of starch and soluble sugars, and a decrease in the nitrate content in leaves. At very low CO2, NR and GS expression decreased, in spite of high nitrate contents, whereas at normal and elevated CO2 expression and activity were high although the nitrate content was very low. Thus, in cucumber, NR and GS expression appear to be dominated by sugar levels, rather than by nitrate contents.

This article talks about the overview of the critical period hypothesis research in SLA and how those studies have shown that CPH is not necessarily the case when it comes to the difficulties in adult language learners to master the target language. Tokudome explained that CPH in principle means that a time frame in which learning a second language is at its peak and that learning the language is said to be easier and faster. If learners attempt at learning a second language outside of this time frame, they will find it more difficult and will not be able to master

These are notes on English stress, rhythm and intonation.

Part A is for students and Part B is for teachers.

The treatment here is “technical”, as by a linguist, but in very plain language. Even with poor formal English, L2 speakers who “sound right” will gain social acceptance, and this in turn will greatly accelerate their learning.

Firstly the concept of “the music of a language” is introduced. It is noted that languages are on a scale of “syllable timed” to “stress timed” (though this is not a simple matter). English is a stress-timed language. Both word stress and sentence stress are essential in English. However, proper word liaison and elision marks native speakers from non-native speakers. Some advice is given on how to practice privately and in a classroom. The importance of teacher talk as a model is noted.

This study aims at investigating and analyzing three aspects of hedging in spoken political discourse: (1) means of expression, (2) density of lexical and syntactic markers, and (3) pragmatic functions. The corpus providing the database for the study consists of seventeen randomly selected televised interviews with a number of Arab politicians and leaders during the third Gulf War, the 6D6CE @I. The questions and comments in all the interviews were centered on the interviewees' positions from the war and the proposed solutions. A body of 13, 168 words was selected for a detailed analysis. For contrastive goals, the first 6573 words were selected from interviews in which Arabic was the medium of communication. The other 6595 words, on the other hand, were selected from interviews in which English was the medium of communication.

Modern advances in the scientific field of neuroplasticity can complement our knowledge of what we know about SLA. Through familiarizing ourselves with key theories in both SLA theory and neuroplasticity, we can examine what is compatible and comparable. In this paper, I define what a communicative language classroom is and how knowledge of neuroplasticity can enhance the SLA classroom. Synaptogenesis, synapses, selective attention, UG Hypothesis, Acquisition-Learning Hypothesis, automaticity, connectionism, structured focus, and Interaction Hypothesis are examined and how they relate to each respective field is explained. 現代の科学分野における神経可塑性についての研究は発展しており、 この研究成果が第二言語習得(SLA)理論に関する理 解に繋がることが期待されている。 神経可塑性とSLA理論の両分野における重点を理解することで、 両者の適合性や類似性を 検証する。 さらには、 コミュニケーションに重きを置いた言語習得とは何か、 また神経可塑性についての知識がどのようにSLA 理論の習得に役立つかを明らかにする。 シナプス形成、 シプナスの実体、選択的注意、 普遍文法仮説、 習得−学習仮説、 自動 化、 コネクショニズム、焦点構造、 さらには、 相互交流仮説を全て検証した上で、 それらがどのように互いの分野で関連付けら れるかを検証する。 A re there any scientific studies that we can use to link what we know works in the classroom with what actually happens in the brain? Modern advances in the scientific field of neuroplasticity can complement our knowledge of what we know about SLA.

The use of constructive teacher talk (TT) is very important and effective in scaffolding young learners to improve their skill in target language. Nevertheless, there is an argument that too much teacher talk can even decrease students" motivation. The present study tries to reveal the suitable amount and the students" perception of teacher talk. Apart from that, there is an attempt to find out the features of teacher talk, the frequency of either display and referential questions or teachers" assessments and ways in giving feedback. This descriptive study is conducted to find out how teachers make use of their teacher talk naturally in classroom settings. To gain deeper insight and understanding, both qualitative and quantitative research design were employed. The qualitative data were obtained through direct observation and teachers-students" interview. Moreover, the teachers-students" questionnaire, video recording and field notes also added significant value towards the findings of this study. Quantitative data, on the other hand, were gained from the calculation of students" questionnaire scores which are represented in percentage. Both qualitative and quantitative data were coded, categorized, interpreted, descriptively described and finally displayed in the form of tables. The research findings show that despite the teacher talk"s capability to be good model for young learners, most students found the class more motivating, interesting, and challenging when the teachers minimized their teacher talk and made use not only more constructive teacher talk but also interesting activities. In conclusion, since teacher talk serves not only as a medium to achieve young learners"s learning objectives but also as a tool to build better dynamic interaction between teacher and students in classroom settings, it is advisable for all EFL teachers to improve their effective constructive talk towards their students.

Research in L2 motivation has evolved since Gardner and Lambert introduced the socio- educational model and highlighted the importance of attitudes and affect to the SLA process. Though the field expanded focus, little work has been done into L2 teacher motivation; instead, most studies have focused on student attitudes and motivation. This paper highlights the need for research into teacher attitudes and L2 teacher motivation in the ESL/EFL classroom.

Textbooks perform a very significant role in language teaching. In recent years controversial debates have been arisen throughout the ELT profession on importance of textbook in teaching English as a foreign or second language. Arguments have encompassed concerning the potential limitations experienced in using the textbook for guiding students through the procedure of learning as well as expectations of the teachers who are enrolled in teaching. Other primordial issues come into consideration recently, which include textbook design in response to its practicality and methodological validity and the role of textbooks in terms of authenticity of language and materials, needs analysis, condition of SLA and cultural components. The authentic evaluation of a text book is necessary for curriculum design and materials development. Otherwise the purpose of teaching is obstructed. This paper confidently focuses on the acute importance of pre evaluation of textbooks and its possible limitations in order to construct an effective SLA classroom. It will discuss and describe the intricate and complex evaluation procedure that had been done on Headway in context of English as SLA, and the purpose of this evaluative research project is to determine and establish the overall pedagogical validity and appropriateness of the book in terms of its specific language teaching program.

Abstract
Nowadays authentic reading matter is extensively used in the teaching of English for academic purposes. However choosing and deploying such materials is not as straightforward as it might at first seem. In this paper, the pros and cons of authentic materials are assessed and difficulties in their deployment are discussed, together with suggestions for their successful utilisation.

Listening to and processing the pronunciation of speakers of different native and non-native varieties of English presents a challenge for many learners. The general consensus among authors of ELT handbooks is that teachers need to use listening material that will help learners become aware of different accents of English (i.e. Harmer, 2007; Celce-Murcia & Olshtain, 2000)

In order to discover if teachers of English share this view and if this is reflected in their teaching practices, a questionnaire was completed by a representative sample of 47 English language teachers in Thessaloniki, Greece. The mean response for each questionnaire item was calculated and the paired-samples t-test was undertaken in order to determine if any differences in the scores were statistically significant.

The questionnaire results indicate that the perceived importance of learners' exposure to a standard British or American variety is greater compared to the learners' exposure to standard regional, non-standard regional, or non-native varieties of English. A similar pattern emerged in terms of the teachers' responses to the question addressing the frequency of learners' exposure to various accents of English through the listening material of the course. Conversations among non-native (but fluent) speakers of English received the lowest rating of all questionnaire items; this is disappointing since nowadays English is primarily used for communication among non-native speakers of English (Jenkins, 2000). This study suggests that the views expressed in ELT handbooks in this area have had little impact on teachers' practices and the reasons why this is the case will be revealed.

Despite far-reaching changes in the English-speaking world along with serious critiques of the traditional premises of SLA research, little has changed in the way English is taught to its second language learners. In line with mainstream SLA's view of English learners from the expanding circle as learners of English as a Foreign Language (EFL), English is still taught as though the primary need of learners is to be able to communicate with its native speakers, and with the assumption that correct English is either Standard British or Standard American English. This article argues that mainstream SLA research can no longer afford to ignore the massive growth in the use of English as a Lingua Franca (ELF), highlights the irrelevance for ELF of concepts such as interlanguage and fossilization, and explores the extent to which a number of alternative perspectives offer greater promise for ELF. It concludes by making a case for ELF as neither EFL nor (failed) native English but as occupying a legitimate third space of its own. researchers have difficulty in conceiving of any form of correctness that is not commensurate with NS norms.

Drawing upon the data from 547 ESL learners in Pakistan, this study presents a complex picture of L2 learning motivation by means of descriptive as well as inferential analyses. The results show that no single factor predicts L2 learning motivation for the target population. Language learning experience, international orientation, ideal L2 self and instrumentality all work interconnected to motivate ESL learners. English as an international language has a strong influence on ESL learning for Pakistani learners with their colonial past. This study suggests that teachers have to focus on attitudinal, situational and self-related factors to keep their students motivated for a long time process of L2 learning.

This presentation helps teachers think about second language acquisition perspectives on classroom instruction. It describes some of the research and literature on SLA, and how insights into second language learning can improve ESL/EFL classes. Examples focus on thinking about SLA and how an understanding of learning can inform one’s teaching.

Intertextuality in its broadest sense—the relationship between two texts—is a pervasive feature of academic writing, as manifested by features such as citations to earlier texts and the sets of features such as structure and organisation which are shared by texts in a given genre and/or academic discipline.

Many of the intertextual features of academic writing, such as the choice of reporting verb and verb form, have been thoroughly researched and described (e.g., Charles, 2006; Shaw, 1992). Much is also know about a specific, highly problematic form of intertextuality: plagiarism (e.g., Pecorari & Shaw, 2012). However, less attention has been given to the ways in which novice academic writers become aware of conventional intertextual practices, and less still to the transferability of this feature to writing in the workplace.

This paper will present the results of a corpus-based investigation of intertextuality in two domains: the leisure-time reading which lower-division undergraduates do, and a common workplace genre.  By triangulating the results from these two corpora with existing findings about the intertextual features of academic texts it will be possible to describe the extent to which these features overlap with, or diverge from, each other.  This will thus provide an indication of the features which can reasonably be expected to transfer from one domain to another, and which cannot, and should therefore be the subject of explicit instruction in the English for Specific Academic Purposes classroom.

References
Charles, M. (2006). The Construction of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses. Applied Linguistics, 27, 492–518.
Pecorari, D. & Shaw, P. (2012). Types of student intertextuality and faculty attitudes. Journal of Second Language Writing, 21, 149–164.
Shaw, P. (1992). Reasons for the correlation of voice, tense and sentence function in reporting verbs. Applied Linguistics, 13, 302–319.

Most teachers and students of singing are not aware that all vocal exercises taught to singers derive from the “Italian School” of singing. Fewer still understand that this school derived its principals from speech and used the expression, “Si canta come si parla” (lit. you sing as you speak). Yet the Italian and English languages are rather different. Each possesses its own features. Adopting Italian singing elements directly into English song performance produces odd results. This lecture will define the gross features of both the Italian and English languages. Once this is accomplished, common singing errors can then be identified and corrected, new vocal exercises can be created, and a deeper understanding of declamation and legato can be achieved.

Cloud Computing provides a convenient means of remote on-demand and pay-per-use access to computing resources. However, its ad hoc management of quality-of-service and SLA poses significant challenges to the performance, dependability and costs of online cloud services. The paper precisely addresses this issue and makes a threefold contribution. First, it introduces a new cloud model, the SLAaaS (SLA aware Service) model. SLAaaS enables a systematic integration of QoS levels and SLA into the cloud. It is orthogonal to other cloud models such as SaaS or PaaS, and may apply to any of them. Second, the paper introduces CSLA, a novel language to describe QoS-oriented SLA associated with cloud services. Third, the paper presents a control-theoretic approach to provide performance, dependability and cost guarantees for online cloud services, with time-varying workloads. The proposed approach is validated through case studies and extensive experiments with online services hosted in clouds such as Amazon EC2. The case studies illustrate SLA guarantees for various services such as a MapReduce service, a cluster-based multi-tier e-commerce service, and a low-level locking service.

Bu çalışma bankacılık sektöründeki hizmetlerin sürekliliği açısından önemli bir husus olan hizmet seviyelerine yönelik olarak hazırlanmıştır. Söz konusu çalışma ile ilgili sektördeki hizmet seviyelerine ilişkin çerçevenin ortaya konması amaçlanmıştır. Belirtilen hususların yanı sıra, bu çalışmada hizmet seviyelerinin teorik çerçevesine ek olarak hizmet seviyesi anlaşması (SLA) örneklerine de yer verilmiştir. Çalışmada hizmet seviyeleri tüm yönleriyle ele alınmış olup bankaların hizmet seviyesi yönetiminde dikkat etmesi gereken kritik hususlar vurgulanmıştır. Sonuç olarak, hizmet seviyesi yönetimi ve izlenmesine yönelik bankaların Bilgi Teknoloji (BT) birimleri içinde hizmet seviyesi yönetimi bölümleri kurulması önerilmiştir. Ayrıca detaylı analizler ve karşılaştırmalar içeren akademik çalışmalar yapılabilmesi için bankaların hizmet seviyesine ilişkin verilerini kamuya açılması yerinde olacaktır. Türkiye'de hizmet seviyelerine yönelik çalışma bulunmadığından dolayı yapılan çalışma bu yönüyle öncü bir çalışma olma özelliği taşımaktadır.

En este artículo se presentan resultados cualitativos de un estudio exploratorio del orden de adquisición del español como lengua extranjera en estudiantes anglo, franco y germano parlantes. Se incluyen indicaciones de Collentine (2010) y resultados de Montrul (2008) relacionados con la adquisición del pretérito indefinido/imperfecto del modo indicativo y el presente de subjuntivo en ELE. Los resultados obtenidos revelan un orden de adquisición del pretérito indefinido/imperfecto previo a la adquisición del presente de subjuntivo, transferencia desde la L1 y una distribución de los errores en oraciones subordinadas que es diferente en las tres lenguas maternas estudiadas.

In order to improve the attractiveness and drive the commercial uptake of Grid technologies, the establishment of Service Level Agreements (SLAs) is required. The AssessGrid project contributes to this aim by introducing risk-aware Grid architectural components. Grid service users, brokers and providers benefit from risk assessment functionalities in all phases of service provisioning and utilisation. This paper focuses on the economic issues which result from this new risk-aware approach to Grid computing. Multiple open economic research questions are discussed from the perspective of users, brokers and providers, which point out the potential impact of AssessGrid in this area.

In this article, I explore how connectionism might expand its role in second language acquisition (SLA) theory by showing how some symbolic models of bilingual and second language lexical memory can be reduced to a biologically realistic (i.e., neurally plausible) connectionist model. This integration or hybridization of the two models follows the principles of what philosophers of science call intertheoretic reduction. Such a reduction serves two important purposes: It expands the explanatory scope of the symbolic models and it explains how some features of these models can actually emerge through learning in neural systems. To this end, I present a connectionist simulation of experimental data and show both the general feasibility of such a reduction and the specific manner in which the salient phenomenological distinction between form and meaning may be an emergent product of cortical memory processes. I argue this intertheoretic reduction of the symbolic to the neural serves an important goal of SLA, as these neural models can provide the theory of learning lacking in symbolic models of SLA.

This study investigates kanji learning (the memorization of Japanese written characters) of university students of Japanese, in order to evaluate their use of mnemonic strategies. The study applies in-depth qualitative methods to broaden the understanding of how foreign language learners use mnemonics when learning kanji. Data were collected over the duration of a year in the form of interviews, stimulated recall sessions, and a questionnaire on mnemonic usage. The study found that while mnemonics are useful to memorize kanji and kanji components when applied in a meaningful way, an over-reliance on this strategy can have negative effects for the learner. The study highlighted numerous accounts of the meaning of a kanji being lost in overly complex mnemonic strategies. Another limitation of mnemonic strategies was associations being made with the meaning of kanji and not with how it was read, causing an inability to read kanji in Japanese.

Significant achievements have been made for automated allocation of cloud resources. However, the performance of applications may be poor in peak load periods, unless their cloud resources are dynamically adjusted. Moreover, although cloud resources dedicated to different applications are virtually isolated, performance fluctuations do occur because of resource sharing, and software or hardware failures (e.g. unstable virtual machines, power outages, etc.). In this paper, we propose a decentralized economic approach for dynamically adapting the cloud resources of various applications, so as to statistically meet their SLA performance and availability goals in the presence of varying loads or failures. According to our approach, the dynamic economic fitness of a Web service determines whether it is replicated or migrated to another server, or deleted. The economic fitness of a Web service depends on its individual performance constraints, its load, and the utilization of the resources where it resides. Cascading performance objectives are dynamically calculated for individual tasks in the application workflow according to the user requirements. By fully implementing our framework, we experimentally proved that our adaptive approach statistically meets the performance objectives under peak load periods or failures, as opposed to static resource settings.

Four new antigenic proteins located in Leishmania ribosomes have been characterized: S4, S6, L3 and L5. Recombinant versions of the four ribosomal proteins from Leishmania major were recognized by sera from human and canine patients suffering different clinical forms of leishmaniasis. The prophylactic properties of these proteins were first studied in the experimental model of cutaneous leishmaniasis caused by L. major inoculation into BALB/c mice. The administration of two of them, LmL3 or LmL5 combined with CpG-oligodeoxynucleotides (CpG-ODN) was able to protect BALB/c mice against L. major infection. Vaccinated mice showed smaller lesions and parasite burden compared to mice inoculated with vaccine diluent or vaccine adjuvant. Protection was correlated with an antigen-specific increased production of IFN-␥ paralleled by a decrease of the antigen-specific IL-10 mediated response in protected mice relative to non-protected controls. Further, it was demonstrated that BALB/c mice vaccinated with recombinant LmL3 or LmL5 plus CpG-ODN were also protected against the development of cutaneous lesions following inoculation of L. braziliensis. Together, data presented here indicate that LmL3 or LmL5 ribosomal proteins combined with Th1 inducing adjuvants, may be relevant components of a vaccine against cutaneous leishmaniasis caused by distinct species.

There has been a growth in students with dyslexia attending university. These students commonly rate writing as one of their greatest problem areas. Our research set out to describe the effects of dyslexia on the writing skills of students compared to
age-matched peers and a spelling-skill-matched group. Generally, the texts of the students with dyslexia were poorer than age controls but not poorer than the spelling- skill controls. However, there were no major differences in “higher order” skills
such as ideas and organization with the chronological age controls, only in “lower order” transcription skills such as spelling and handwriting fluency. The students with dyslexia made more spelling errors in their essays than one would predict given their
dictated spelling skills.

Cloud computing is a new form of technology, which infrastructure, developing platform, software, and storage can be delivered as a service in a pay as you use cost model. However, for critical business application and more sensitive information, cloud providers must be selected based on high level of trustworthiness. In this paper, we present a trust model to evaluate cloud services in order to help cloud users select the most reliable resources. We integrate our previous work "conceptual SLA framework for cloud computing" with the proposed trust management model to present a new solution of defining the reliable criteria for the selection process of cloud providers.

RESUMEN: Covacha de los Zarpazos (TZ) es una cavidad perteneciente al Complejo Galería. Está formado por tres Unidades TZ-TG-TN, situados en la Trinchera del Ferrocarril, en la Sierra de Atapuerca (Burgos).Contamos con una datación por las series del Uranio para la estalagmita terminal de la cueva de 135 ± 13 Ka. Entre sus restos óseos cabe destacar la presencia humana, adscritos al Homo heidelbergensis. La industria lítica recuperada en este yacimiento ha sido estudiada mediante el SLA, siendo posible su adscripción a lo considerado como Modo 2 o Achelense. A partir de estos análisis, se han obtenido rasgos comportamentales y de movilidad de estos individuos, no solo en lo que re refiere a TZ, sino también al conjunto de Galería.
ABSTRACT: Covacha de los Zarpazos site is a cave belonging to the Galeria Complex. This karstic complex is makes up by three units TZ-TG-TN and it is located in the Trinchera del Ferrocarril, at La Sierra de Atapuerca (Burgos). A stalagmite breccia in the top of the sedimentary fill has been dated to 135 ± 13Ka. Among its archaeological remains we have to remark two human bones belonging to Homo heidelbergeinsis. The lithic assemblage yielded in this site has been studied using the SLA and it can be related to the Modo 2 technology or Achelense. From the analysis of lithic material we have inferred technological behaviours and strategies of mobility of this hominid groups that are valid for TZ and for the rest of Galeria as well.

Uptake is believed to be an indication of the effectiveness of focus on form
practices and a possible facilitator for language acquisition.  All the accounts of uptake in the literature have been based on the observational data derived from the audio-recordings of the meaning-focused classes. The present study is a novel attempt to account for instances of uptake in 18 hours of meaning-focused instruction in an intact EFL class through  an elicitation instrument called  uptake sheet. To this end, all instances of teacher- and learner-initiated preemptive Focus on Form Episodes (FFES) and uptake moves following them were identified and coded in the audio-recorded data. Then, the researchers cross-checked the audiodata findings with the ones in the  uptake sheets.  Compared to the oral uptake moves captured through the audio-data, the analyses revealed a significantly higher frequency of uptake moves in the uptake sheets following teacher-initiated FFEs, but a lower frequency of uptake moves was found in the case of learner-initiated FFEs. The findings would, hopefully, further clarify our conception of the nature and rate of uptake and would pave  the way for further research on  exploring
multiple instances of uptake not accounted for so far in the literature.

To the purpose of solving problems related to the transmission of multimedia contents on IP networks, several QoS models have been proposed, each of them with precise features. Till now, it looks clear that satisfactory quality performances can be obtained by combining different QoS models with some functionality provided by most advanced distributed multimedia applications. This work presents some experimental performance measures conducted on a testbed that reproduces an interoperability scenario where a VoD application runs on a dynamically configurable QoS network. Using this VoD application we were able to measure the network performances. The reference scenario is presented and both Premium IP Network and video streaming application are depicted.