Single or multiple minimal painful nodulo‐ulcerative lesions over hand in dairy farm worker suggest likelihood of Milker's nodule.Use of personal protective equipment and antiseptics suffice treatment without unnecessary investigation and medicine.
This article builds up on an action research which was carried out mainly with two major purposes: to investigate learner perceptions and attitudes in the use of ICTs in English language classes; and to examine the role of ICTs in promoting the learner independence and motivation. The population of the study consisted of all the students from the Department of English Education, Central Department of Education, Kirtipur. The area was purposively selected; we have been teaching in the same place for seven years. The participants were 37 students who were also purposively selected. Among them, only 15 students were invited to a focused group discussion (FGD). However, all the students participated in the intervention for the whole semester. The intervention was implemented during the instruction. The major ICT tools adopted for the study were: web sites, e-mails and multimedia. We administered three progress tests to assess their progress in terms of independence and motivation. The findings of this research show that the learners are well motivated and positive in the use of ICTs in language teaching.
This article explores the English language teachers' innovative practices on multilingual education and their experiences on using multilingual strategies in the classroom. In order to find out the teachers' innovative practices in multilingual education and their strategies for multilingual instruction, a semi structured interview and small group discussion was taken. The results of the study concluded that English language teachers involved their students in the use of multiple languages that they know for developing content knowledge. The teachers believed that multilingual approach supports the students to be linguistically and culturally resourceful. As a part of the experiences of the use of multilingual strategies, the study identified that the teachers linked up vocabulary meaning in different language; used translation as a technique to clarify the concept; provided exposure in multiple languages, facilitated the learners to be bilingual through language transfer; encouraged students to contribute something in their own language; allowed questions in students' own languages; and used as many languages as possible as the resource pool to impart information to the students.
Discourse is the common sense language that represents the society, culture, social groups, group behaviours, socio-cultural identities and political ideologies. It signifies communication as a whole. Media gives space for people’s voices in its programs and publications. In the same way, media is a common representative of the voices of all the ethnic communities regardless of majority or minority in its true principle. However, the languages and voices of all ethnic communities have not been represented in the discourse of government media in Nepal. In such a situation, this research aimed to; examine the representation of ethnic-minority languages in the discourses of government media of Nepal; critically assess the socio-cultural and political cognitions of the ethnic-minorities throughout the discourses in those media, and; identify the various identities constructed by the speakers of ethnic-minority languages through the discourses in government media. The finding of the study shows that our of 125 languages spoken in Nepal only 22 ethnic languages are represented in the discourse of Nepalese government media and the ethnic minority felt themselves being included within the national discourse when they found their discourses being represented in public media.
Speaking components included in the English language curriculum or textbooks aim at developing communication abilities of the students. The effective practise of dealing with those components can enhance students’ efficiency in communication. However, the existing practise of teaching speaking in public schools of Nepal, especially located in rural and low-resourced areas does not seem supportive for developing students’ efficiency in communication abilities. In this connection, the present article aims to figure out the practise of teaching speaking in rural and low-resourced schools, use of the strategies in dealing with speaking components and the problems faced by the teachers. It has been developed out of the insights collected through case study research. The required information was accumulated through classroom observation. During the observation, it has been found that speaking component in the class was dealt with the practise of whole class discussion, pair work, group work, individual work, picture description, loud reading and repetition drills, telling stories, oral games, problem-solving, and sharing experiences. The teacher faced the problems of student-student chatting in their mother language while engaging in group discussion, low participation, hesitation and unwillingness to in taking part in the interaction, lack of enough and effective materials, difficulty to comprehend ideas expressed in English, and lack of the exposure in speaking in English. The findings make a call for innovative and technologically enhanced activities for the practise of speaking. The study concludes that participate reaction research is required for exploring the ways to address the problems in developing speaking efficiency.
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