[encoded data, 122095 characters]\" alt=\"page40image3314991280\" width=\"1215\" height=\"719\" />\r\n\r\n</div>\r\n</div>\r\n<div class=\"page\" title=\"Page 41\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>lower ability students in their group, and students who may not feel comfortable speaking in front of the whole class can practise speaking with a small group of their peers.</h4>\r\n<h4>A second way of dealing with a multi-level class is by providing levelled questions for students to answer throughout the lesson. When checking for comprehension you can provide three types of spoken questions: multiple-choice, fill-in-the-blank, and open-ended. The multiple-choice questions cater to the lowest ability students in the classroom, the fill-in-the-blank questions target the core students, and the open-ended questions cater to the higher ability students. Once you are familiar with your students and their abilities, it is easy to ask individual students questions that are appropriate to their level.</h4>\r\n<h4>Finally, you can cater for learner diversity in the classroom by creating levelled materials for your students. While it may seem like a daunting task to create levelled material, it is easily done by roughly dividing students into lower ability, core, and higher ability groups. In my lessons, students have been assigned star (lower ability), moon (core), and sun (higher ability). By giving each group a creative name, you ensure that students remember the group they are in and this makes it much easier when distributing materials. While all of the worksheets will achieve the same goal (i.e. writing an animal riddle), the difficulty level will vary. Typically, lower ability worksheets will involve circling the correct answer and filling in a word or two. Core students will be given language templates and examples to follow and will have to write the sentences on their own. Higher-ability students will be given an example but should be encouraged to be creative and write their work on their own. In this way, students are all learning the same target material while ensuring that they aren’t working at a level that is too easy or difficult for them.</h4>\r\n<h2>10.2 TEACHING IELTS READING PREPARATION IN</h2>\r\n<h4>VIETNAM</h4>\r\n<h4>Guiding students toward achieving a high IELTS band score can be a long process involving the introduction, development and mastery of various techniques including skimming and scanning, recognizing paraphrase, text analysis, techniques for dealing with the various question types and time management. For this reason, communicative techniques can be used at various stages of the scaffolding process for the development of these skills. In this article, I would like to outline 4 activities that can be used, which reflect certain elements of the communicative technique</h4>\r\n<h4>Pre-Teaching Vocabulary</h4>\r\n<h4>It may be argued by some people that vocabulary should not be pre-taught in IELTS reading classes, as students need to learn how to deal with unfamiliar vocabulary in the actual lest. However, I believe that the decision to pre-teach depends on the objective of the lesson and maybe quite necessary in order to reduce the cognitive load on students when focusing on one particular task.</h4>\r\n<h4>It may also be necessary to pre-teach vocabulary in certain parts of the world where students may lack cultural knowledge to be able to deal with the text. One example of this comes from teaching in Vietnam. I recently gave my IELTS students a reading exercise in a test simulation</h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>situation (20 minutes for a 700-word text with 14 questions to be answered). Although it would never happen in a real test, I pre-taught the vocabulary: “New World and Old World”. In fact, I drew a quick map to illustrate the concepts, as an understanding of this concept was essential for them to be able to deal with the text and questions.</h4>\r\n<h4>Peer Discussion</h4>\r\n<h4>It may appear at first glance that peer discussion is not very innovative, but I believe that its effectiveness should not be underestimated. Peer discussion can be adapted to suit just about any activity in any class, but I will give one simple example of how to use this technique in higher-level IELTS reading classes.</h4>\r\n<h4>After doing an IELTS reading test, some teachers would be tempted to just correct the answer sheets and give the students their band scores. Other teachers might give the students the answers and ask them to try discover where they went wrong for homework. However, in most cases, students lose interest in the reading once they have attempted it, and I believe it quite unlikely that the students actually complete this task effectively.</h4>\r\n<h4>Therefore, after the test simulation, I put the students into groups or pairs to compare their results (without giving them correct answers). When all the students coincide with one answer they move on to the next question. When they disagree, they need to compare ideas and try to come up with the best answer. This can lead to interesting, and sometimes passionate, discussions as students exchange ideas and techniques for finding correct answers, recognizing paraphrase etc.</h4>\r\n<h4>Newspaper Scanning Race</h4>\r\n<h4>This is a collaborative, task-based learning activity, which I would use in introductory IELTS class or maybe even a Pre-IELTS class.</h4>\r\n<h4>Preparation: The teacher acquires a number of newspapers (the same edition) or perhaps some pamphlets or brochures, and prepares 20 scanning questions. The answers to these questions can be found anywhere in the paper. It is a good idea to prepare questions which practice different scanning techniques and have a wide range of degree of difficulty. Note: I usually use an English Language newspaper published here in Vietnam which is about 24 pages long.</h4>\r\n<h4>In pairs, the students try to answer as many questions as they can within a set time limit. The pair that answers the highest number of correct answers within the time limit wins the race.</h4>\r\n<h4>Reading Journals</h4>\r\n<h4>Reading journals can be used at any stage of a reading course but are especially effective in IELTS and pre-IELTS courses. The methodology is very similar to that used in many general English books when students have to read different passages and then describe what they have read to a partner.</h4>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"page\" title=\"Page 43\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>For homework, students are told that they need to read a newspaper article from a traditional or online source and identify the following items:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Topic</h4>\r\n</li>\r\n 	<li>\r\n<h4>Main Idea</h4>\r\n</li>\r\n 	<li>\r\n<h4>Interesting Details</h4>\r\n</li>\r\n 	<li>\r\n<h4>My opinion</h4>\r\n</li>\r\n 	<li>\r\n<h4>New Vocabulary</h4>\r\n</li>\r\n</ul>\r\n<h4>On the assigned day, students need to come to class prepared to discuss their article in groups with other students, using the new vocabulary as much as possible. They also need to hand in, or post, a completed worksheet, on which they fill in a worksheet on the items in the list above.</h4>\r\n<h4>I created and developed this activity and have made it an integral part of some of the IELTS courses I have designed as, in my opinion, the activity provides the following benefits:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>The speaking exercise helps reinforce the new vocabulary.</h4>\r\n</li>\r\n 	<li>\r\n<h4>It gives students practice in analyzing texts and in forming opinions.</h4>\r\n</li>\r\n 	<li>\r\n<h4>It gives students a chance to develop fluency and to be able to discuss interesting topics.</h4>\r\n</li>\r\n 	<li>\r\n<h4>It encourages students to read, and therefore, is good preparation for all sections of theIELTS exam: both writing sections, speaking section 3 and naturally the reading section.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Extra-curricular reading is especially important in Vietnam as most university studentshere have very little interest in current events and socio-economic issues.</h4>\r\n</li>\r\n 	<li>\r\n<h4>It is also a great way to get students to do a lot of work, without much extra effort on thepart of the teacher. This can create some much-needed relief, especially for teachers of large classes who have to do a lot of extra work grading assignments, etc.</h4>\r\n<h4>10.3 TEACHING WRITING IN THE UAE</h4>\r\n<h4>The mixed-ability classroom is the norm in the UAE, but an EFL teacher new to the country may be shocked at just how broad that range of abilities is. It is not uncommon to have a few students, who, despite vast exposure to English in school, still cannot properly write their own names in the language. Very rarely do you find students who are solidly proficient in English? EFL teachers around the Arab world frequently note that while their students may be able to speak English at a satisfactory BICS level and understand when spoken to them, the majority have great difficulty with reading and writing in the language.</h4>\r\n<h4>The first thing I had to tackle as an Arabic-language learner was the writing system, which is unlike any other language I studied in the past. There are 28 letters in the Arabic alphabet, which are connected in writing in a cursive style; however, most of the letters have four, sometimes radically different, forms depending on their position in a word. Then, of course, you string it all together from right to left, which perhaps was the biggest challenge for me to overcome, requiring lots of practice to correctly train my movements. Well, the inverse is true for Arab students learning to write in English.</h4>\r\n<h4>The English writing system poses many challenges for them. These students have to learn to write from the opposite direction, which surely is as much if not more of a challenge than it was for me. They must assimilate an alphabet composed of capital and lowercase letters (Arabic makes</h4>\r\n</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>no distinction between capital and lowercase letters). Furthermore, they must learn to be more attentive to the vowel sounds in words when encoding (In Arabic writing only the long vowel sounds are represented, short vowels being represented by a system of diacritical marks that is routinely omitted in everyday Arabic texts). Many of my Emirati students struggle with correctly and consistently forming the letters of the English alphabet. Despite the fluid ease with which they can write in Arabic, much of what I see from my students could have been written by an early elementary student back home. They will frequently omit capital letters or use them inappropriately and inconsistently throughout their writing. Much of this likely stems from inadequate or insufficient instruction and practice earlier in their education. The letters g, j, p, q, and y, for example, are frequently formed above the page lines, sometimes making as if to fly away, having been written higher than the other letters in the word. This suggests that while they were taught the alphabet early on, the training they received in letter formation, especially when composing on standardized paper, was limited or inadequate.</h4>\r\n<h4>Beyond simple orthography, spelling is a major problem in my students’ writing. One reason is that when learning English, Arab students have to reckon with English’s unconventional spelling patterns and irregular forms. However, the directionality of their native writing system often interferes with their writing (and reading) of English. One frequently encountered example is confusion of letters with ‘mirror’ shapes, where a student will write b instead of d, p instead of q, and vice-versa. The letter p poses a further problem for Arab students as the phoneme represented by this letter does not exist in Arabic. Many students will write b in places where p is required, especially if recording from a dictation or listening script. Another example of how the different directionality of Arabic can interfere with Arab students’ writing is the reversal of letters within words, particularly towards the center, such as ‘twon’ instead of ‘town’ or ‘paly’ instead of ‘play’. I have witnessed such mistakes often in my students’ writing, which I’ve pondered as akin to dyslexia except that the students are wired correctly for reading and writing in their native language.</h4>\r\n<h4>A prominent form of grammatical interference that manifests more often in students’ writing than in speech is a redundancy in the parts of a sentence (i.e. subjects, verbs, objects). It is not unusual to encounter constructions similar to “Mohammed he loves a girl he met her last\r\nyear” (redundancy in the subject and object), yet this, in fact, is a direct translation of the same sentence written in formal Arabic. Inappropriate pronouns don’t just stop at redundancy. Arabic’s rules for gender often lead to the incorrect use of ‘he’ or ‘she’ instead of ‘it’ for inanimate or neuter nouns because there is no corresponding word for ‘it’ in Arabic; it is a dual-gender language. Further confusion comes from Arabic’s pronoun-antecedent rule for inanimate plural nouns, which, no matter the gender of the singular noun, always take ‘she’ when plural.</h4>\r\n<h4>Just as there is no ‘it’ in Arabic, there is also no indefinite article (a/an). Indefiniteness is often simply signalled by the absence of the definite article. Furthermore, there is no present tense form of the verb ‘to be’. For example, the construction ‘he-man’ for ‘he is a man’ is grammatically complete in Arabic. The definite article does exist in Arabic but you may find it in unexpected places in your Arab students writing. In Arabic, if you wanted to write ‘he is the man’, it would translate as ‘he the man’; however, if you wanted to write ‘he is the tall man’, it would translate as ‘he the man the tall’. In other words, when defining a noun in Arabic you must also define any</h4>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"page\" title=\"Page 45\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>adjectives modifying that noun. This confused me when learning it in Arabic. Unlearning it for Arab students can be an equally confusing challenge.</h4>\r\n<h4>Two other major areas of interference I have noted in my students’ writing are prepositions and lexical usage. The meaning and usage of Arabic prepositions do not always correspond with their otherwise English counterparts. In prepositional and verbal phrases in Arabic, a different pronoun is often used than the one we would expect given our language. For example, the verbal phrase ‘afraid of’ directly translates from the Arabic as ‘afraid from’. This can sometimes have more comical results, such as ‘I saw him in the television last night’. Be on the lookout for cases where Arab students have translated Arabic phrases and expressions directly into English without considering their appropriateness or clarity. Many such phrases and expressions in Arabic become odd, if not downright befuddling when translated word for word into English. Oftentimes the problem may lie with a single lexical interference where the word in Arabic, when translated directly, conveys a different meaning in English.</h4>\r\n<h4>Modern Arabic has adopted a system of punctuation not too different from that used in the English language, yet Arabic punctuation rules are still not as restrictive as in English. Some of my students need foundational instruction on the usage rules for common punctuation marks and the conventions that attend them, such as capitalization. While others have learned the rules but inconsistently apply them, requiring more coaching than anything. My students’ problems with sentence structure do not stop at simple confusion over punctuation usage. Arabic rhetorical practice also commonly interferes with the production of structurally correct sentences in English. Run-on sentences are the biggest problem for ESL students in the United Arab Emirates.</h4>\r\n<h4>In Arabic rhetoric you can load a sentence with several grammatically complete ideas, all linked together with the Arabic equivalent of ‘and’, and it’s acceptable. I encounter this in my students’ writing often, and, as a quick remedy, I simply advise them to limit each sentence to two independent ideas. To foster lasting understanding I have to provide more in-depth instruction and ample practice, especially once we get into subordination; otherwise, the looser usage rules in Arabic may begin to win out once again.</h4>\r\n<h2>10.4 TEACHING GRAMMAR TO CZECHS</h2>\r\n<h4>In Prague, foreign teachers are in charge of students who already have some control of the English language, typically a minimum of B1 or more advanced A2 (for those who are not familiar with the Common European Framework, they mean pre-intermediate and intermediate, respectively). A1 learners (basic), on the other hand, are the responsibility of Czech English teachers alone. This is a relief for us foreigners if you ask me, and better for the students. I’m not saying that Beginners benefit from constant translations and explanations from part of the teacher. Not at all! What is indeed helpful for the students is to have the guidance and assistance of someone who understands what they are trying to say and why they aren’t able to say it; in other words, someone who understands their language. This is why in this article I will try to illustrate some typical, general grammar mistakes you can expect from a Czech student, and how they can be explained by L1 interference.</h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Word Order</h4>\r\n<h4>One important thing you have to bear in mind is that, in Czech, almost all the permutations of the words in a clause are possible, as opposed to English where the sequence subject-verb-object is often the rule. That said, the word order in Czech will place emphasis on one or other aspect of the message, completely affecting the words needed in the English translation while using exactly the same words in the original: Češi udělali revoluci (The Czechs made a revolution), Revoluci udělali Češi (It was the Czechs who made the revolution), and Češi revoluci udělali (The Czechs did make a revolution). This by itself could pose a major problem to students, who don’t seem to get the hang of the standard word order in English.</h4>\r\n<h4>Verb ‘to be’</h4>\r\n<h4>There is a very important rule of the Czech language that creates serious problems. The verb ‘to be’ should always come in the second position, followed by the reflexive particle “se” and the object pronoun, when they exist. This can be very complicated for Czech students trying to learn English chiefly because they tend to follow this rule and often put the verb “to be” in the second position. Consider typical sentences from some of my students: “When is somebody homeless, I understand”, verb “to be” as the second element of the sentence; or “She was tired?” typical mistake (when practicing grammar, at least) caused by lack of inversion, even worse for the Czechs because of the second-position rule.</h4>\r\n<h4>Tenses</h4>\r\n<h4>Another characteristic of the Czech language is the existence of only 3 verb tenses – present, past and future. In addition to this, virtually every verb in Czech comes in pairs, one being the perfectivum, which can only be used for the past and the future and represent an action done only once; and the imperfectivum, used for the three core tenses for things that are, were, or will be done over a period of time; or as a routine. The verb “start,” for example, brings the two forms respectively: začít and začínat. The most obvious consequence of this rule is the major problem Czech students are certain to have with almost all verb tenses in English; for instance, it is difficult for them to understand the present or past perfect, the different ways to express the future and, still more confusing, the past and present continuous.</h4>\r\n<h4>As mentioned above, the imperfectivum verbs are also used to express routines; logical, for them, because a routine is something happening over a period of time. As a result, they believe that present and past continuous can also be used to express routines in the present, instead of the simple form; or in the past, as opposed to the simple form, would, or (be) used to. Typical examples follow: “When I was young, I was playing hockey every day with my friends;” or “I’m usually having dinner at 7 pm.” It may appear as though it’s a simple task to teach them the correct form, but this mistake persists even among the most advanced students. Just try to learn Czech and be in their shoes, and you will understand.</h4>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"page\" title=\"Page 47\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Other Challenges</h4>\r\n<h4>Apart from the more elusive problems outlined above, the Czechs also encounter other difficulties when learning English. Probably the most infamous one is the lack of articles, or misuse of them, resulting from the fact that there are no articles in Czech; furthermore, Czech students are sure to have problems with conditionals and hence create sentences like “If I will have time, I will write you an email,” which stems from the fact that in their L1 both clauses go to the future; there + verb meaning “exist” is also problematic as they use tady je or tady jsou to mean, in Czech, “there is” or “there are,” but the translation into English is “here it is” or “here they are,” respectively. You might then come across sentences such as “They are 10 chairs here,” or “It’s a lot of rain here.”</h4>\r\n<h4>This article does not aim to delineate all the problems with grammar Czech students often come across when learning English. Nor does it intend to provide an in-depth description of the Czech language and other aspects thereof, such as phonology. The goal of this article is to outline the most common problems that new teachers will face in Prague so they are better prepared. There’s just one thing that’s wise to take into consideration before drawing any conclusions: Every language has its own idiosyncrasies, which present different problems to English learners. Non- native speakers from different countries are not easier or more difficult to teach, nor are they better or worse. They are simply different.</h4>\r\n<h4>10.5 TEACHING PRONUNCIATION AND GRAMMAR IN TURKEY\r\nProblems with Pronunciation</h4>\r\n<h4>There are sounds in English which have no equivalent in Turkish. Unfortunately, these appear in some of the most common words. The /θ/ and /ð̠/ consonants, for instance, do not naturally appear in Turkish and cause constant problems with words such as through and the. Another issue is that /r/ is always pronounced in Turkish, leading to seemingly over-pronounced Rs when speaking English, such as water and doctor. Conversely, /w/ does not appear in Turkish, leading to confusion of the pronunciation of words containing either /v/ or /w/ in English. Consonant clusters, such as spr-, rarely appear at the start of Turkish words, making vocabulary like spring a pronunciation nightmare for students (typically you will hear something like si- prink). Turks nevertheless place great importance on correct pronunciation, so activities using the phonetic alphabet go down well.</h4>\r\n<h4>Problems with Articles</h4>\r\n<h4>Turkish has an indefinite article but no direct equivalent of the definite the. Correct use of the definite article is a long and painful process for Turkish students. The best way to approach this tends to be the way that it is addressed in the major course books, i.e. through a series of applicable rules. Turks get upset at their failure to master what they perceive as a basic aspect of</h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"page\" title=\"Page 48\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>English, despite the actual complexities of article use. Whenever articles come up as a grammar point in a course, a good approach is to take your time and add extra practice activities that reinforce the grammar rule being taught, such as the use of the with rivers and oceans but not, generally, with cities and countries.</h4>\r\n<h4>Problems with Prepositions</h4>\r\n<h4>This is another aspect of English that perturbs Turks who perceive it as a fundamental part of grammar that they find somewhat difficult to get to grips with. The problem lies in the fact that there is one preposition in Turkish that serves the role that in, on and at doing in English. Therefore, there is often confusion about which one to use and you can expect to see them mixed up. As with articles, the best solution again is to do as is done in course books, but take it slow and steady, supplementing with extra activities that give more chances to practice. Work steadily and regularly on prepositions of place and time in particular.</h4>\r\n<h4>Problems with Relative Clauses</h4>\r\n<h4>The subject-object-verb structure of Turkish means that the way relative clauses are constructed in English is totally alien to students. When you introduce these clauses in grammar classes, you will find that students will work through the exercises and then never use them again unless really pushed to do so. After teaching relative clauses, look for opportunities to return to this grammar point as frequently as you can later on in the course. Take simple steps to ensure regular review of relative clauses. For instance, ask students to find examples in any reading text you do in class. Alternatively, ask questions that require the use of a relative clause in the answer. For instance: ‘What’s the name of the person who did a certain action in the text?’ or ‘What’s the name of the country where this took place?’</h4>\r\n<h4>10.6 TEACHING LARGE CLASSES IN SOUTH KOREA</h4>\r\n<h4>Encouraging enthusiasm for participation is important in large classes. Giving stickers or candy is a good way to get wider participation, especially among younger groups. You can also have a long term reward system for the class as a whole. If the whole class is affected by one student’s bad behaviour, they are more likely to govern themselves. They will tell the noisy kid to be quiet, or help the student who has difficulty completing homework to get it done on time. Promising movie or treat days for a month of good behaviour is a good way to get this response.</h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"page\" title=\"Page 49\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Class Participation</h4>\r\n<h4>In a large class, it’s not so difficult to get students to respond as a class in repetitive exercises. They may start out weak, but simply having them do it over again until you get wider participation is usually effective. However, you must watch out for kids who are faking it and try to make note of who they are. It’s easy to spot the kids who participate well, but there are always kids who will try to hide in the shadows. These students often have a low level of confidence in their English ability and singling them out in front of the class isn’t going to make it any better. Instead, I find that it helps to approach these students and work with them during reading and writing practice. Getting them to read aloud and answer questions one-on-one will give them more confidence to do it in front of the class. Give them the extra attention they need and you will often find that they step up to the plate more frequently during a question and answer format.</h4>\r\n<h4>Co-Teacher</h4>\r\n<h4>Working with a co-teacher allows you to visit with many of the students who need extra help more quickly so the pace of the class won’t be hindered. Bigger classes tend to work at a slower pace anyway. Simple tasks like having all the students open their books take longer as you wait for that inevitable element of students who weren’t paying attention when you asked or the ones who are simply feeling defiant.</h4>\r\n<h4>Discipline</h4>\r\n<h4>In larger classes, the defiant element is always something to watch out for. It should be caught early and dealt with. If you have a co-teacher, it’s best to have them explain the expectations clear to students. If you are on your own, make it clear for them to understand punishment, and use it consistently. Standing at the back of the class, going to a corner, or writing lines for bad behaviour are clear and easily understood punishments, which are good for removing the defiant element from the class without interfering with everyone else’s learning.</h4>\r\n<h4>Whatever class size you have, the main thing you should keep in mind is to be flexible. Don’t let your plans get in the way of the student’s learning. If something isn’t working for the group, think fast and try something else.</h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 12','','publish','open','closed','','unit-26-board-exam','','','2019-10-08 21:07:59','2019-10-09 02:07:59','',0,'https://tesoll.com/?post_type=unit&#038;p=2392',0,'unit','',0);
INSERT INTO `wp_posts` VALUES (2424,1,'2019-10-06 22:11:15','2019-10-07 03:11:15','<h1>List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?</h1>','Unit 2 Assignment 1','','publish','open','closed','','unit-2-assignment-1','','','2019-10-06 22:11:15','2019-10-07 03:11:15','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2424',0,'wplms-assignment','',0),(2426,1,'2019-10-06 22:13:03','2019-10-07 03:13:03','<h1>State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important.</h1>','Unit 2 Assignment 2','','publish','open','closed','','unit-2-assignment-2','','','2019-10-06 22:13:03','2019-10-07 03:13:03','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2426',0,'wplms-assignment','',0),(2428,1,'2019-10-06 22:14:46','2019-10-07 03:14:46','<h1>List 5 qualities you would expect to find in a ‘good’ learner. 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(Select one from the following eight topics.)</h2>\r\n<h2>Please write or type them on A4 paper, leaving a margin on the left-hand side for any comments your tutor may wish to make. <em><u>It has to be between two to five pages.</u></em></h2>\r\n<h2><strong><em><u>The assignment must be emailed to <a>info@tesoll.com</a> (Subject Line= Foundation Essay I) or you can write in the Text Area</u></em></strong></h2>\r\n<h4></h4>\r\n<h4><strong>Topics</strong></h4>\r\n<h4>1. Describe your experience of learning a language.</h4>\r\n<h4>You can cover the following points:  How was it taught or \'picked up\'? When did learning start, how long was it for and how frequent was your exposure to the language? What exposure did you have to native speakers of that language? What was the bias of listening, speaking, reading, writing, grammar, translation, literature, pronunciation teaching? What kinds of texts and other materials or teaching aids were used? What about the teacher\'s personality? How efficient was your learning? Which language varieties did you master? Where are the gaps in your knowledge or ability? What conclusions can you draw for your own teaching of English?</h4>\r\n<h4></h4>\r\n<h4>2. Explain, with examples, how language varies according to the context in which it is spoken or written.</h4>\r\n<h4></h4>\r\n<h4>3. What is meant by appropriateness (or appropriacy) in language use?</h4>\r\n<h4></h4>\r\n<h4>4. Discuss the “Language is Communication.”</h4>\r\n<h4></h4>\r\n<ol start=\"5\">\r\n 	<li>\r\n<h4>What are the principles on which foreign language teaching is based? What are their justifications?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Describe how children acquire their mother tongue.</h4>\r\n</li>\r\n 	<li>\r\n<h4>From your experience of a young child that you know, describe the stage of the language acquisition that he or she is at, and what preceded this.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Choose two or three methods of language teaching and compare/discuss the merits of each.</h4>\r\n</li>\r\n</ol>','unit 5 assignment 1','','publish','open','closed','','unit-5-assignment-1','','','2019-10-07 21:39:54','2019-10-08 02:39:54','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2443',0,'wplms-assignment','',0),(2444,1,'2019-10-07 21:27:57','2019-10-08 02:27:57','{{unknown}}','','','publish','closed','closed','','3bdea596d689e21086866be139c8be38','','','2019-10-07 21:27:57','2019-10-08 02:27:57','',0,'https://tesoll.com/3bdea596d689e21086866be139c8be38/',0,'oembed_cache','',0),(2453,1,'2019-10-07 22:21:07','2019-10-08 03:21:07','<h3></h3>\r\n<h3>How can the teacher reduce unnecessary teacher talking time?</h3>\r\n<h3>Unnecessary TTT can be avoided if teachers do the following:</h3>','unit 7 assignment 1','','publish','open','closed','','unit-7-assignment-1','','','2019-10-07 22:21:07','2019-10-08 03:21:07','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2453',0,'wplms-assignment','',0),(2455,1,'2019-10-07 22:23:34','2019-10-08 03:23:34','<h2>List some of the reasons for problem behaviour that you may experience in an EFL classroom.  How can/should the teacher prevent it?  How can the teacher deal with problem behaviour should it arise?</h2>\r\n&nbsp;','unit 7 assignment 2','','publish','open','closed','','unit-7-assignment-2','','','2019-10-07 22:24:00','2019-10-08 03:24:00','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2455',0,'wplms-assignment','',0),(2485,1,'2019-10-08 12:46:45','2019-10-08 17:46:45','{{course.announcement}}','[{{{site.name}}}] Announcement for Course 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{{{student.userlink}}} in Course {{{course.titlelink}}}','[{{{site.name}}}] Instructor marked unit {{unit.name}} incomplete for Student in Course {{course.name}}','Instructor {{instructor.name}} marked the unit {{unit.name}} incomplete for Student {{{student.name}}} in Course {{{course.titlelink}}}','publish','closed','closed','','site-name-instructor-marked-unit-unit-name-incomplete-for-student-in-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2518',0,'bp-email','',0),(2519,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Comment \"{{comment.comment_content}}\" was added to unit {{unit.name}}','[{{{site.name}}}] You added a comment in unit {{unit.name}}','Comment \"{{comment.comment_content}}\" was added to unit {{unit.name}}','publish','closed','closed','','site-name-you-added-a-comment-in-unit-unit-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2519',0,'bp-email','',0),(2520,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','{{{comment.userlink}}} replied on your comment in Unit {{unit.name}} : {{comment.comment_content}} ','[{{{site.name}}}] Reply posted on your comment in {{unit.name}}','{{{comment.name}}} replied on your comment in Unit {{unit.name}} : {{comment.comment_content}} ','publish','closed','closed','','site-name-reply-posted-on-your-comment-in-unit-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2520',0,'bp-email','',0),(2521,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} added a comment \"{{comment.comment_content}}\" in unit {{{unit.link}}} in course','[{{{site.name}}}] Student added a comment in unit {{unit.name}}','Student {{{student.name}}} added a comment \"{{comment.comment_content}}\" in unit {{{unit.link}}} in course','publish','closed','closed','','site-name-student-added-a-comment-in-unit-unit-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2521',0,'bp-email','',0),(2522,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You started the quiz {{{quiz.titlelink}}} ','[{{{site.name}}}] You started the  quiz {{quiz.name}}','You started the quiz {{{quiz.titlelink}}} ','publish','closed','closed','','site-name-you-started-the-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2522',0,'bp-email','',0),(2523,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} started the quiz {{{quiz.titlelink}}}','[{{{site.name}}}] Student started the quiz {{quiz.name}}','Student {{{student.name}}} started the quiz {{{quiz.titlelink}}}','publish','closed','closed','','site-name-student-started-the-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2523',0,'bp-email','',0),(2524,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You submitted quiz {{{quiz.titlelink}}} ','[{{{site.name}}}] You submitted quiz {{quiz.name}}','You submitted quiz {{{quiz.titlelink}}} ','publish','closed','closed','','site-name-you-submitted-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2524',0,'bp-email','',0),(2525,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} submitted quiz {{{quiz.titlelink}}}','[{{{site.name}}}] Student submitted quiz {{quiz.name}}','Student {{{student.name}}} submitted quiz {{{quiz.titlelink}}}','publish','closed','closed','','site-name-student-submitted-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2525',0,'bp-email','',0),(2526,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You obtained {{quiz.marks}} out of {{quiz.max}} in quiz {{{quiz.titlelink}}} , remarks by instructor {{quiz.remarks}} ','[{{{site.name}}}] Results available for quiz {{quiz.name}}','You obtained {{quiz.marks}} out of {{quiz.max}} in quiz {{{quiz.titlelink}}} , remarks by instructor {{quiz.remarks}} ','publish','closed','closed','','site-name-results-available-for-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2526',0,'bp-email','',0),(2527,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} got {{quiz.marks}} from {{quiz.max}} in quiz {{{quiz.titlelink}}}','[{{{site.name}}}] Quiz {{quiz.name}} evaluated for Student','Student {{{student.name}}} got {{quiz.marks}} from {{quiz.max}} in quiz {{{quiz.titlelink}}}','publish','closed','closed','','site-name-quiz-quiz-name-evaluated-for-student','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2527',0,'bp-email','',0),(2528,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You retook the quiz {{{quiz.titlelink}}}','[{{{site.name}}}] You retook the quiz {{quiz.name}}','You retook the quiz {{{quiz.titlelink}}}','publish','closed','closed','','site-name-you-retook-the-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2528',0,'bp-email','',0),(2529,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} retook the quiz {{{quiz.titlelink}}}','[{{{site.name}}}] Student retook the quiz {{quiz.name}}','Student {{{student.name}}} retook the quiz {{{quiz.titlelink}}}','publish','closed','closed','','site-name-student-retook-the-quiz-quiz-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2529',0,'bp-email','',0),(2530,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Quiz {{{quiz.titlelink}}} was reset by Instructor','[{{{site.name}}}] Quiz {{quiz.name}} has been reset','Quiz {{{quiz.titlelink}}} was reset by Instructor','publish','closed','closed','','site-name-quiz-quiz-name-has-been-reset','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2530',0,'bp-email','',0),(2531,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Quiz {{{quiz.titlelink}}} was reset for Student {{{student.userlink}}}','[{{{site.name}}}] Quiz {{quiz.name}} reset for Student','Quiz {{{quiz.titlelink}}} was reset for Student {{{student.name}}}','publish','closed','closed','','site-name-quiz-quiz-name-reset-for-student','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2531',0,'bp-email','',0),(2532,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You started the assignment {{{assignment.titlelink}}}','[{{{site.name}}}] You started the assignment {{assignment.name}}','You started the assignment {{{assignment.titlelink}}}','publish','closed','closed','','site-name-you-started-the-assignment-assignment-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2532',0,'bp-email','',0),(2533,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} started the assignment {{{assignment.titlelink}}}','[{{{site.name}}}] Student started the assignment {{assignment.name}}','Student {{{student.name}}} started the assignment {{{assignment.titlelink}}}','publish','closed','closed','','site-name-student-started-the-assignment-assignment-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2533',0,'bp-email','',0),(2534,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You submitted the assignment {{{assignment.titlelink}}} ','[{{{site.name}}}] You submitted the assignment {{assignment.name}}','You submitted the assignment {{{assignment.titlelink}}} ','publish','closed','closed','','site-name-you-submitted-the-assignment-assignment-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2534',0,'bp-email','',0),(2535,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} submitted the assignment {{{assignment.titlelink}}}','[{{{site.name}}}] Student submitted the assignment {{assignment.name}}','Student {{{student.name}}} submitted the assignment {{{assignment.titlelink}}}','publish','closed','closed','','site-name-student-submitted-the-assignment-assignment-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2535',0,'bp-email','',0),(2536,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You obtained {{assignment.marks}} out of {{assignment.max}} in assignment {{{assignment.titlelink}}} ','[{{{site.name}}}] Results available for assignment {{assignment.name}}','You obtained {{assignment.marks}} out of {{assignment.max}} in assignment {{{assignment.titlelink}}} ','publish','closed','closed','','site-name-results-available-for-assignment-assignment-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2536',0,'bp-email','',0),(2537,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} got {{assignment.marks}} from {{assignment.max}} in assignment {{{assignment.titlelink}}}','[{{{site.name}}}] Assignment {{assignment.name}} evaluated for Student','Student {{{student.name}}} got {{assignment.marks}} from {{assignment.max}} in assignment {{{assignment.titlelink}}}','publish','closed','closed','','site-name-assignment-assignment-name-evaluated-for-student','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2537',0,'bp-email','',0),(2538,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Assignment {{{assignment.titlelink}}} was reset by Instructor','[{{{site.name}}}] Assignment {{assignment.name}} was reset','Assignment {{{assignment.titlelink}}} was reset by Instructor','publish','closed','closed','','site-name-assignment-assignment-name-was-reset','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2538',0,'bp-email','',0),(2539,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','assignment {{{assignment.titlelink}}} was reset for Student {{{student.userlink}}}','[{{{site.name}}}] assignment {{assignment.name}} reset for Student','assignment {{{assignment.titlelink}}} was reset for Student {{{student.name}}}','publish','closed','closed','','site-name-assignment-assignment-name-reset-for-student','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2539',0,'bp-email','',0),(2540,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You applied for course {{{course.titlelink}}} ','[{{{site.name}}}] You applied for course {{course.name}}','You applied for course {{{course.titlelink}}} ','publish','closed','closed','','site-name-you-applied-for-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2540',0,'bp-email','',0),(2541,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} applied for course {{{course.titlelink}}}','[{{{site.name}}}] Student applied for course {{course.name}}','Student {{{student.name}}} applied for course {{{course.titlelink}}}','publish','closed','closed','','site-name-student-applied-for-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2541',0,'bp-email','',0),(2542,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Your application was {{course.application_status}} for course {{course.name}}','[{{{site.name}}}] Your application was {{course.application_status}} for course {{course.name}}','Your application was {{course.application_status}} for course {{course.name}}','publish','closed','closed','','site-name-your-application-was-course-application_status-for-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2542',0,'bp-email','',0),(2543,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Student {{{student.userlink}}} application was {{course.application_status}} for course {{{course.titlelink}}}','[{{{site.name}}}] Student applied {{course.application_status}} for course {{course.name}}','Student {{{student.name}}} application was {{course.application_status}} for course {{{course.titlelink}}}','publish','closed','closed','','site-name-student-applied-course-application_status-for-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2543',0,'bp-email','',0),(2544,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You  {{course.publish_status}} the course {{{course.titlelink}}}','[{{{site.name}}}] You {{course.publish_status}} the course {{course.name}}','You  {{course.publish_status}} the course {{{course.titlelink}}}','publish','closed','closed','','site-name-you-course-publish_status-the-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2544',0,'bp-email','',0),(2545,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Instructor {{{course.instructorlink}}} set the course  {{{course.titlelink}}} to status {{course.publish_status}}','[{{{site.name}}}] Instructor set the course {{course.publish_status}} to {{course.name}}','Instructor {{{course.instructorlink}}} set the course  {{{course.titlelink}}} to status {{course.publish_status}}','publish','closed','closed','','site-name-instructor-set-the-course-course-publish_status-to-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2545',0,'bp-email','',0),(2546,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Unit {{unit.name}} is now available in course {{{course.titlelink}}}','[{{{site.name}}}] Unit {{unit.name}} now available in course {{course.name}}','Unit {{unit.name}} is now available in course {{{course.titlelink}}}','publish','closed','closed','','site-name-unit-unit-name-now-available-in-course-course-name','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2546',0,'bp-email','',0),(2547,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Your subscription to course {{{course.titlelink}}} will expire soon','[{{{site.name}}}] Subscription for course {{course.name}} will expire soon','Your subscription to course {{{course.titlelink}}} will expire soon','publish','closed','closed','','site-name-subscription-for-course-course-name-will-expire-soon','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2547',0,'bp-email','',0),(2548,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','Someone requested that the password be reset for the following account: \r\n\r\nhttps://tesoll.com/\r\n\r\nUsername: {{user.username}}\r\n\r\nIf this was a mistake, just ignore this email and nothing will happen.\r\n\r\nTo reset your password, visit the following address: {{{user.forgotpasswordlink}}}\r\n\r\n','[{{{site.name}}}]  Password Reset','Someone requested that the password be reset for the following account: \r\n\r\nhttps://tesoll.com/\r\n\r\nUsername: {{user.username}}\r\n\r\nIf this was a mistake, just ignore this email and nothing will happen.\r\n\r\nTo reset your password, visit the following address: {{{user.forgotpasswordlink}}}\r\n\r\n','publish','closed','closed','','site-name-password-reset','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2548',0,'bp-email','',0),(2549,1,'2019-10-08 12:46:46','2019-10-08 17:46:46','You are inactive on our website for more than {{{user.inactive}}} days. Please visit the website {{{site.name}}} and continue learning.','[{{{site.name}}}] Inactive user','You are inactive on our website for more than {{{user.inactive}}} days. Please visit the website {{{site.name}}} and continue learning.','publish','closed','closed','','site-name-inactive-user','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2549',0,'bp-email','',0),(2550,1,'2019-10-08 12:46:46','2019-10-08 17:46:46',' User contacted via contact form on your site <br> {{{user.message}}} ','[{{{site.name}}}] Contact Form Submission',' User contacted via contact form on your site <br> {{{user.message}}} ','publish','closed','closed','','site-name-contact-form-submission','','','2019-10-08 12:46:46','2019-10-08 17:46:46','',0,'https://tesoll.com/?post_type=bp-email&p=2550',0,'bp-email','',0),(2551,1,'2019-10-08 12:46:47','2019-10-08 17:46:47',' You have successfully finished the course {{{course.link}}}. Now please take a moment and review this course. ','[{{{site.name}}}] Review pending for Course {{course.name}}',' You have successfully finished the course {{{course.link}}}. Now please take a moment and review this course. ','publish','closed','closed','','site-name-review-pending-for-course-course-name','','','2019-10-08 12:46:47','2019-10-08 17:46:47','',0,'https://tesoll.com/?post_type=bp-email&p=2551',0,'bp-email','',0),(2552,1,'2019-10-08 12:46:47','2019-10-08 17:46:47','You requested for payout on {{request.time}}','[{{{site.name}}}] You requested for payout','You requested for payout on {{request.time}}','publish','closed','closed','','site-name-you-requested-for-payout','','','2019-10-08 12:46:47','2019-10-08 17:46:47','',0,'https://tesoll.com/?post_type=bp-email&p=2552',0,'bp-email','',0),(2553,1,'2019-10-08 12:46:47','2019-10-08 17:46:47','Instructor {{{instructor.userlink}}} requested for payout on {{request.time}}','[{{{site.name}}}] Instructor {{{instructor.userlink}}} requested for payout','Instructor {{{instructor.name}}} requested for payout on {{request.time}}','publish','closed','closed','','site-name-instructor-instructor-userlink-requested-for-payout','','','2019-10-08 12:46:47','2019-10-08 17:46:47','',0,'https://tesoll.com/?post_type=bp-email&p=2553',0,'bp-email','',0),(2554,1,'2019-10-08 12:46:47','2019-10-08 17:46:47','Payment of {{payment.amount}} is paid to You on {{payment.time}}','[{{{site.name}}}] Payment of {{payment.amount}} is paid to You','Payment of {{payment.amount}} is paid to You on {{payment.time}}','publish','closed','closed','','site-name-payment-of-payment-amount-is-paid-to-you','','','2019-10-08 12:46:47','2019-10-08 17:46:47','',0,'https://tesoll.com/?post_type=bp-email&p=2554',0,'bp-email','',0),(2555,1,'2019-10-08 12:46:47','2019-10-08 17:46:47','Payment of {{payment.amount}} is paid to Instructor {{{instructor.userlink}}} on {{payment.time}}','[{{{site.name}}}] Payment of {{payment.amount}} is paid to Instructor','Payment of {{payment.amount}} is paid to Instructor {{{instructor.name}}} on {{payment.time}}','publish','closed','closed','','site-name-payment-of-payment-amount-is-paid-to-instructor','','','2019-10-08 12:46:47','2019-10-08 17:46:47','',0,'https://tesoll.com/?post_type=bp-email&p=2555',0,'bp-email','',0),(2567,1,'2019-10-08 20:36:41','2019-10-09 01:36:41','<strong>You are about to take your first lesson with a group of monolingual students in their own country?</strong>\r\n\r\n<strong>Write a lesson plan for the class, including introduction, warmers, an activity/exercise/test that will indicate students’ different levels, and finishing with a game or other activity that involves all the class. Use the same lesson plan format as all previous lesson plans?</strong>','Unit 17 assignment 1','','publish','open','closed','','unit-17-assignment-1','','','2019-10-08 20:36:41','2019-10-09 01:36:41','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2567',0,'wplms-assignment','',0),(2569,1,'2019-10-08 20:40:05','2019-10-09 01:40:05','<h4>How would you as a teacher adapt your approach to beginner students?</h4>','Unit 17 assignment 2','','publish','open','closed','','unit-17-assignment-2','','','2019-10-08 20:40:05','2019-10-09 01:40:05','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2569',0,'wplms-assignment','',0),(2571,1,'2019-10-08 20:42:27','2019-10-09 01:42:27','<strong>List the different categories of beginner students, giving a brief explanation of each?</strong>','unit 17 assignment 3','','publish','open','closed','','unit-17-assignment-3','','','2019-10-08 20:42:27','2019-10-09 01:42:27','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2571',0,'wplms-assignment','',0),(2573,1,'2019-10-08 20:48:24','2019-10-09 01:48:24','<strong>Choose one from  these  assignments,(these assignments are from the </strong><strong>TESOL Course Certification Board exam questions)</strong>\r\n\r\n&nbsp;\r\n<h3>1- Summarize what you have personally gained from this course, and how you plan to put into action what you have learned?</h3>\r\n<h3>2- Write an independent research article of 100 to 300 words on a subject of your choice relating to TESOL?</h3>\r\n<h3><strong>3- How can teaching individual students differ from teaching groups?</strong></h3>\r\n<h3><strong>4-What information would you want to obtain in a needs analysis for a group of Business English students you will be teaching in their office? How could you use this information when planning the program?</strong></h3>\r\n<h3><strong>5-How does the teaching of young learners differ from the teaching of adults?</strong></h3>\r\n<h3><strong>6- Imagine you are going to teach a class of 7-year-olds. The objective is that the learners use basic food vocabulary in English by identifying different foods and expressing their likes and dislikes.</strong></h3>\r\n<h3><strong>7-Would you prefer to teach a monolingual or multilingual class?  Give reasons for your choice.</strong></h3>','unit 18 assignments','','publish','open','closed','','unit-18-assignments','','','2019-10-08 20:49:48','2019-10-09 01:49:48','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2573',0,'wplms-assignment','',0),(2592,1,'2019-10-08 21:33:32','2019-10-09 02:33:32','<div class=\"clear\"></div>\r\n<div class=\"clear\"></div>\r\n<div class=\"description user_content student-version enhanced\">\r\n<div class=\"\">\r\n<div class=\"\"><strong>The Final Research Paper</strong></div>\r\n<div class=\"\"></div>\r\n<div class=\"\"></div>\r\n<h4>The final project requires your attention in writing an essay on one of the subjects below. Attached samples can definitely benefit you.  The research needs to have a primary discourse and a debate section about the central idea, as well as the conclusion and a reference section. The reference section needs to mention the material, weblinks, and any books (Chapters) introduced as sources.  Resources can be found online from any English research library. More material can be viewed at <a class=\"external\" href=\"https://archive.org/index.php\" target=\"_blank\" rel=\"noreferrer noopener\">www.archive.org<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></h4>\r\n<strong><em>we will add this Research Paper as an assignment to be easy for you to upload it.</em></strong>\r\n<h4></h4>\r\n<h4></h4>\r\n<div class=\"\"></div>\r\n<div class=\"\"><strong class=\"\"><u class=\"\">About the subject: </u></strong></div>\r\n<div class=\"\"></div>\r\n<h4>There are a few research projects that one can choose to follow. Below you have few options, but we can also accept an alternative project if in line with teaching English TESOL or in other languages such as French, Spanish, Chinese, Arabic, Italian, and Japanese.</h4>\r\n<h4></h4>\r\n<h4></h4>\r\n<h4>A) Describe in 8 to 10 pages preferred methods used to <strong class=\"\"><i class=\"\"><u class=\"\">Teach English to Children of English Speaking Families</u></i> </strong>born and raised in a Korean, Arabic or Chinese or Spanish speaking countries. Being raised in a country that the native language is not English but from an English family may create environmental and immersion challenges in language instructions. The only advantage they have over the native kids is that their parents speak English. Describe the pros and cons of each method and elaborate on your preferred method.  (Refer to Methodologies section on TESOL Manual &amp; their best implications in non-English native speaking countries.)<u class=\"\"><i class=\"\">. </i></u><a class=\"external\" href=\"http://www.teachingenglish.org.uk/teaching-kids\" target=\"_blank\" rel=\"noreferrer noopener\">http://www.teachingenglish.org.uk/teaching-kids<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></h4>\r\n<h4></h4>\r\n<div class=\"gmail_quote\">\r\n<div class=\"\" dir=\"ltr\">\r\n<div class=\"gmail_quote\">\r\n<div class=\"\" dir=\"ltr\">\r\n<div class=\"\">\r\n<h4></h4>\r\n<div class=\"\">\r\n<h4>B) Describe the best method to<strong class=\"\"> <u class=\"\"><i class=\"\">Teach English to Non-Native English Speakers</i></u></strong> living in a Korean or Chinese or Arabic speaking environment (i.e: Dubai). Compare this with Non-Native English students residing in the USA. Concentrate on Business English language &amp; the common daily expressions (i.e; TOEIC) rather than Academic language. We are trying to compare the same learning group (people who don’t speak English as their mother tongue) in two different environments and evaluate methods used, and results achieved, advantages and disadvantages along with methodologies that suit best in either condition.</h4>\r\n<h4></h4>\r\n<h4></h4>\r\n<h4>C) Elaborate on the formation of <strong class=\"\"><u class=\"\">English foundation at primary learning levels to a foreign speaker</u></strong> that intends to learn writing and reading in English for Academic reasons geographically located in a country such as China, U.A.E, or Egypt where the first language is not English. (This is for Academic Learning, such as TOEFL, IELTS and University Entrance Exams for Adults)</h4>\r\n<h4></h4>\r\n<h4></h4>\r\n<h4>D) Elaborate on teaching ESL in Canada to Immigrants and Inetrnational students. Compare the LINK program introduced by the Federal Government to the other Immersion and Intensive programs used in language schools or colleges across Canada. Provide suggestions on improving the LINK, and outline its advantages or disadvantages to the other programs available in Canada.</h4>\r\n<h4></h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 10 Assignment 1','','publish','open','closed','','unit-10-assignment-1','','','2019-10-08 21:33:32','2019-10-09 02:33:32','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2592',0,'wplms-assignment','',0),(2597,1,'2019-10-08 21:42:05','2019-10-09 02:42:05','<h4> Please start designing <strong>Two Grammar Based Structured Lesson Plans</strong> as your <strong>TESOL Assignment II</strong>. You may email it to info@tesoll.com or upload your assignments, we will include it as an assignment inside the unit to make it easy for you.</h4>\r\n<h4><strong>Foundation Students Need to Submit Two Lesson Plans</strong>. (Two for Adults ESL Classes.)</h4>','unit 13 assignment 1','','publish','open','closed','','unit-13-assignment-1','','','2019-10-08 21:42:30','2019-10-09 02:42:30','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=2597',0,'wplms-assignment','',0),(2611,1,'2019-10-08 22:23:37','2019-10-09 03:23:37','IN THIS PLACE YOU CAN ACCESS ALL THE COURSE ASSIGNMENT .\r\n\r\nTO BE A TESOL CERTIFIED YOU SHOULD DO 8 ASSIGNMENTS BEFORE ATTENDING THE BOARD EXAM.\r\nNOTE ALL THE QUIZZES IN THIS COURSE ARE EVALUATED BY THE TESOL GROUP FOR FUTURE REFERENCE LETTERS AND MEMBERSHIP EVALUATION ONLY.','Unit Final all the assignments','','publish','open','closed','','unit-final-all-the-assignments','','','2019-10-08 22:23:37','2019-10-09 03:23:37','',0,'https://tesoll.com/?post_type=unit&#038;p=2611',0,'unit','',0),(2890,1,'2020-11-24 01:54:30','2020-11-24 06:54:30','','TESOL ONLINE','','inherit','closed','closed','','2889-revision-v1','','','2020-11-24 01:54:30','2020-11-24 06:54:30','',2889,'https://tesoll.com/2889-revision-v1/',0,'revision','',0),(2889,1,'2020-11-24 01:54:30','2020-11-24 06:54:30','<h1></h1>\r\n<h1><a href=\"https://tesoll.com/ibts-tesol-stamp/\"><img class=\"wp-image-3444 size-small aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/IBTS-TESOL-stamp-310x305.png\" alt=\"\" width=\"310\" height=\"305\" /></a></h1>\r\n<h1 style=\"text-align: center;\">TESOL® CERTIFICATE PROGRAM</h1>\r\n<h2 style=\"text-align: center;\">THE INTERNATIONAL STANDARD IN TEACHING LANGUAGES</h2>\r\n<div class=\"v_module v_column col-md-12 fullwidth v_first\">\r\n<div class=\"v_module v_text_block \">\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_CHJ_sg7sDB0Q\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n<h1><strong>120-150 HOUR TESOL CERTIFICATE</strong></h1>\r\nTESOL means Teaching English to Speakers of Other Languages and is sometimes referred to as a TEFL certificate - which means Teaching English as a Foreign Language. With a TESOL/TEFL certificate, you show the schools that you’re applying to that you know how to teach - from lesson planning and classroom management to theory and pedagogical techniques. Whether you’re a new teacher looking for their first teaching job, or you want to prove to employers that you have the teaching skills with a recognized certificate, TESOL is the qualification you need, Do you want to teach English, either at home, online, or abroad, but you’re not sure where to start Our  TESOL Certification course is fully accredited, internationally recognized, and will give you the tools you need to be successful as a teacher of English as a Second Language!\r\n<div class=\"row\">\r\n<div class=\"col-md-9\">\r\n<div class=\"about-courses\">\r\n<div class=\"yui3-u-1 yui3-u-md-1-2\">\r\n<div class=\"yui3-c\">\r\n<h3>Who is TESOL for?</h3>\r\n<ul>\r\n 	<li>New teachers starting their career</li>\r\n 	<li>First-language English speakers and non-first-language speakers</li>\r\n 	<li>Teachers with some experience who want to develop their skills</li>\r\n 	<li>Teachers who want to travel and teach English</li>\r\n</ul>\r\n</div>\r\n</div>\r\n<h3>WHAT YOU’LL LEARN</h3>\r\nIn this course, we’ll take you through learning modules that will prepare you for your new adventure. You’ll learn:\r\n<ul class=\"inner_subli\">\r\n 	<li>How to motivate students who are new to the English language.</li>\r\n 	<li>How to use a student’s primary language to teach them a new language.</li>\r\n 	<li>The basics of linguistics, which will help bridge the gap between the students’ primary language and English.</li>\r\n 	<li>All the reading, writing, speaking, and listening skills you will need to impart in your students.</li>\r\n 	<li>Basic pedagogical techniques</li>\r\n 	<li>Classroom management strategies</li>\r\n 	<li>How to get hired abroad</li>\r\n</ul>\r\n<h3>Ways to take TESOL</h3>\r\nThe TESOL course can be taken in different ways:\r\n\r\n</div>\r\n</div>\r\n</div>\r\n<h3>IN-CLASS TESOL CERTIFICATION</h3>\r\nTESOL in-class program offers two options, 30 days (24 hours) of hands-on training where students participate in lectures, practice teaching presentations, and learn about teaching English abroad. This option also includes online TESOL Advanced Certification, totalling 120 hours of study. The second option is an 8-week intensive ESL program with TESOL certification in Amman, Jordan, totalling 120 hours of in-person study.\r\n<h3 class=\"panelTitle\">TESOL ADVANCED CERTIFICATION</h3>\r\nTESOL Advanced online certification course provides a base knowledge in teaching English as a second language with a focus on methods and approaches to TESOL which can be applied in a variety of teaching environments.\r\n<h4 class=\"PwMt2d\">Objectives</h4>\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_2KWF_T9TDbv5\" class=\"zfr3Q TYR86d\">Examine the core knowledge of TESOL</li>\r\n 	<li id=\"h.p_n-rX9AX4DcWK\" class=\"zfr3Q TYR86d\">Create ESL lesson plans</li>\r\n 	<li id=\"h.p_NeZ4DHvtDcWK\" class=\"zfr3Q TYR86d\">Assess and compare TESOL methods of teaching</li>\r\n 	<li id=\"h.p_E_xlQ2EKDcWK\" class=\"zfr3Q TYR86d\">Facilitate successful communication in the TESOL classroom</li>\r\n</ul>\r\n<h4 class=\"PwMt2d\">Goals</h4>\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_f8B2Og9xDo5n\" class=\"zfr3Q TYR86d\">Correctly identify methods and approaches to TESOL.</li>\r\n 	<li id=\"h.p_mJBK2u9CDye_\" class=\"zfr3Q TYR86d\">Improvement of student achievement by creating a safe and shameless learning environment.</li>\r\n 	<li id=\"h.p_zGfeZ73YDye_\" class=\"zfr3Q TYR86d\">Improvement of teacher confidence.</li>\r\n 	<li id=\"h.p_j1MWeNtADyfA\" class=\"zfr3Q TYR86d\">Introduction to teaching ESL online.</li>\r\n</ul>\r\n<h4 class=\"PwMt2d\">Competencies</h4>\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_ioJsoWhND2kw\" class=\"zfr3Q TYR86d\">Consistently provide a classroom environment that is supportive to the latest trends of TESOL.</li>\r\n 	<li id=\"h.p_lOj4RqAdD55v\" class=\"zfr3Q TYR86d\">Design and implement ESL lesson plans that reflect best teaching practices, and target student ESL learning needs.</li>\r\n 	<li id=\"h.p_P5udsnibD55v\" class=\"zfr3Q TYR86d\">Demonstrate high expectations of all students learning.</li>\r\n 	<li id=\"h.p_SKGz-cCED55w\" class=\"zfr3Q TYR86d\">Monitor and assess student progress.</li>\r\n</ul>\r\n<div class=\"v_module v_column col-md-12 fullwidth v_first\">\r\n<div class=\"v_module v_text_block \">\r\n<h3><strong>TESOL for Children Certification</strong></h3>\r\n</div>\r\n</div>\r\n<div class=\"v_module v_column col-md-12 fullwidth v_first\">\r\n<div class=\"v_module v_text_block \">\r\n\r\nis a sixty-hour self-paced course that focuses on ESL teaching methods for age groups two through seventeen, and the different developmental stages of children. Instructors focus on a variety of TESOL methodologies, classroom disciplinary methods, and which combinations of methods work best in the classroom.\r\n<h4>Objectives</h4>\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_r-x7e9NRDB0C\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_2KWF_T9TDbv5\" class=\"zfr3Q TYR86d\">Examine the core knowledge of TESOL</li>\r\n 	<li id=\"h.p_n-rX9AX4DcWK\" class=\"zfr3Q TYR86d\">Create ESL lesson plans for young learners</li>\r\n 	<li id=\"h.p_NeZ4DHvtDcWK\" class=\"zfr3Q TYR86d\">Assess and compare TESOL methods of teaching young learners</li>\r\n 	<li id=\"h.p_E_xlQ2EKDcWK\" class=\"zfr3Q TYR86d\">Facilitate successful communication in the TESOL classroom</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_ECa309KADB0J\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n<div class=\"PwMt2d\">\r\n<h4>Goals</h4>\r\n</div>\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_f8B2Og9xDo5n\" class=\"zfr3Q TYR86d\">Correctly identify methods and approaches to TESOL.</li>\r\n 	<li id=\"h.p_mJBK2u9CDye_\" class=\"zfr3Q TYR86d\">Improvement of student achievement by creating a safe and shameless learning environment.</li>\r\n 	<li id=\"h.p_zGfeZ73YDye_\" class=\"zfr3Q TYR86d\">Improvement of teacher confidence.</li>\r\n 	<li id=\"h.p_j1MWeNtADyfA\" class=\"zfr3Q TYR86d\">Introduction to teaching ESL online.</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_F6Mv0AizE67L\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 OjCsFc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd baZpAe\">\r\n<h4 class=\"t3iYD\">Competencies</h4>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_CHJ_sg7sDB0Q\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_ioJsoWhND2kw\" class=\"zfr3Q TYR86d\">Consistently provide a classroom environment that is supportive of the latest trends of TESOL.</li>\r\n 	<li id=\"h.p_lOj4RqAdD55v\" class=\"zfr3Q TYR86d\">Design and implement ESL lesson plans that reflect best teaching practices, and target student ESL learning needs.</li>\r\n 	<li id=\"h.p_P5udsnibD55v\" class=\"zfr3Q TYR86d\">Demonstrate high expectations of all students learning.</li>\r\n 	<li id=\"h.p_SKGz-cCED55w\" class=\"zfr3Q TYR86d\">Monitor and assess student progress.</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"v_module v_column col-md-12 fullwidth v_first\">\r\n<div class=\"v_module v_text_block \">\r\n<h3 class=\"PwMt2d\">TESOL for Business Certification</h3>\r\n<strong>TESOL for Business Certification</strong> is a thirty-hour self-paced online course that gives you a general guide to the theoretical approaches of TESOL. Methodologies of TESOL are explored with the focus on teaching English to business professionals. Topics covered include call center lesson plans, writing a business resume, and business plan presentation.\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_r-x7e9NRDB0C\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n<h4 class=\"PwMt2d\">Objectives</h4>\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_2KWF_T9TDbv5\" class=\"zfr3Q TYR86d\">Examine the core knowledge of TESOL</li>\r\n 	<li id=\"h.p_n-rX9AX4DcWK\" class=\"zfr3Q TYR86d\">Create ESL lesson plans</li>\r\n 	<li id=\"h.p_NeZ4DHvtDcWK\" class=\"zfr3Q TYR86d\">Assess and compare TESOL methods of teaching</li>\r\n 	<li id=\"h.p_E_xlQ2EKDcWK\" class=\"zfr3Q TYR86d\">Facilitate successful communication in the TESOL classroom</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_ECa309KADB0J\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n<ul class=\"n8H08c UVNKR\">\r\n 	<li id=\"h.p_f8B2Og9xDo5n\" class=\"zfr3Q TYR86d\">Correctly identify methods and approaches to TESOL.</li>\r\n 	<li id=\"h.p_mJBK2u9CDye_\" class=\"zfr3Q TYR86d\">Improvement of student achievement by creating a safe and shameless learning environment.</li>\r\n 	<li id=\"h.p_zGfeZ73YDye_\" class=\"zfr3Q TYR86d\">Improvement of teacher confidence.</li>\r\n 	<li id=\"h.p_j1MWeNtADyfA\" class=\"zfr3Q TYR86d\">Introduction to teaching ESL online.</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf JNdkSc yYI8W \">\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_F6Mv0AizE67L\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 OjCsFc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd baZpAe\"></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"oKdM2c\">\r\n<div id=\"h.p_CHJ_sg7sDB0Q\" class=\"hJDwNd-AhqUyc-c5RTEf purZT-AhqUyc-c5RTEf pSzOP-AhqUyc-c5RTEf jXK9ad D2fZ2 wHaque GNzUNc\">\r\n<div class=\"jXK9ad-SmKAyb jXK9ad-SmKAyb-c4YZDc\">\r\n<div class=\"tyJCtd mGzaTb baZpAe\">\r\n\r\n&nbsp;\r\n\r\n<em><strong>The TESOL Course is a fully comprehensive IBTS TESOL preparation course so that trainers and trainees have all the material they need.</strong></em>\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','TESOL ONLINE','','draft','open','closed','','tesol-online','','','2021-01-08 22:00:45','2021-01-09 03:00:45','',0,'https://tesoll.com/?post_type=course&#038;p=2889',0,'course','',0),(2648,1,'2019-11-03 22:26:47','2019-11-04 03:26:47','','Notes and Discussion','','draft','closed','closed','','notes-discussion','','','2021-01-09 22:22:17','2021-01-10 03:22:17','',0,'https://tesoll.com/notes-discussion/',0,'page','',0),(2649,1,'2016-02-27 10:48:14','2016-02-27 10:48:14','','Notes and Discussion','','draft','closed','closed','','notes-and-discussion','','','2021-01-09 22:22:17','2021-01-10 03:22:17','',0,'http://themes.vibethemes.com/wplms/skins/demo3/?page_id=2116',0,'page','',0),(3768,1,'2021-01-08 21:28:43','2021-01-09 02:28:43','','Notes and Discussion','','inherit','closed','closed','','2649-revision-v1','','','2021-01-08 21:28:43','2021-01-09 02:28:43','',2649,'https://tesoll.com/2649-revision-v1/',0,'revision','',0),(3769,1,'2021-01-08 21:28:43','2021-01-09 02:28:43','','Notes and Discussion','','inherit','closed','closed','','3698-revision-v1','','','2021-01-08 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registering!\n\nTo complete the activation of your account and site, go to the following link: {{{activate-site.url}}}\n\nAfter you activate, you can visit your site at {{{user-site.url}}}.','publish','closed','closed','','site-name-activate-user-site-url','','','2016-12-27 08:15:37','2016-12-27 08:15:37','',0,'http://local.wordpress.dev/?post_type=bp-email&amp;p=11',0,'bp-email','',0),(2713,47,'2020-02-14 16:42:32','2020-02-14 21:42:32','','Teach English to Children of English Speaking Families','','inherit','open','closed','','teach-english-to-children-of-english-speaking-families','','','2020-02-14 16:42:32','2020-02-14 21:42:32','',801,'/home/instit45/tesoll.com/wp-content/uploads/wplms_assignments_folder/47/801/Teach%20English%20to%20Children%20of%20English%20Speaking%20Families.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(2719,1,'2020-03-16 09:21:32','2020-03-16 14:21:32','','Notes and Discussion','','draft','closed','closed','','notes-discussion-2','','','2021-01-09 22:22:17','2021-01-10 03:22:17','',0,'https://tesoll.com/notes-discussion-2/',0,'page','',0),(3693,1,'2021-01-07 20:43:43','2021-01-08 01:43:43','<h1 style=\"text-align: center;\"> TESOL® CERTIFICATE PROGRAM</h1>\r\n<h2 style=\"text-align: center;\">THE INTERNATIONAL STANDARD IN TEACHING LANGUAGES</h2>\r\n&nbsp;\r\n\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n&nbsp;\r\n\r\n<b>Certificate in Teaching English as a Second Language (TESOL)<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Education Canada Institute<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Program Dates: TBA<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Location: Blended or Online<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Certificate Description<span class=\"Apple-converted-space\"> </span></b>\r\n\r\nEmployers around the world ask for TESOL®. It’s the practical English language teaching qualification that gives you the essential knowledge, hands-on teaching experience and classroom confidence to qualify as a teacher of English as a Second Language (ESL). <em>TESOL® </em> is great for recent graduates, people who are changing careers, or teachers who want to gain a formal qualification.\r\n\r\nThe certificate in Teaching English as a Second Language (TESOL) will teach the students about the basic foundational principles of language acquisition and the basic techniques founded upon those principles. This professional certificate will also describe second or foreign language theories, and basic studies in second language acquisition and their pedagogical implications. In addition, it will also elaborate upon basic design for lesson plans and provide access to professional resources. In collaboration with other programs at the Education Canada Institute, our students apply the skills they learned by designing a lesson plan which includes learning outcomes, assessments, materials, classroom management techniques and the learning activities themselves.<span class=\"Apple-converted-space\"> </span>\r\n\r\n<b>Targeted For<span class=\"Apple-converted-space\"> </span></b>\r\n\r\nThis certificate is intended to help English language teachers at primary, secondary or higher education levels who are native English speakers or have a language background other than English to enhance their language skills while creating great outcomes to teach English to learners.<span class=\"Apple-converted-space\"> </span>\r\n\r\n<b>Professional Outcome<span class=\"Apple-converted-space\"> </span></b>\r\n\r\nThe demand for English language instruction has grown dramatically as English has become the global language of commerce, diplomacy, entertainment, technology, advertising, and tourism. Most countries have adopted policies to encourage English language learning in schools, and universities in many countries offer classes or entire programs in English. As a result, TESOL educators around the world have seen English learner populations grow and change dramatically at all educational levels. Recognizing the need to map out a clear direction for the profession that is accessible for everyone, Education Canada Institute has developed this certificate to set a course for the future of the TESOL profession and develop a vision for the TESOL profession to embrace over the next several decades.<span class=\"Apple-converted-space\"> </span>','TESOL®','Demonstrate basic foundational principles, recognize second or foreign language learning theories, and design and plan lessons to teach English as a second or foreign language effectively.','inherit','closed','closed','','251-revision-v1','','','2021-01-07 20:43:43','2021-01-08 01:43:43','',251,'https://tesoll.com/251-revision-v1/',0,'revision','',0),(3656,1,'2020-12-30 00:39:08','2020-12-30 05:39:08','<!-- wp:paragraph -->\n<p>Accredited certificate in business communications aimed for tailoring your communication strategies to your audience and purpose.</p>\n<!-- /wp:paragraph -->','Professional Certification in Business Communications (PCBC)','','publish','open','closed','','professional-certification-in-business-communications-pcbc','','','2020-12-31 01:41:05','2020-12-31 06:41:05','',0,'https://tesoll.com/?post_type=product&#038;p=3656',0,'product','',0),(3661,1,'2020-12-30 01:22:08','2020-12-30 06:22:08','<em><strong>“There\'s nothing more exciting than that conversation you have with a live audience.\r\nIt\'s the best feeling in the world.”</strong></em>\r\n- Liev Schreiber\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/10f9e93b6bc60a009f9934e12b6384f9/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/CuriousIncident.PNG\" alt=\"The Curious Incident of the Dog in the Night-Time set\" width=\"444\" height=\"440\" /></center><center><em>*A Curious Incident of the Dog in the Night-time set on Broadway</em></center><center></center>&nbsp;\r\n\r\nWhat do you think of when you hear the term audience? I’m a huge theatre lover, so the first thing that comes to my mind is sitting in a Broadway theatre. This evokes my senses too – plush red velvet seats, crinkling Playbills, the faint scent of musk from the old theatre and often a kinetic energy buzzing through the building.\r\n\r\nBut a business audience is (usually) a lot different than Broadway. In this module, I will discuss how and why audience is the first place we start when preparing to communicate, and what this means in a business context. Then we’ll talk about the purpose or goals of business communication and lastly, how to select the appropriate channel in which to tell our messages.\r\n\r\nAs I go through these topics, think about how you contextualize the term “audience.” What has it meant for you in practice? What types of audiences have you been a part of and communicated to? What senses does this evoke for you? Feel free to share your thoughts using the following course hashtag <a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>.\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Assess an audience and tailor your message to its unique characteristics.</strong></li>\r\n 	<li><strong>Define the purpose of your communication and target action through your words.</strong></li>\r\n 	<li><strong>Select an appropriate medium for conveying the information that addresses both the audience and purpose of the communication.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin!\r\n\r\n<hr />\r\n\r\nBefore you start this lesson, please read, watch and listen to the following resources. Think about the theme of the module, the key takeaways and why I’ve asked you to consume this content before we begin.\r\n<ul>\r\n 	<li><strong>Article:</strong> Labossiere, C. (2013, Sep 19). Business writing tips to get results. <em>The Globe and Mail</em>. Retrieved from <a href=\"https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/</a>.</li>\r\n 	<li><strong>Website: </strong>Audience Analysis. University of Pittsburgh - Department of Communication. Retrieved on Oct 14, 2017 from <a href=\"http://www.comm.pitt.edu/oral-comm-lab/audience-analysis\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.comm.pitt.edu/oral-comm-lab/audience-analysis</a>.</li>\r\n 	<li><strong>Video (07:13):</strong> Allocca, K. (2011, Nov). Why videos go viral. Retrieved from <a href=\"https://www.ted.com/talks/kevin_allocca_why_videos_go_viral\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/talks/kevin_allocca_why_videos_go_viral</a>.</li>\r\n</ul>\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Profiling Your Audience</h2>\r\nEvery choice that you make when you are communicating is directly dependent on who you are speaking with or writing to. In this video, I go over the basics of profiling your audience.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCxCOMM220x-V000100_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Discovering Your Purpose</h2>\r\nIn the business world, we communicate with people because we want something. We are eliciting some form of action. Thinking about what that action is - <strong>why</strong> you are communicating - from the outset of the communication is imperative.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Choosing Your Channel</h2>\r\nThe last concept we need to discuss in this module is channel. It simply means the platform or medium you use to communicate the message. In other words, the channels you choose are where and how you will deliver your message.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 1</h2>\r\n<p style=\"font-weight: 400;\">As a <b><strong>verified</strong></b> student of this course, you will be presented with content specifically tailored to you. Throughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <i><em>In the Field</em></i> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.</p>\r\n<p style=\"font-weight: 400;\">This <i><em>In the Field</em></i> interview is with Christine Tam, who is the External Communications Manager at Best Buy Canada. In her role, she oversees the creation and execution of public relations campaigns, media relation initiatives and communication strategies on a national level. She’s also the lead spokesperson for the organization and conducts media training in more than 200 stores, as well as manages media opportunities for senior leadership.</p>\r\n<p style=\"font-weight: 400;\">Previously, Christine was the Public Relations Manager at the Rick Hansen Foundation, as well as an online news producer and online reporter at Global News and CTV respectively. Christine holds a Bachelor of Fine Arts from Emily Carr University of Art and Design and a diploma in Broadcast Journalism from the British Columbia Institute of Technology.</p>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001200_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 1: Analyzing Your Audience.','','inherit','closed','closed','','3581-revision-v1','','','2020-12-30 01:22:08','2020-12-30 06:22:08','',3581,'https://tesoll.com/3581-revision-v1/',0,'revision','',0),(3662,1,'2020-12-30 01:22:31','2020-12-30 06:22:31','<strong><em>“I have always liked the feeling of being prepared. Preparation is protection you can create for yourself; for some people, the hard part may be balancing precautions with paranoia, but in my experience, you can never be too prepared.\"</em> </strong>\r\n- Alyssa Mastromonaco, President Obama’s Deputy Chief of Staff for Operations*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/a240415dff10723398b7e2a2a803dd25/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Barack_Obama_talks_with_Alyssa_Mastromonaco__Deputy_Chief_of_Staff_for_Operations__2012.jpg\" alt=\"President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\" width=\"552\" height=\"368\" /></center><em>President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\r\n(Official White House Photo by Pete Souza)</em>\r\n\r\nWhether you’re planning the logistics behind the President of the United States of America’s foreign tour to the Middle East (like Mastromonaco), or how to present the newest financials at your company to investors, preparation is paramount to achieving your communication purpose.\r\n\r\nThe best public speakers make it seem like it’s the most natural thing to stand on a stage and speak eloquently. When we picture our favourite writers, we often visualize them sitting at a keyboard tapping away fluently, words filling the screen. But what we don’t see are the hours spent planning, organizing, storyboarding, to make sure the message is presented in a clear and logical fashion.\r\n\r\nAs I discuss the different approaches to planning and organizing your communications, think about how you’ve prepared in the past. Do you already have a reliable system in place, or do you often “wing it” when it comes to written and oral communications? Does preparation give you more confidence or make you nervous? Feel free to share your thoughts using the course hashtag (<a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>).\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Develop a planning process tailored to your strengths and weaknesses.</strong></li>\r\n 	<li><strong>Select an appropriate organizational scheme for your oral and written communications.</strong></li>\r\n 	<li><strong>Practice how to overcome anxiety associated with public speaking and writing.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s move on.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Planning Your Process</h2>\r\nPlanning a message is an integral aspect of the communication process. In this video, I’ll explain how to approach it.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000200_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Organizing Your Ideas</h2>\r\nA strong organizational structure will make it easier for the audience to interpret your message. Watch the following video to hear my thoughts on how to organize your ideas in preparation for communicating.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Easing Your Anxiety</h2>\r\nDo you get anxious before or while communicating? You are not alone! Let’s talk about some strategies for coping with these fears and even harnessing your energy.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 2</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Claire Immega, who is a lawyer specializing in dispute resolution and litigation at a firm in Vancouver, British Columbia. She has a broad legal practice and assists clients with contract disputes, corporate disputes, fraud, professional regulation and discipline and commercial leasing. She’s represented construction businesses, commercial landlords, dentists facing investigation and discipline and many other people.\r\n\r\nClaire has appeared before all levels of court in British Columbia and a number of administrative tribunals. She holds a Bachelor of Arts (Honours) from the University of Toronto and a Juris Doctor from the University of British Columbia.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Firm profile: </strong><a href=\"http://www.singleton.com/Our_People/Claire_Immega.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.singleton.com/Our_People/Claire_Immega.aspx</a></li>\r\n 	<li><strong>LinkedIn profile: </strong><a href=\"https://www.linkedin.com/in/claire-immega-069a9558/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/claire-immega-069a9558/</a></li>\r\n</ul>\r\n</blockquote>\r\n&nbsp;\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 2: Preparing to Communicate','','inherit','closed','closed','','3589-revision-v1','','','2020-12-30 01:22:31','2020-12-30 06:22:31','',3589,'https://tesoll.com/3589-revision-v1/',0,'revision','',0),(3663,1,'2020-12-30 01:22:51','2020-12-30 06:22:51','<strong><em>“Hermione uses all these big long tongue twister words. I don’t know what she’s going on about half the time!” </em></strong>\r\n— Emma Watson\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2555e732198715f52ae202ee20e2d75a/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Emma_Watson_2013.jpg\" alt=\"Emma Watson\" width=\"199\" height=\"317\" /></center><em>Emma Watson. Photo by: Georges Biard [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)],\r\nvia Wikimedia Commons</em>\r\n\r\nHave you ever listened to someone with technical expertise that’s outside of your field or realm of knowledge and feel totally overwhelmed? Or have you needed to read and reread a report or email multiple times to understand the author’s intent? These situations can leave us feeling unintelligent or like imposters.*\r\n\r\nBut most of the time in this kind of scenario, it’s the fault of the communicator – not the audience. It’s not a sign of your intelligence at all. The person speaking or writing has not assessed his/her audience correctly or understood what type of context and vocabulary is accessible in the situation.\r\n\r\nIn this module, we’ll discuss how to tailor your language so it reflects your purpose. We’re going to aspire to speak and write like Emma Watson, not her on-screen alter ego <a href=\"https://en.wikipedia.org/wiki/Hermione_Granger\" target=\"_blank\" rel=\"noopener noreferrer\">Hermione Granger</a>. Then, we’ll dive into delivery. How can you speak so your audience not only understands you, but is captivated? As we discuss these fundamentals, think about speakers and writers you admire. What type of language do they use? How do they carry themselves?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the importance of accessible and plain English in your communications.</strong></li>\r\n 	<li><strong>Employ delivery techniques to speak in a compelling, articulate and clear manner.</strong></li>\r\n 	<li><strong>Craft impactful introductions and conclusions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s start.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Employing Plain English</h2>\r\nI have a lot to say about the importance of plain English. But let’s let Anna Kendrick speak first. Click on the link below and watch her in the movie “Mike and Dave Need Wedding Dates.” In this scene, she’s pretending to be a hedge fund manager.\r\n<ul>\r\n 	<li><strong>Video (01:03): </strong>Movie Clips Coming Soon. [Movie Clips Coming Soon]. (2016, May 26). Mike and Dave Need Wedding Dates Movie CLIP - School Teachers and Hedge Funds (2016) - Movie HD [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=FsU4h9zO4qo\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=FsU4h9zO4qo</a>.</li>\r\n</ul>\r\nWhen you are finished watching the clip above, watch my video on using plain English.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Delivering With Confidence</h2>\r\nWhat does it take to shine on stage? Let’s go over what to focus on when public speaking.\r\n\r\n<strong>Note:</strong> before watching this video, if you haven\'t done so already, I recommend you watch Emma Watson\'s speech at the UN below that was posted in the Pre-Work section for this module.\r\n<ul>\r\n 	<li><strong>Video (11:47): </strong>HeForShe. [HeForShe]. (2014, September 22). Emma Watson HeForShe Speech at the United Nations | UN Women 2014 [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be</a>.</li>\r\n</ul>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Starting and Ending Memorably</h2>\r\nCapturing your audience\'s attention from the very beginning, and concluding with impact are the topics of this section. Note that there are four videos in this section:\r\n<blockquote>\r\n<ul>\r\n 	<li>Part 1 of my video lecture</li>\r\n 	<li><em>3 things I learned while my plane crashed</em> (Ted Talk - <strong>watch only the first 01:30 minutes</strong>)</li>\r\n 	<li>Part 2 of my video lecture</li>\r\n 	<li><em>Can we all \"have it all\"?</em> (Ted Talk - <strong>start at 15:20</strong>)</li>\r\n</ul>\r\n</blockquote>\r\nPlease watch all four of these videos in this order.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002600_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en.mp4\"][/video]\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002300_DTH.mp4\"][/video]\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/AnneMarieSlaughter_2013G-480p-en.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 3</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Chad Brealey, who is a Canadian producer, writer, lecturer, conservationist, and outdoorsman. His current work, the series “Salt, Fresh &amp; Field,” shares a new perspective on wilderness and the personalities that exist on the border between how food gets to the table and the way we eat. The series presents an emotional, vivid, and cinematic treatment of food and culture in western Canada.\r\n\r\nBrealey holds a master’s degree in publishing from Simon Fraser University and was the first saltwater fly fishing guide in the Great Bear Rainforest. He co-founded the Haig-Brown Institute and served as the communications director of the Pacific Salmon Foundation. Born and raised on the West Coast, Brealey currently lives in Vancouver with his wife, two children, and their black lab named Drake.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Salt, Fresh &amp; Field</strong>: <a href=\"http://saltfreshfield.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://saltfreshfield.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/chadbrealey\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/chadbrealey</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 3: Mastering the Mechanics','','inherit','closed','closed','','3599-revision-v1','','','2020-12-30 01:22:51','2020-12-30 06:22:51','',3599,'https://tesoll.com/3599-revision-v1/',0,'revision','',0),(3664,1,'2020-12-30 01:23:14','2020-12-30 06:23:14','<em><strong>“I have sat with countless patients and families to discuss grim prognoses: It’s one of the most important jobs physicians have. It’s easier when the patient is 94, in the last stages of dementia and has a severe brain bleed. For young people like me – I am 36 – given a diagnosis of cancer, there aren’t many words.”</strong></em>\r\n– Paul Kalathanithi, The New York Times*\r\n\r\nCan you imagine having to deliver messages like the late Dr. Kalathanithi describes in the quote above? Sometimes we communicate because we have really terrible news or we’re trying to completely change someone’s attitudes or beliefs. These are high-stake, high-bar communications. Other times, we just want to teach something or pass on great information. This is easier.\r\n\r\nIn this module, we’ll discuss the different approaches to communication, based on the type of information we’re trying to convey. Taking the time to tailor our messages appropriately will increase the chance of achieving our purposes. We’ll talk about both positive and negative messages, as well as the differences between informing an audience and persuading them. We’ll then focus on persuasive writing in particular – how can we convince an audience when they have many competing requests?\r\n\r\nAs we cover these topics, think about the types of messages you’re asked to deliver. Are they more persuasive or informative, positive or negative? How does someone successfully convince you to change your beliefs or actions? What kind of proof or evidence have they used?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the principles behind delivering positive and negative messages.</strong></li>\r\n 	<li><strong>Differentiate an informative presentation from a persuasive presentation.</strong></li>\r\n 	<li><strong>Draft persuasive messages that can change your audience’s beliefs, opinions or actions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s get started.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Positive and Negative Messages</h2>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Informative Versus Persuasive Speaking</h2>\r\nWhat does it take to inform an audience versus persuade them? In this video, I’ll discuss the similarities and differences between these two forms of public speaking.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000800_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Writing to Persuade</h2>\r\nPersuasive writing has the same goals as persuasive speaking. You\'re trying to change someone\'s attitudes, beliefs, or actions. This video covers how to make your persuasive writing stand out.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 4</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Michael Byers, who holds a Canada Research Chair (Tier 1) in Global Politics and International Law. His work focuses on issues of Arctic sovereignty, climate change, the law of the sea, and Canadian foreign and defence policy. He holds major research grants from ArcticNet and the Social Sciences and Humanities Research Council of Canada.\r\n\r\nDr. Byers has been a Fellow of Jesus College, Oxford University, and a Professor of Law at Duke University. He has also taught as a visiting professor at the universities of Cape Town and Tel Aviv. Dr. Byers is the author of the national bestseller Intent for a Nation and, most recently, Who Owns the Arctic? He is a regular contributor to the Globe and Mail, Toronto Star, and Ottawa Citizen.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>UBC Profile</strong>: <a href=\"http://politics.ubc.ca/persons/michael-byers/\" target=\"_blank\" rel=\"noopener noreferrer\">http://politics.ubc.ca/persons/michael-byers/</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/michael_byers\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/michael_byers</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 4: Introduction and Key Takeaways','','inherit','closed','closed','','3611-revision-v1','','','2020-12-30 01:23:14','2020-12-30 06:23:14','',3611,'https://tesoll.com/3611-revision-v1/',0,'revision','',0),(3665,1,'2020-12-30 01:23:39','2020-12-30 06:23:39','<em><strong>“I think the reason he was so good at telling our stories as Canadians is that he was a tremendously good listener. I want to say he was a mirror and he reflected us back to ourselves. But he was more than that; he was a conduit. He allowed our stories as Canadians to just pass right through him and in doing so, he really connected us – to our country, to each other and to ourselves.”</strong></em>\r\n– Jess Milton, Executive Producer of The Vinyl Café on Stuart McLean*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2ba4d0b40821dbed5bb0d492a962fd2d/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Stuart_McLean__cropped_.jpg\" alt=\"Stuart McLean\" width=\"237\" height=\"302\" /></center><center><em>Photo credit by Alana Elliott - originally posted to Flickr as Stuart McLean under <a href=\"https://creativecommons.org/licenses/by/2.0/\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY 2.0.</a></em></center>&nbsp;\r\n\r\nWhy are we devoting an entire module to this topic in a course on business communications? Let me tell you a story…\r\n\r\nIt was a typical Vancouver winter’s night – pouring rain. I was halfway through my articling year at a business law firm in downtown Vancouver and I was miserable. Being a lawyer wasn’t for me. It was an innate instinct, as strong as my distaste for calamari. I’ve spoken about it more extensively <a href=\"http://www.genylawyer.com/gwl82/\" target=\"_blank\" rel=\"noopener noreferrer\">here</a>, but it was a combination of the work, the skill-sets necessary to succeed and the atmosphere at my firm.\r\n\r\nOn this particular (dreary) night, I was tasked with invigilating a paralegal exam for a course that a partner was teaching at a nearby college. It was dark and cold inside the room. It had probably been raining non-stop for the past two weeks (not an exaggeration in Vancouver) and my mood matched the weather.\r\n\r\nI sat down at the front of the room after handing out the exam and I realized that my computer wouldn’t connect with the Wifi, which meant I wouldn’t be able to log-in to the firm’s system and work. It had been a hectic six months and I hadn’t had three hours without a memo to draft or a contract to review in a long time.\r\n\r\nI opened a Word document and stared at the blank screen. It was finally time to focus on writing my essay to Columbia’s Graduate School of Journalism, focus on my dream, which had been pushed aside as I pursued my parents’ dream for me, law school.\r\n\r\nBut what would I write? My undergraduate degree was in creative writing and it was a discipline that always seemed to come naturally to me. But after three years of studying the law, my mind was trapped in legalese. It felt like I’d lost a piece of myself.\r\n\r\nSubconsciously, I was tapping my shoes as I tried to come up with the words to express how badly I wanted to run away to New York, run away from the law and study the art of both advocacy and storytelling – journalism. Tap. Tap. Tap. Shoes have always been an important part of my life. My grandfather owned high-end ladies shoe stores in Calgary, Alberta and some of my earliest memories are visiting him at work and playing dress-up with the intricate pieces of art.\r\n\r\nI was currently wearing a pair of bright pink, patent leather pumps. On the scale of appropriate-to-wear-to-work-at-a-corporate-law-firm to appropriate-to-wear-to-a-sorority-formal, they veered more toward the latter, but I loved them. They expressed who I was – colourful, creative, feminine, in a profession that tried to stifle those traits in me.\r\n\r\nShoes would be my savior! Without wasting another minute, I spent the next three hours writing the story of my pink pumps to the best journalism school in the world. It was either genius, or the stupidest move I could make, but it represented me and I wasn’t going to spend any more time at an institution that repressed who I was. If Columbia didn’t like the essay, they wouldn’t like me. And that would be okay. Finally, the words flowed again.\r\n\r\nAt the end of the three hours, I had my essay (and 30 very un-invigilated exams). On the day when I was supposed to find out whether or not I’d be offered a coveted associate position at my firm, I found out instead I was accepted to Columbia.\r\n\r\nStorytelling can be life-changing.\r\n\r\nIn this module, we’ll discuss how to tap into the powerful act of storytelling in your communications. We’ll learn how to structure stories so they’re poignant and tailor them to business purposes, as well as the art of oral storytelling. As we move through this module, I want you to think about the stories that resonate with you. What are the ones that have stuck with you from childhood until now? What’s your story?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Craft a story with a beginning, middle and ending that follows the classic story structure.</strong></li>\r\n 	<li><strong>Employ storytelling techniques in business.</strong></li>\r\n 	<li><strong>Tell stories orally, appropriate to your audience and purpose.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Understanding Story Structure</h2>\r\nThe importance of storytelling cannot be underestimated. In this video, I\'ll go over the standard story structure, which is used in many stories that we all know and love.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Using Storytelling in Business</h2>\r\nIt\'s important to think about when stories are appropriate in business situations and when they are not. I discuss this in the following video.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Adapting Stories for Speech</h2>\r\nIn the following video, I discuss a few things that you should consider when using stories in your oral communication.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 5</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Mandy Len Catron. Originally from Appalachian Virginia, Mandy now lives in Vancouver, British Columbia. Her writing has appeared in the New York Times, the Washington Post, and The Walrus, as well as literary journals and anthologies.\r\n\r\nShe writes about love and love stories at <a href=\"https://thelovestoryproject.ca/\" target=\"_blank\" rel=\"noopener noreferrer\">The Love Story Project</a>, and she teaches English and creative writing at the University of British Columbia. Her article “To Fall in Love with Anyone, Do This” was one of the most popular articles published by the New York Times in 2015.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Ted Talks: </strong><a href=\"https://www.ted.com/speakers/mandy_len_catron/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/speakers/mandy_len_catron/</a></li>\r\n 	<li><strong>Website: </strong><a href=\"http://mandylencatron.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://mandylencatron.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/LenMandy\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/LenMandy</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001600_DTH-2.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 5: Introduction and Key Takeaways','','inherit','closed','closed','','3619-revision-v1','','','2020-12-30 01:23:39','2020-12-30 06:23:39','',3619,'https://tesoll.com/3619-revision-v1/',0,'revision','',0),(3666,1,'2020-12-30 23:54:28','2020-12-31 04:54:28','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. Good luck with your assessment!\r\n\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn’t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h2><strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong></h2>\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n<h1></h1>','International Board Examination: Professional Certification in Business Communications','','publish','open','closed','','international-board-examination-professional-certification-in-business-communications','','','2021-01-07 20:42:07','2021-01-08 01:42:07','',0,'https://tesoll.com/?post_type=course&#038;p=3666',0,'course','',0),(3667,1,'2020-12-30 23:53:16','2020-12-31 04:53:16','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn’t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n<h1></h1>','International Board Examination: Professional Certification in Business Communications','','inherit','closed','closed','','3666-revision-v1','','','2020-12-30 23:53:16','2020-12-31 04:53:16','',3666,'https://tesoll.com/3666-revision-v1/',0,'revision','',0),(3669,1,'2020-12-31 01:17:36','2020-12-31 06:17:36','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. <strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong> Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn’t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n<h3><strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong></h3>\r\n<h3>Good luck with your assessment!</h3>\r\n<h1>Access the Final Assessments and Board Examination Here:</h1>','International Board Examination and Final Assessments','','publish','open','closed','','international-board-examination-and-final-assessments','','','2020-12-31 01:17:36','2020-12-31 06:17:36','',0,'https://tesoll.com/?post_type=unit&#038;p=3669',0,'unit','',0),(3670,1,'2020-12-31 01:17:36','2020-12-31 06:17:36','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. <strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong> Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn’t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n<h3><strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong></h3>\r\n<h3>Good luck with your assessment!</h3>\r\n<h1>Access the Final Assessments and Board Examination Here:</h1>','International Board Examination and Final Assessments','','inherit','closed','closed','','3669-revision-v1','','','2020-12-31 01:17:36','2020-12-31 06:17:36','',3669,'https://tesoll.com/3669-revision-v1/',0,'revision','',0),(3671,1,'2020-12-31 01:20:47','2020-12-31 06:20:47','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn’t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h2><strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong></h2>\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n<h1></h1>','International Board Examination: Professional Certification in Business Communications','','inherit','closed','closed','','3666-autosave-v1','','','2020-12-31 01:20:47','2020-12-31 06:20:47','',3666,'https://tesoll.com/3666-autosave-v1/',0,'revision','',0),(3674,1,'2020-12-31 01:36:57','2020-12-31 06:36:57','','IBTS PCBC exam stamp','','inherit','open','closed','','ibts-pcbc-exam-stamp','','','2020-12-31 02:09:09','2020-12-31 07:09:09','',3577,'https://tesoll.com/wp-content/uploads/2020/12/IBTS-PCBC-exam-stamp.png',0,'attachment','image/png',0),(3672,1,'2020-12-31 01:19:31','2020-12-31 06:19:31','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn’t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h2><strong>Make sure you submit your 5 assignments below and final assessment to be evaluated.</strong></h2>\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n<h1></h1>','International Board Examination: Professional Certification in Business Communications','','inherit','closed','closed','','3666-revision-v1','','','2020-12-31 01:19:31','2020-12-31 06:19:31','',3666,'https://tesoll.com/3666-revision-v1/',0,'revision','',0),(3673,1,'2020-12-31 01:28:04','2020-12-31 06:28:04','','International Board Examination: Professional Certification in Business Communications','','publish','open','closed','','international-board-examination-professional-certification-in-business-communications','','','2020-12-31 01:37:39','2020-12-31 06:37:39','',0,'https://tesoll.com/?post_type=product&#038;p=3673',0,'product','',0),(3675,1,'2020-12-31 01:40:08','2020-12-31 06:40:08','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\n\n&nbsp;\n\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\n\n&nbsp;\n\n<strong>What are the advantages?</strong>\n<ol>\n 	<li>Accreditation from the government of Quebec in Canada.</li>\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\n 	<li>Internship opportunity</li>\n</ol>\n&nbsp;\n\n<strong>How is the board exam structured?</strong>\n\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards. You can purchase the board examination slot from the all courses section or the shop section. </strong>\n\n&nbsp;\n\n<strong>How many attempts do you have?</strong>\n\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\n\n&nbsp;\n\n<strong>What happens afterward?</strong>\n\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\n\n&nbsp;\n<h3>Good luck with your assessment!</h3>\n<h1></h1>','International Board Examination: Professional Certification in Business Communications','','inherit','closed','closed','','3645-autosave-v1','','','2020-12-31 01:40:08','2020-12-31 06:40:08','',3645,'https://tesoll.com/3645-autosave-v1/',0,'revision','',0),(3676,1,'2020-12-31 01:40:10','2020-12-31 06:40:10','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n 	<li>Internship opportunity</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> one major assessment</strong> that is graded and carries 50 points. Your assignments are worth 10 points each. Make sure you follow the instructions. You have <strong>three hours</strong> to answer this assessment, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards. You can purchase the board examination slot from the all courses section or the shop section. </strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>What happens afterward?</strong>\r\n\r\nOnce you pass the exam. You are ready to work at any of our partnered institutions. We will give the best students an internship at one of our ten partner companies. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full benefits</strong>. If you have previous work experience, we may consider it for full certification.\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n<h1></h1>','International Board Examination: Professional Certification in Business Communications','','inherit','closed','closed','','3645-revision-v1','','','2020-12-31 01:40:10','2020-12-31 06:40:10','',3645,'https://tesoll.com/3645-revision-v1/',0,'revision','',0),(3678,1,'2021-01-01 08:54:12','2021-01-01 13:54:12','','Order &ndash; January 1, 2021 @ 08:54 AM','','wc-completed','open','closed','order_5fef29840cdd7','order-jan-01-2021-0154-pm','','','2021-01-07 19:08:28','2021-01-08 00:08:28','',0,'https://tesoll.com/?post_type=shop_order&#038;p=3678',0,'shop_order','',2),(3685,1,'2021-01-07 20:40:27','2021-01-08 01:40:27','&nbsp;\r\n\r\n<a href=\"https://tesoll.com/ibts-pcbc-exam-stamp/\"><img class=\"wp-image-3674 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/IBTS-PCBC-exam-stamp.png\" alt=\"\" width=\"242\" height=\"238\" /></a>\r\n\r\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\r\n– Alan Alda*\r\n\r\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\r\n\r\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\r\n\r\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\r\n\r\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\r\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\r\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\r\n</ul>\r\n</blockquote>\r\nDon\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.\r\n\r\nOnce ready to take the examination, contact the board examination office in Jordan at 0777626232.\r\nAnd they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.\r\n\r\nHappy communicating!','Professional Certificate in Business Communications (PCBC)','','inherit','closed','closed','','3577-revision-v1','','','2021-01-07 20:40:27','2021-01-08 01:40:27','',3577,'https://tesoll.com/3577-revision-v1/',0,'revision','',0),(3687,1,'2021-01-07 20:41:22','2021-01-08 01:41:22','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all five units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. Good luck with your assessment!\r\n\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least <strong>200 words long</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>two hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>How do I complete the certification?</strong>\r\n\r\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>.If you have previous work experience as a teacher or educator, we may consider it.\r\n\r\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n&nbsp;\r\n<h2>Register to take this Board Examination to receive accreditation from The International Board of Teaching Standards and recognition from the Quebec government in Canada.</h2>\r\n&nbsp;\r\n\r\n&nbsp;','International Board Examination: Professional Certificate in Education','','inherit','closed','closed','','3483-revision-v1','','','2021-01-07 20:41:22','2021-01-08 01:41:22','',3483,'https://tesoll.com/3483-revision-v1/',0,'revision','',0),(3686,1,'2021-01-07 20:41:00','2021-01-08 01:41:00','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all five units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least <strong>200 words long</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>two hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>How do I complete the certification?</strong>\r\n\r\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>.If you have previous work experience as a teacher or educator, we may consider it.\r\n\r\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n&nbsp;\r\n\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n&nbsp;\r\n<h2>Register to take this Board Examination to receive accreditation from The International Board of Teaching Standards and recognition from the Quebec government in Canada.</h2>\r\n&nbsp;\r\n\r\n&nbsp;','International Board Examination: Professional Certificate in Education','','inherit','closed','closed','','3483-revision-v1','','','2021-01-07 20:41:00','2021-01-08 01:41:00','',3483,'https://tesoll.com/3483-revision-v1/',0,'revision','',0),(3652,1,'2020-12-30 00:34:10','2020-12-30 05:34:10','<em><strong>“I have sat with countless patients and families to discuss grim prognoses: It’s one of the most important jobs physicians have. It’s easier when the patient is 94, in the last stages of dementia and has a severe brain bleed. For young people like me – I am 36 – given a diagnosis of cancer, there aren’t many words.”</strong></em>\r\n– Paul Kalathanithi, The New York Times*\r\n\r\nCan you imagine having to deliver messages like the late Dr. Kalathanithi describes in the quote above? Sometimes we communicate because we have really terrible news or we’re trying to completely change someone’s attitudes or beliefs. These are high-stake, high-bar communications. Other times, we just want to teach something or pass on great information. This is easier.\r\n\r\nIn this module, we’ll discuss the different approaches to communication, based on the type of information we’re trying to convey. Taking the time to tailor our messages appropriately will increase the chance of achieving our purposes. We’ll talk about both positive and negative messages, as well as the differences between informing an audience and persuading them. We’ll then focus on persuasive writing in particular – how can we convince an audience when they have many competing requests?\r\n\r\nAs we cover these topics, think about the types of messages you’re asked to deliver. Are they more persuasive or informative, positive or negative? How does someone successfully convince you to change your beliefs or actions? What kind of proof or evidence have they used?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the principles behind delivering positive and negative messages.</strong></li>\r\n 	<li><strong>Differentiate an informative presentation from a persuasive presentation.</strong></li>\r\n 	<li><strong>Draft persuasive messages that can change your audience’s beliefs, opinions or actions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s get started.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Positive and Negative Messages</h2>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Informative Versus Persuasive Speaking</h2>\r\nWhat does it take to inform an audience versus persuade them? In this video, I’ll discuss the similarities and differences between these two forms of public speaking.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000800_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Writing to Persuade</h2>\r\nPersuasive writing has the same goals as persuasive speaking. You\'re trying to change someone\'s attitudes, beliefs, or actions. This video covers how to make your persuasive writing stand out.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 4</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Michael Byers, who holds a Canada Research Chair (Tier 1) in Global Politics and International Law. His work focuses on issues of Arctic sovereignty, climate change, the law of the sea, and Canadian foreign and defence policy. He holds major research grants from ArcticNet and the Social Sciences and Humanities Research Council of Canada.\r\n\r\nDr. Byers has been a Fellow of Jesus College, Oxford University, and a Professor of Law at Duke University. He has also taught as a visiting professor at the universities of Cape Town and Tel Aviv. Dr. Byers is the author of the national bestseller Intent for a Nation and, most recently, Who Owns the Arctic? He is a regular contributor to the Globe and Mail, Toronto Star, and Ottawa Citizen.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>UBC Profile</strong>: <a href=\"http://politics.ubc.ca/persons/michael-byers/\" target=\"_blank\" rel=\"noopener noreferrer\">http://politics.ubc.ca/persons/michael-byers/</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/michael_byers\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/michael_byers</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h1>Access the Final Assessment Here:</h1>','Module 4: Introduction and Key Takeaways','','inherit','closed','closed','','3611-revision-v1','','','2020-12-30 00:34:10','2020-12-30 05:34:10','',3611,'https://tesoll.com/3611-revision-v1/',0,'revision','',0),(3653,1,'2020-12-30 00:34:26','2020-12-30 05:34:26','<strong><em>“Hermione uses all these big long tongue twister words. I don’t know what she’s going on about half the time!” </em></strong>\r\n— Emma Watson\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2555e732198715f52ae202ee20e2d75a/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Emma_Watson_2013.jpg\" alt=\"Emma Watson\" width=\"199\" height=\"317\" /></center><em>Emma Watson. Photo by: Georges Biard [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)],\r\nvia Wikimedia Commons</em>\r\n\r\nHave you ever listened to someone with technical expertise that’s outside of your field or realm of knowledge and feel totally overwhelmed? Or have you needed to read and reread a report or email multiple times to understand the author’s intent? These situations can leave us feeling unintelligent or like imposters.*\r\n\r\nBut most of the time in this kind of scenario, it’s the fault of the communicator – not the audience. It’s not a sign of your intelligence at all. The person speaking or writing has not assessed his/her audience correctly or understood what type of context and vocabulary is accessible in the situation.\r\n\r\nIn this module, we’ll discuss how to tailor your language so it reflects your purpose. We’re going to aspire to speak and write like Emma Watson, not her on-screen alter ego <a href=\"https://en.wikipedia.org/wiki/Hermione_Granger\" target=\"_blank\" rel=\"noopener noreferrer\">Hermione Granger</a>. Then, we’ll dive into delivery. How can you speak so your audience not only understands you, but is captivated? As we discuss these fundamentals, think about speakers and writers you admire. What type of language do they use? How do they carry themselves?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the importance of accessible and plain English in your communications.</strong></li>\r\n 	<li><strong>Employ delivery techniques to speak in a compelling, articulate and clear manner.</strong></li>\r\n 	<li><strong>Craft impactful introductions and conclusions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s start.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Employing Plain English</h2>\r\nI have a lot to say about the importance of plain English. But let’s let Anna Kendrick speak first. Click on the link below and watch her in the movie “Mike and Dave Need Wedding Dates.” In this scene, she’s pretending to be a hedge fund manager.\r\n<ul>\r\n 	<li><strong>Video (01:03): </strong>Movie Clips Coming Soon. [Movie Clips Coming Soon]. (2016, May 26). Mike and Dave Need Wedding Dates Movie CLIP - School Teachers and Hedge Funds (2016) - Movie HD [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=FsU4h9zO4qo\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=FsU4h9zO4qo</a>.</li>\r\n</ul>\r\nWhen you are finished watching the clip above, watch my video on using plain English.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Delivering With Confidence</h2>\r\nWhat does it take to shine on stage? Let’s go over what to focus on when public speaking.\r\n\r\n<strong>Note:</strong> before watching this video, if you haven\'t done so already, I recommend you watch Emma Watson\'s speech at the UN below that was posted in the Pre-Work section for this module.\r\n<ul>\r\n 	<li><strong>Video (11:47): </strong>HeForShe. [HeForShe]. (2014, September 22). Emma Watson HeForShe Speech at the United Nations | UN Women 2014 [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be</a>.</li>\r\n</ul>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Starting and Ending Memorably</h2>\r\nCapturing your audience\'s attention from the very beginning, and concluding with impact are the topics of this section. Note that there are four videos in this section:\r\n<blockquote>\r\n<ul>\r\n 	<li>Part 1 of my video lecture</li>\r\n 	<li><em>3 things I learned while my plane crashed</em> (Ted Talk - <strong>watch only the first 01:30 minutes</strong>)</li>\r\n 	<li>Part 2 of my video lecture</li>\r\n 	<li><em>Can we all \"have it all\"?</em> (Ted Talk - <strong>start at 15:20</strong>)</li>\r\n</ul>\r\n</blockquote>\r\nPlease watch all four of these videos in this order.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002600_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en.mp4\"][/video]\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002300_DTH.mp4\"][/video]\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/AnneMarieSlaughter_2013G-480p-en.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 3</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Chad Brealey, who is a Canadian producer, writer, lecturer, conservationist, and outdoorsman. His current work, the series “Salt, Fresh &amp; Field,” shares a new perspective on wilderness and the personalities that exist on the border between how food gets to the table and the way we eat. The series presents an emotional, vivid, and cinematic treatment of food and culture in western Canada.\r\n\r\nBrealey holds a master’s degree in publishing from Simon Fraser University and was the first saltwater fly fishing guide in the Great Bear Rainforest. He co-founded the Haig-Brown Institute and served as the communications director of the Pacific Salmon Foundation. Born and raised on the West Coast, Brealey currently lives in Vancouver with his wife, two children, and their black lab named Drake.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Salt, Fresh &amp; Field</strong>: <a href=\"http://saltfreshfield.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://saltfreshfield.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/chadbrealey\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/chadbrealey</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Final Assessment Here:</h1>','Module 3: Mastering the Mechanics','','inherit','closed','closed','','3599-revision-v1','','','2020-12-30 00:34:26','2020-12-30 05:34:26','',3599,'https://tesoll.com/3599-revision-v1/',0,'revision','',0),(3654,1,'2020-12-30 00:34:41','2020-12-30 05:34:41','<strong><em>“I have always liked the feeling of being prepared. Preparation is protection you can create for yourself; for some people, the hard part may be balancing precautions with paranoia, but in my experience, you can never be too prepared.\"</em> </strong>\r\n- Alyssa Mastromonaco, President Obama’s Deputy Chief of Staff for Operations*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/a240415dff10723398b7e2a2a803dd25/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Barack_Obama_talks_with_Alyssa_Mastromonaco__Deputy_Chief_of_Staff_for_Operations__2012.jpg\" alt=\"President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\" width=\"552\" height=\"368\" /></center><em>President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\r\n(Official White House Photo by Pete Souza)</em>\r\n\r\nWhether you’re planning the logistics behind the President of the United States of America’s foreign tour to the Middle East (like Mastromonaco), or how to present the newest financials at your company to investors, preparation is paramount to achieving your communication purpose.\r\n\r\nThe best public speakers make it seem like it’s the most natural thing to stand on a stage and speak eloquently. When we picture our favourite writers, we often visualize them sitting at a keyboard tapping away fluently, words filling the screen. But what we don’t see are the hours spent planning, organizing, storyboarding, to make sure the message is presented in a clear and logical fashion.\r\n\r\nAs I discuss the different approaches to planning and organizing your communications, think about how you’ve prepared in the past. Do you already have a reliable system in place, or do you often “wing it” when it comes to written and oral communications? Does preparation give you more confidence or make you nervous? Feel free to share your thoughts using the course hashtag (<a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>).\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Develop a planning process tailored to your strengths and weaknesses.</strong></li>\r\n 	<li><strong>Select an appropriate organizational scheme for your oral and written communications.</strong></li>\r\n 	<li><strong>Practice how to overcome anxiety associated with public speaking and writing.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s move on.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Planning Your Process</h2>\r\nPlanning a message is an integral aspect of the communication process. In this video, I’ll explain how to approach it.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000200_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Organizing Your Ideas</h2>\r\nA strong organizational structure will make it easier for the audience to interpret your message. Watch the following video to hear my thoughts on how to organize your ideas in preparation for communicating.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Easing Your Anxiety</h2>\r\nDo you get anxious before or while communicating? You are not alone! Let’s talk about some strategies for coping with these fears and even harnessing your energy.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 2</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Claire Immega, who is a lawyer specializing in dispute resolution and litigation at a firm in Vancouver, British Columbia. She has a broad legal practice and assists clients with contract disputes, corporate disputes, fraud, professional regulation and discipline and commercial leasing. She’s represented construction businesses, commercial landlords, dentists facing investigation and discipline and many other people.\r\n\r\nClaire has appeared before all levels of court in British Columbia and a number of administrative tribunals. She holds a Bachelor of Arts (Honours) from the University of Toronto and a Juris Doctor from the University of British Columbia.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Firm profile: </strong><a href=\"http://www.singleton.com/Our_People/Claire_Immega.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.singleton.com/Our_People/Claire_Immega.aspx</a></li>\r\n 	<li><strong>LinkedIn profile: </strong><a href=\"https://www.linkedin.com/in/claire-immega-069a9558/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/claire-immega-069a9558/</a></li>\r\n</ul>\r\n</blockquote>\r\n&nbsp;\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Final Assessment Here:</h1>','Module 2: Preparing to Communicate','','inherit','closed','closed','','3589-revision-v1','','','2020-12-30 00:34:41','2020-12-30 05:34:41','',3589,'https://tesoll.com/3589-revision-v1/',0,'revision','',0),(3513,1,'2020-12-29 16:14:15','2020-12-29 21:14:15','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all five units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. The board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least <strong>200 words long</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>two hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. You will have to score 70% in the board exam to be a certified instructor by <strong>International Board of Teaching Standards. </strong>\r\n\r\n<strong>Important Note:</strong> You will only have 1 attempt to take graded assessments unlike knowledge checks. Further attempts may be permitted in some instances, if permitted by the instructor.\r\n\r\n<strong>Important Note: Due to COVID-19, our board exams are given online. </strong>\r\n\r\nGood luck with your assessment!','International Board Examination','','inherit','closed','closed','','3469-revision-v1','','','2020-12-29 16:14:15','2020-12-29 21:14:15','',3469,'https://tesoll.com/3469-revision-v1/',0,'revision','',0),(3514,1,'2020-12-29 16:46:16','2020-12-29 21:46:16','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all five units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least <strong>200 words long</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>two hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>How do I complete the certification?</strong>\r\n\r\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>.If you have previous work experience as a teacher or educator, we may consider it.\r\n\r\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n&nbsp;\r\n<h2>Register to take this Board Examination to receive accreditation from The International Board of Teaching Standards and recognition from the Quebec government in Canada.</h2>\r\n&nbsp;\r\n\r\n&nbsp;','International Board Examination: Professional Certificate in Education','','inherit','closed','closed','','3483-revision-v1','','','2020-12-29 16:46:16','2020-12-29 21:46:16','',3483,'https://tesoll.com/3483-revision-v1/',0,'revision','',0),(3515,1,'2020-12-29 16:48:12','2020-12-29 21:48:12','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all five units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least <strong>200 words long</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>two hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>How do I complete the certification?</strong>\r\n\r\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>.If you have previous work experience as a teacher or educator, we may consider it.\r\n\r\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n&nbsp;\r\n<h2>Register to take this Board Examination to receive accreditation from The International Board of Teaching Standards and recognition from the Quebec government in Canada.</h2>\r\n&nbsp;\r\n\r\n&nbsp;','International Board Examination: Professional Certificate in Education','','inherit','closed','closed','','3483-autosave-v1','','','2020-12-29 16:48:12','2020-12-29 21:48:12','',3483,'https://tesoll.com/3483-autosave-v1/',0,'revision','',0),(3516,1,'2020-12-29 17:01:37','0000-00-00 00:00:00','','','','draft','closed','closed','','','','','2020-12-29 17:01:37','2020-12-29 22:01:37','',0,'https://tesoll.com/?post_type=certificate&#038;p=3516',0,'certificate','',0),(3517,1,'2020-12-29 17:00:27','2020-12-29 22:00:27','','certificate-77c3dd60898e4a9fc11690dd73225b819dfd2877b02ced1688410778603bfb2a','','inherit','open','closed','','certificate-77c3dd60898e4a9fc11690dd73225b819dfd2877b02ced1688410778603bfb2a','','','2020-12-29 17:00:27','2020-12-29 22:00:27','',0,'https://tesoll.com/wp-content/uploads/2020/12/certificate-77c3dd60898e4a9fc11690dd73225b819dfd2877b02ced1688410778603bfb2a.png',0,'attachment','image/png',0),(3681,1,'2021-01-06 04:46:36','2021-01-06 09:46:36','','Order &ndash; January 6, 2021 @ 04:46 AM','','wc-completed','closed','closed','order_5ff586fc2ad97','order-jan-06-2021-0946-am','','','2021-01-07 19:08:28','2021-01-08 00:08:28','',0,'https://tesoll.com/?post_type=shop_order&#038;p=3681',0,'shop_order','',2),(3524,1,'2020-12-29 18:01:08','2020-12-29 23:01:08','','ostathna50','','publish','closed','closed','','pce2020','','','2020-12-30 01:10:00','2020-12-30 06:10:00','',0,'https://tesoll.com/?post_type=shop_coupon&#038;p=3524',0,'shop_coupon','',0),(3525,1,'2020-12-29 21:01:32','2020-12-30 02:01:32','<h2>List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?</h2>','Question 1:','','publish','open','closed','','question-1','','','2020-12-29 21:01:32','2020-12-30 02:01:32','',0,'https://tesoll.com/?post_type=question&#038;p=3525',0,'question','',0),(3526,1,'2020-12-29 21:01:32','2020-12-30 02:01:32','<h2>List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?</h2>','Question 1:','','inherit','closed','closed','','3525-revision-v1','','','2020-12-29 21:01:32','2020-12-30 02:01:32','',3525,'https://tesoll.com/3525-revision-v1/',0,'revision','',0),(3520,1,'2020-12-29 17:48:46','2020-12-29 22:48:46','','IBTS100','','publish','closed','closed','','tesol2020','','','2020-12-31 01:50:52','2020-12-31 06:50:52','',0,'https://tesoll.com/?post_type=shop_coupon&#038;p=3520',0,'shop_coupon','',0),(3521,1,'2020-12-29 17:50:11','2020-12-29 22:50:11','','Order &ndash; December 29, 2020 @ 05:50 PM','','wc-completed','open','closed','order_5febb2a3ae88e','order-dec-29-2020-1050-pm','','','2021-01-07 19:08:29','2021-01-08 00:08:29','',0,'https://tesoll.com/?post_type=shop_order&#038;p=3521',0,'shop_order','',3),(3527,1,'2020-12-29 21:04:24','2020-12-30 02:04:24','Describe the different specialist skills needed for reading and listening successfully.','Question 2:','','publish','open','closed','','question-2','','','2020-12-29 21:04:24','2020-12-30 02:04:24','',0,'https://tesoll.com/?post_type=question&#038;p=3527',0,'question','',0),(3528,1,'2020-12-29 21:04:24','2020-12-30 02:04:24','Describe the different specialist skills needed for reading and listening successfully.','Question 2:','','inherit','closed','closed','','3527-revision-v1','','','2020-12-29 21:04:24','2020-12-30 02:04:24','',3527,'https://tesoll.com/3527-revision-v1/',0,'revision','',0),(3529,1,'2020-12-29 21:05:16','2020-12-30 02:05:16','Is there a best seating arrangement for a class?  What are the advantages and disadvantages of the various seating plans?','Question 3:','','publish','open','closed','','question-3','','','2020-12-29 22:00:19','2020-12-30 03:00:19','',0,'https://tesoll.com/?post_type=question&#038;p=3529',0,'question','',0),(3530,1,'2020-12-29 21:05:16','2020-12-30 02:05:16','Is there a best seating arrangement for a class?  What are the advantages and disadvantages of the various seating plans?','Question 3:','','inherit','closed','closed','','3529-revision-v1','','','2020-12-29 21:05:16','2020-12-30 02:05:16','',3529,'https://tesoll.com/3529-revision-v1/',0,'revision','',0),(3531,1,'2020-12-29 21:06:02','2020-12-30 02:06:02','List the levels of language ability that learners are often grouped into and give a brief summation of each level.','Question 4:','','publish','open','closed','','question-4','','','2020-12-29 21:06:02','2020-12-30 02:06:02','',0,'https://tesoll.com/?post_type=question&#038;p=3531',0,'question','',0),(3532,1,'2020-12-29 21:06:02','2020-12-30 02:06:02','List the levels of language ability that learners are often grouped into and give a brief summation of each level.','Question 4:','','inherit','closed','closed','','3531-revision-v1','','','2020-12-29 21:06:02','2020-12-30 02:06:02','',3531,'https://tesoll.com/3531-revision-v1/',0,'revision','',0),(3533,1,'2020-12-29 21:08:17','2020-12-30 02:08:17','What information would you want to obtain in a needs analysis for a group of Business English students you will be teaching in their office? How could you use this information when planning the program?','Question 5:','','publish','open','closed','','question-5','','','2020-12-29 21:10:20','2020-12-30 02:10:20','',0,'https://tesoll.com/?post_type=question&#038;p=3533',0,'question','',0),(3534,1,'2020-12-29 21:08:17','2020-12-30 02:08:17','What information would you want to obtain in a needs analysis for a group of Business English students you will be teaching in their office? How could you use this information when planning the program?','Question 5:','','inherit','closed','closed','','3533-revision-v1','','','2020-12-29 21:08:17','2020-12-30 02:08:17','',3533,'https://tesoll.com/3533-revision-v1/',0,'revision','',0),(3536,1,'2020-12-29 21:11:28','2020-12-30 02:11:28','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> Mr. Shuster had one difficult student in his fifth grade class. Jackie was a poorly motivated child with limited academic abilities. She rarely completed assignments, although she was able to do the work assigned. Although she did not interfere with students around her, she was rarely on task. When Mr. Shuster was not looking, she sometimes walked out of class and wandered around campus. Explain how you would deal with this situation. <strong>(minimum 200 words)</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 6:','','publish','open','closed','','question-6','','','2020-12-29 21:11:28','2020-12-30 02:11:28','',0,'https://tesoll.com/?post_type=question&#038;p=3536',0,'question','',0),(3537,1,'2020-12-29 21:11:28','2020-12-30 02:11:28','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> Mr. Shuster had one difficult student in his fifth grade class. Jackie was a poorly motivated child with limited academic abilities. She rarely completed assignments, although she was able to do the work assigned. Although she did not interfere with students around her, she was rarely on task. When Mr. Shuster was not looking, she sometimes walked out of class and wandered around campus. Explain how you would deal with this situation. <strong>(minimum 200 words)</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 6:','','inherit','closed','closed','','3536-revision-v1','','','2020-12-29 21:11:28','2020-12-30 02:11:28','',3536,'https://tesoll.com/3536-revision-v1/',0,'revision','',0),(3538,1,'2020-12-29 21:14:09','2020-12-30 02:14:09','<div class=\"page\" title=\"Page 4\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> Ms. Hendricks was concerned about the frequent teasing that had begun in her third grade class. It reached the point where there was constant bickering among the students. Notes making fun of other students were being passed and, on two occasions, students became so angry they began yelling, shouting, and shoving one another during class. How would you react in this situation? <strong>(minimum 200 words).</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 7:','','publish','open','closed','','question-7','','','2020-12-29 21:15:26','2020-12-30 02:15:26','',0,'https://tesoll.com/?post_type=question&#038;p=3538',0,'question','',0),(3539,1,'2020-12-29 21:14:09','2020-12-30 02:14:09','<div class=\"page\" title=\"Page 4\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> Ms. Hendricks was concerned about the frequent teasing that had begun in her third grade class. It reached the point where there was constant bickering among the students. Notes making fun of other students were being passed and, on two occasions, students became so angry they began yelling, shouting, and shoving one another during class. How would you react in this situation? <strong>(minimum 200 words).</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 7:','','inherit','closed','closed','','3538-revision-v1','','','2020-12-29 21:14:09','2020-12-30 02:14:09','',3538,'https://tesoll.com/3538-revision-v1/',0,'revision','',0),(3540,1,'2020-12-29 21:16:13','2020-12-30 02:16:13','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO</strong>: You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are\r\nexcited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>How would you react in this situation?</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 8:','','publish','open','closed','','question-8','','','2020-12-29 21:16:13','2020-12-30 02:16:13','',0,'https://tesoll.com/?post_type=question&#038;p=3540',0,'question','',0),(3541,1,'2020-12-29 21:16:13','2020-12-30 02:16:13','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO</strong>: You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are\r\nexcited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>How would you react in this situation?</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 8:','','inherit','closed','closed','','3540-revision-v1','','','2020-12-29 21:16:13','2020-12-30 02:16:13','',3540,'https://tesoll.com/3540-revision-v1/',0,'revision','',0),(3542,1,'2020-12-29 21:17:28','2020-12-30 02:17:28','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> You are lecturing in a course that requires some lecture. You don’t lecture at every class session; you often have class sessions that center around group activities or discussion. You have a friendly approach to your students, and they are comfortable in the course and with you. But on this day, as you do your best to present to students information that they need, you notice Chatty Cathy and her friend Conversational Carl talking, openly and loudly. It is clear by their body language, their laughter, and the words you overhear that they are not discussing course content. You make eye contact, alerting them to the fact that you recognize their discussion and that you want it to stop. They stop talking. A few moments later, they start again; only this time, they are whispering. You verbally ask them to stop. You notice other students looking over at the chatty pair. Even those evil looks do not encourage the two students to stop their banter. They continue to talk and laugh. <strong>Explain how you would react in this situation?</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 9:','','publish','open','closed','','question-9','','','2020-12-29 21:17:28','2020-12-30 02:17:28','',0,'https://tesoll.com/?post_type=question&#038;p=3542',0,'question','',0),(3543,1,'2020-12-29 21:17:28','2020-12-30 02:17:28','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> You are lecturing in a course that requires some lecture. You don’t lecture at every class session; you often have class sessions that center around group activities or discussion. You have a friendly approach to your students, and they are comfortable in the course and with you. But on this day, as you do your best to present to students information that they need, you notice Chatty Cathy and her friend Conversational Carl talking, openly and loudly. It is clear by their body language, their laughter, and the words you overhear that they are not discussing course content. You make eye contact, alerting them to the fact that you recognize their discussion and that you want it to stop. They stop talking. A few moments later, they start again; only this time, they are whispering. You verbally ask them to stop. You notice other students looking over at the chatty pair. Even those evil looks do not encourage the two students to stop their banter. They continue to talk and laugh. <strong>Explain how you would react in this situation?</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 9:','','inherit','closed','closed','','3542-revision-v1','','','2020-12-29 21:17:28','2020-12-30 02:17:28','',3542,'https://tesoll.com/3542-revision-v1/',0,'revision','',0),(3544,1,'2020-12-29 21:18:55','2020-12-30 02:18:55','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> You are an experienced educator at a regional state university where the student population is not very diverse. You are teaching a large class (over 50 students). You expect a lot of conversation, movement, and collaboration among all students, as this is a hands-on course. In fact, you strive to group and regroup students at each class session, so they are frequently working with new people. However, you notice that a small group of men and women—the Busy Bees—dominate class- wide discussion and they refuse to participate in collaborative work that is not conducted with their friends. Additionally, when students outside this group are speaking to the entire class, those inside the group will interrupt the speakers, laugh loudly at something not relevant to the on-going conversation, or they will talk to one another, thereby ignoring the speaker completely. Several students have complained about the intimidation and the lack of respect they feel around the “inside group.” You ask the “Busy Bees” to recognize how they are coming across to their peers, and how they might consider modifying their behavior. The Busy Bees demand that you provide them with names and exact complaints so they can corroborate your assessment, as they feel they have been “giving” to those who are not as fortunate as they are. What do you do? <strong>(minimum 200 words)</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 10:','','publish','open','closed','','question-10','','','2020-12-29 21:18:55','2020-12-30 02:18:55','',0,'https://tesoll.com/?post_type=question&#038;p=3544',0,'question','',0),(3545,1,'2020-12-29 21:18:55','2020-12-30 02:18:55','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> You are an experienced educator at a regional state university where the student population is not very diverse. You are teaching a large class (over 50 students). You expect a lot of conversation, movement, and collaboration among all students, as this is a hands-on course. In fact, you strive to group and regroup students at each class session, so they are frequently working with new people. However, you notice that a small group of men and women—the Busy Bees—dominate class- wide discussion and they refuse to participate in collaborative work that is not conducted with their friends. Additionally, when students outside this group are speaking to the entire class, those inside the group will interrupt the speakers, laugh loudly at something not relevant to the on-going conversation, or they will talk to one another, thereby ignoring the speaker completely. Several students have complained about the intimidation and the lack of respect they feel around the “inside group.” You ask the “Busy Bees” to recognize how they are coming across to their peers, and how they might consider modifying their behavior. The Busy Bees demand that you provide them with names and exact complaints so they can corroborate your assessment, as they feel they have been “giving” to those who are not as fortunate as they are. What do you do? <strong>(minimum 200 words)</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Question 10:','','inherit','closed','closed','','3544-revision-v1','','','2020-12-29 21:18:55','2020-12-30 02:18:55','',3544,'https://tesoll.com/3544-revision-v1/',0,'revision','',0),(3546,1,'2020-12-29 21:20:22','2020-12-30 02:20:22','What is the role of macro and micro planning in creating a lesson plan?','Question 11:','','publish','open','closed','','question-11','','','2020-12-29 21:20:22','2020-12-30 02:20:22','',0,'https://tesoll.com/?post_type=question&#038;p=3546',0,'question','',0),(3547,1,'2020-12-29 21:20:22','2020-12-30 02:20:22','What is the role of macro and micro planning in creating a lesson plan?','Question 11:','','inherit','closed','closed','','3546-revision-v1','','','2020-12-29 21:20:22','2020-12-30 02:20:22','',3546,'https://tesoll.com/3546-revision-v1/',0,'revision','',0),(3548,1,'2020-12-29 21:20:52','2020-12-30 02:20:52','What are the challenges novice teachers like you face when planning lessons?','Question 12:','','publish','open','closed','','question-12','','','2020-12-29 21:20:52','2020-12-30 02:20:52','',0,'https://tesoll.com/?post_type=question&#038;p=3548',0,'question','',0),(3549,1,'2020-12-29 21:20:52','2020-12-30 02:20:52','What are the challenges novice teachers like you face when planning lessons?','Question 12:','','inherit','closed','closed','','3548-revision-v1','','','2020-12-29 21:20:52','2020-12-30 02:20:52','',3548,'https://tesoll.com/3548-revision-v1/',0,'revision','',0),(3550,1,'2020-12-29 21:21:26','2020-12-30 02:21:26','What is the planning paradox?','Question 13:','','publish','open','closed','','question-13','','','2020-12-29 21:21:26','2020-12-30 02:21:26','',0,'https://tesoll.com/?post_type=question&#038;p=3550',0,'question','',0),(3551,1,'2020-12-29 21:21:13','2020-12-30 02:21:13','','Question 13:','','inherit','closed','closed','','3550-revision-v1','','','2020-12-29 21:21:13','2020-12-30 02:21:13','',3550,'https://tesoll.com/3550-revision-v1/',0,'revision','',0),(3552,1,'2020-12-29 21:21:26','2020-12-30 02:21:26','What is the planning paradox?','Question 13:','','inherit','closed','closed','','3550-revision-v1','','','2020-12-29 21:21:26','2020-12-30 02:21:26','',3550,'https://tesoll.com/3550-revision-v1/',0,'revision','',0),(3553,1,'2020-12-29 21:28:10','2020-12-30 02:28:10','What is the difference between the different learning approaches (Behaviourism, cognitivism. constructive and experimental)? pick one','Question 14:','','publish','open','closed','','question-14','','','2020-12-29 21:28:10','2020-12-30 02:28:10','',0,'https://tesoll.com/?post_type=question&#038;p=3553',0,'question','',0),(3554,1,'2020-12-29 21:26:55','2020-12-30 02:26:55','','Question 14:','','inherit','closed','closed','','3553-revision-v1','','','2020-12-29 21:26:55','2020-12-30 02:26:55','',3553,'https://tesoll.com/3553-revision-v1/',0,'revision','',0),(3555,1,'2020-12-29 21:28:10','2020-12-30 02:28:10','What is the difference between the different learning approaches (Behaviourism, cognitivism. constructive and experimental)? pick one','Question 14:','','inherit','closed','closed','','3553-revision-v1','','','2020-12-29 21:28:10','2020-12-30 02:28:10','',3553,'https://tesoll.com/3553-revision-v1/',0,'revision','',0),(3556,1,'2020-12-29 21:30:13','2020-12-30 02:30:13','Which teaching approach  (Behaviourism, cognitivism. constructive and experimental) aligns better with your teaching philosophy? Why?','Question 15:','','publish','open','closed','','question-15','','','2020-12-29 21:30:13','2020-12-30 02:30:13','',0,'https://tesoll.com/?post_type=question&#038;p=3556',0,'question','',0),(3557,1,'2020-12-29 21:30:13','2020-12-30 02:30:13','Which teaching approach  (Behaviourism, cognitivism. constructive and experimental) aligns better with your teaching philosophy? Why?','Question 15:','','inherit','closed','closed','','3556-revision-v1','','','2020-12-29 21:30:13','2020-12-30 02:30:13','',3556,'https://tesoll.com/3556-revision-v1/',0,'revision','',0),(3558,1,'2020-12-29 21:39:48','2020-12-30 02:39:48','<p align=\"justify\">With the increased number of races and ethnicities in international schools, an atmosphere of tolerance must be created, established, and maintained in our classrooms. Discuss how this can be accomplished.</p>','Question 16:','','publish','open','closed','','question-16','','','2020-12-29 21:41:40','2020-12-30 02:41:40','',0,'https://tesoll.com/?post_type=question&#038;p=3558',0,'question','',0),(3559,1,'2020-12-29 21:39:48','2020-12-30 02:39:48','<p align=\"justify\">With the increased number of races and ethnicities in international schools, an atmosphere of tolerance must be created, established, and maintained in our classrooms. Discuss how this can be accomplished.</p>','Question 16:','','inherit','closed','closed','','3558-revision-v1','','','2020-12-29 21:39:48','2020-12-30 02:39:48','',3558,'https://tesoll.com/3558-revision-v1/',0,'revision','',0),(3560,1,'2020-12-29 21:42:27','2020-12-30 02:42:27','<p align=\"justify\">Discuss the impact of some factors such as learners’ social and economic background, learning environment, and first language, in the process of first and second language acquisition. Discuss what you can do to facilitate the acquisition process in your ESL classroom.</p>','Question 17:','','publish','open','closed','','question-17','','','2020-12-29 21:42:27','2020-12-30 02:42:27','',0,'https://tesoll.com/?post_type=question&#038;p=3560',0,'question','',0),(3561,1,'2020-12-29 21:42:27','2020-12-30 02:42:27','<p align=\"justify\">Discuss the impact of some factors such as learners’ social and economic background, learning environment, and first language, in the process of first and second language acquisition. Discuss what you can do to facilitate the acquisition process in your ESL classroom.</p>','Question 17:','','inherit','closed','closed','','3560-revision-v1','','','2020-12-29 21:42:27','2020-12-30 02:42:27','',3560,'https://tesoll.com/3560-revision-v1/',0,'revision','',0),(3562,1,'2020-12-29 21:43:53','2020-12-30 02:43:53','<p align=\"justify\">What are the positive and negative aspects of using a Whole Language-based curriculum in an ESL classroom? What special problems does this approach pose for ESL students?</p>','Question 18:','','publish','open','closed','','question-18','','','2020-12-29 21:43:53','2020-12-30 02:43:53','',0,'https://tesoll.com/?post_type=question&#038;p=3562',0,'question','',0),(3563,1,'2020-12-29 21:43:53','2020-12-30 02:43:53','<p align=\"justify\">What are the positive and negative aspects of using a Whole Language-based curriculum in an ESL classroom? What special problems does this approach pose for ESL students?</p>','Question 18:','','inherit','closed','closed','','3562-revision-v1','','','2020-12-29 21:43:53','2020-12-30 02:43:53','',3562,'https://tesoll.com/3562-revision-v1/',0,'revision','',0),(3564,1,'2020-12-29 21:47:16','2020-12-30 02:47:16','Is the ESL teacher fluent in all of the languages the students speak? Explain your answer.','Question 19:','','publish','open','closed','','question-19','','','2020-12-29 21:47:16','2020-12-30 02:47:16','',0,'https://tesoll.com/?post_type=question&#038;p=3564',0,'question','',0),(3565,1,'2020-12-29 21:47:16','2020-12-30 02:47:16','Is the ESL teacher fluent in all of the languages the students speak? Explain your answer.','Question 19:','','inherit','closed','closed','','3564-revision-v1','','','2020-12-29 21:47:16','2020-12-30 02:47:16','',3564,'https://tesoll.com/3564-revision-v1/',0,'revision','',0),(3566,1,'2020-12-29 21:48:09','2020-12-30 02:48:09','Is English a difficult language to learn? Explain your answer.','Question 20:','','publish','open','closed','','question-20','','','2020-12-29 21:48:22','2020-12-30 02:48:22','',0,'https://tesoll.com/?post_type=question&#038;p=3566',0,'question','',0),(3567,1,'2020-12-29 21:48:09','2020-12-30 02:48:09','Is English a difficult language to learn? Explain your answer.','Question 20:','','inherit','closed','closed','','3566-revision-v1','','','2020-12-29 21:48:09','2020-12-30 02:48:09','',3566,'https://tesoll.com/3566-revision-v1/',0,'revision','',0),(3568,1,'2020-12-29 21:56:03','2020-12-30 02:56:03','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. The board exam consists of <strong> 20 questions</strong> that are graded and carry 5 points each. Your answers should be at least <strong>200 words long (unless stated otherwise or not specified)</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>three hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. You will have to score 70% in the board exam to be a certified instructor by <strong>International Board of Teaching Standards. </strong>\r\n\r\n<strong>Important Note:</strong> You will only have 1 attempt to take graded assessments unlike knowledge checks. Further attempts may be permitted in some instances, if permitted by the instructor.\r\n\r\n<strong>Important Note: Due to COVID-19, our board exams are given online. </strong>\r\n\r\nGood luck with your assessment!','International Board of Examination (TESOL)','','publish','closed','closed','','international-board-of-examination-tesol','','','2020-12-29 21:56:03','2020-12-30 02:56:03','',0,'https://tesoll.com/?post_type=quiz&#038;p=3568',0,'quiz','',0),(3569,1,'2020-12-29 21:56:03','2020-12-30 02:56:03','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. The board exam consists of <strong> 20 questions</strong> that are graded and carry 5 points each. Your answers should be at least <strong>200 words long (unless stated otherwise or not specified)</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>three hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. You will have to score 70% in the board exam to be a certified instructor by <strong>International Board of Teaching Standards. </strong>\r\n\r\n<strong>Important Note:</strong> You will only have 1 attempt to take graded assessments unlike knowledge checks. Further attempts may be permitted in some instances, if permitted by the instructor.\r\n\r\n<strong>Important Note: Due to COVID-19, our board exams are given online. </strong>\r\n\r\nGood luck with your assessment!','International Board of Examination (TESOL)','','inherit','closed','closed','','3568-revision-v1','','','2020-12-29 21:56:03','2020-12-30 02:56:03','',3568,'https://tesoll.com/3568-revision-v1/',0,'revision','',0),(3570,1,'2020-12-29 21:56:21','2020-12-30 02:56:21','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. The board exam consists of <strong> 20 questions</strong> that are graded and carry 5 points each. Your answers should be at least <strong>200 words long (unless stated otherwise or not specified)</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>three hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. You will have to score 70% in the board exam to be a certified instructor by <strong>International Board of Teaching Standards. </strong>\r\n\r\n<strong>Important Note:</strong> You will only have 1 attempt to take graded assessments unlike knowledge checks. Further attempts may be permitted in some instances, if permitted by the instructor.\r\n\r\n<strong>Important Note: Due to COVID-19, our board exams are given online. </strong>\r\n\r\nGood luck with your assessment!','International Board of Examination (TESOL)','','inherit','closed','closed','','3568-autosave-v1','','','2020-12-29 21:56:21','2020-12-30 02:56:21','',3568,'https://tesoll.com/3568-autosave-v1/',0,'revision','',0),(3571,1,'2020-12-29 22:09:57','2020-12-30 03:09:57','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic. Good luck with your assessment!\r\n\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> 20 questions</strong> that are graded and carry 5 points each. Your answers should be at least <strong>200 words long (unless specified otherwise or not stated) </strong>and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>three hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>How do I complete the certification?</strong>\r\n\r\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>. If you have previous work experience as a teacher or educator, we may consider it.\r\n\r\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n&nbsp;\r\n<h2>Register to take this Board Examination to receive accreditation from The International Board of Teaching Standards and recognition from the Quebec government in Canada.</h2>\r\n&nbsp;','International Board Examination: Professional Certificate in TESOL','','publish','open','closed','','international-board-examination-professional-certificate-in-tesol','','','2021-01-10 10:33:21','2021-01-10 15:33:21','',0,'https://tesoll.com/?post_type=course&#038;p=3571',0,'course','',0),(3658,1,'2020-12-30 01:08:31','2020-12-30 06:08:31','','ibts50','','inherit','closed','closed','','3576-autosave-v1','','','2020-12-30 01:08:31','2020-12-30 06:08:31','',3576,'https://tesoll.com/3576-autosave-v1/',0,'revision','',0),(3572,1,'2020-12-29 22:09:57','2020-12-30 03:09:57','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\r\n\r\n&nbsp;\r\n\r\n<strong>What are the advantages?</strong>\r\n<ol>\r\n 	<li>Accreditation from the government of Quebec in Canada.</li>\r\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\r\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\r\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\r\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>How is the board exam structured?</strong>\r\n\r\nThe board exam consists of <strong> 20 questions</strong> that are graded and carry 5 points each. Your answers should be at least <strong>200 words long (unless specified otherwise or not stated) </strong>and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>three hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n&nbsp;\r\n\r\n<strong>How many attempts do you have?</strong>\r\n\r\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\r\n\r\n&nbsp;\r\n\r\n<strong>How do I complete the certification?</strong>\r\n\r\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>. If you have previous work experience as a teacher or educator, we may consider it.\r\n\r\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\r\n\r\n&nbsp;\r\n<h3>Good luck with your assessment!</h3>\r\n&nbsp;\r\n<h2>Register to take this Board Examination to receive accreditation from The International Board of Teaching Standards and recognition from the Quebec government in Canada.</h2>\r\n&nbsp;','International Board Examination: Professional Certificate in TESOL','','inherit','closed','closed','','3571-revision-v1','','','2020-12-29 22:09:57','2020-12-30 03:09:57','',3571,'https://tesoll.com/3571-revision-v1/',0,'revision','',0),(3574,1,'2020-12-29 22:13:10','2020-12-30 03:13:10','<!-- wp:paragraph -->\n<p>Accredited certificate in Teaching English as a Second Language (TESOL) from the International Board of Teaching Standards (IBTS) in Canada.</p>\n<!-- /wp:paragraph -->','International Board Examination: Professional Certificate in TESOL','','publish','open','closed','','international-board-examination-professional-certificate-in-tesol','','','2020-12-30 01:02:57','2020-12-30 06:02:57','',0,'https://tesoll.com/?post_type=product&#038;p=3574',0,'product','',0),(3659,1,'2020-12-30 01:09:42','2020-12-30 06:09:42','','ostathna50','','inherit','closed','closed','','3524-autosave-v1','','','2020-12-30 01:09:42','2020-12-30 06:09:42','',3524,'https://tesoll.com/3524-autosave-v1/',0,'revision','',0),(3660,1,'2020-12-30 01:10:59','2020-12-30 06:10:59','','ibts75','','publish','closed','closed','','ibts75','','','2020-12-30 01:10:59','2020-12-30 06:10:59','',0,'https://tesoll.com/?post_type=shop_coupon&#038;p=3660',0,'shop_coupon','',0),(3576,1,'2020-12-29 22:23:49','2020-12-30 03:23:49','','ibts60','','publish','closed','closed','','ibts2020','','','2020-12-31 01:42:00','2020-12-31 06:42:00','',0,'https://tesoll.com/?post_type=shop_coupon&#038;p=3576',0,'shop_coupon','',0),(3577,1,'2020-12-29 22:45:38','2020-12-30 03:45:38','&nbsp;\r\n\r\n<a href=\"https://tesoll.com/ibts-pcbc-exam-stamp/\"><img class=\"wp-image-3674 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/IBTS-PCBC-exam-stamp.png\" alt=\"\" width=\"242\" height=\"238\" /></a>\r\n\r\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\r\n– Alan Alda*\r\n\r\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\r\n\r\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\r\n\r\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\r\n\r\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\r\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\r\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\r\n</ul>\r\n</blockquote>\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\nHappy communicating!','Professional Certificate in Business Communications (PCBC)','','publish','open','closed','','business-communications','','','2021-01-07 20:42:35','2021-01-08 01:42:35','',0,'https://tesoll.com/?post_type=course&#038;p=3577',0,'course','',0),(3578,1,'2020-12-29 22:43:44','2020-12-30 03:43:44','','Business communication stamp','','inherit','open','closed','','business-communication-stamp','','','2020-12-29 22:43:44','2020-12-30 03:43:44','',3577,'https://tesoll.com/wp-content/uploads/2020/12/Business-communication-stamp.png',0,'attachment','image/png',0),(3579,1,'2020-12-29 22:45:38','2020-12-30 03:45:38','&nbsp;\r\n\r\n<a href=\"https://tesoll.com/?attachment_id=3578\" rel=\"attachment wp-att-3578\"><img class=\"wp-image-3578 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/Business-communication-stamp.png\" alt=\"\" width=\"207\" height=\"207\" /></a>\r\n\r\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\r\n– Alan Alda*\r\n\r\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\r\n\r\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\r\n\r\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\r\n\r\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\r\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\r\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\r\n</ul>\r\n</blockquote>\r\nHappy communicating!','Business Communications','','inherit','closed','closed','','3577-revision-v1','','','2020-12-29 22:45:38','2020-12-30 03:45:38','',3577,'https://tesoll.com/3577-revision-v1/',0,'revision','',0),(3580,1,'2020-12-29 22:45:38','2020-12-30 03:45:38','&nbsp;\r\n\r\n<a href=\"https://tesoll.com/course/business-communications/business-communication-stamp/\" rel=\"attachment wp-att-3578\"><img class=\"wp-image-3578 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/Business-communication-stamp.png\" alt=\"\" width=\"207\" height=\"207\" /></a>\r\n\r\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\r\n– Alan Alda*\r\n\r\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\r\n\r\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\r\n\r\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\r\n\r\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\r\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\r\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\r\n</ul>\r\n</blockquote>\r\nHappy communicating!','Business Communications','','inherit','closed','closed','','3577-revision-v1','','','2020-12-29 22:45:38','2020-12-30 03:45:38','',3577,'https://tesoll.com/3577-revision-v1/',0,'revision','',0),(3581,1,'2020-12-29 22:57:49','2020-12-30 03:57:49','<em><strong>“There\'s nothing more exciting than that conversation you have with a live audience.\r\nIt\'s the best feeling in the world.”</strong></em>\r\n- Liev Schreiber\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/10f9e93b6bc60a009f9934e12b6384f9/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/CuriousIncident.PNG\" alt=\"The Curious Incident of the Dog in the Night-Time set\" width=\"444\" height=\"440\" /></center><center><em>*A Curious Incident of the Dog in the Night-time set on Broadway</em></center><center></center>&nbsp;\r\n\r\nWhat do you think of when you hear the term audience? I’m a huge theatre lover, so the first thing that comes to my mind is sitting in a Broadway theatre. This evokes my senses too – plush red velvet seats, crinkling Playbills, the faint scent of musk from the old theatre and often a kinetic energy buzzing through the building.\r\n\r\nBut a business audience is (usually) a lot different than Broadway. In this module, I will discuss how and why audience is the first place we start when preparing to communicate, and what this means in a business context. Then we’ll talk about the purpose or goals of business communication and lastly, how to select the appropriate channel in which to tell our messages.\r\n\r\nAs I go through these topics, think about how you contextualize the term “audience.” What has it meant for you in practice? What types of audiences have you been a part of and communicated to? What senses does this evoke for you? Feel free to share your thoughts using the following course hashtag <a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>.\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Assess an audience and tailor your message to its unique characteristics.</strong></li>\r\n 	<li><strong>Define the purpose of your communication and target action through your words.</strong></li>\r\n 	<li><strong>Select an appropriate medium for conveying the information that addresses both the audience and purpose of the communication.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin!\r\n\r\n<hr />\r\n\r\nBefore you start this lesson, please read, watch and listen to the following resources. Think about the theme of the module, the key takeaways and why I’ve asked you to consume this content before we begin.\r\n<ul>\r\n 	<li><strong>Article:</strong> Labossiere, C. (2013, Sep 19). Business writing tips to get results. <em>The Globe and Mail</em>. Retrieved from <a href=\"https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/</a>.</li>\r\n 	<li><strong>Website: </strong>Audience Analysis. University of Pittsburgh - Department of Communication. Retrieved on Oct 14, 2017 from <a href=\"http://www.comm.pitt.edu/oral-comm-lab/audience-analysis\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.comm.pitt.edu/oral-comm-lab/audience-analysis</a>.</li>\r\n 	<li><strong>Video (07:13):</strong> Allocca, K. (2011, Nov). Why videos go viral. Retrieved from <a href=\"https://www.ted.com/talks/kevin_allocca_why_videos_go_viral\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/talks/kevin_allocca_why_videos_go_viral</a>.</li>\r\n</ul>\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Profiling Your Audience</h2>\r\nEvery choice that you make when you are communicating is directly dependent on who you are speaking with or writing to. In this video, I go over the basics of profiling your audience.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCxCOMM220x-V000100_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Discovering Your Purpose</h2>\r\nIn the business world, we communicate with people because we want something. We are eliciting some form of action. Thinking about what that action is - <strong>why</strong> you are communicating - from the outset of the communication is imperative.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Choosing Your Channel</h2>\r\nThe last concept we need to discuss in this module is channel. It simply means the platform or medium you use to communicate the message. In other words, the channels you choose are where and how you will deliver your message.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 1</h2>\r\n<p style=\"font-weight: 400;\">As a <b><strong>verified</strong></b> student of this course, you will be presented with content specifically tailored to you. Throughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <i><em>In the Field</em></i> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.</p>\r\n<p style=\"font-weight: 400;\">This <i><em>In the Field</em></i> interview is with Christine Tam, who is the External Communications Manager at Best Buy Canada. In her role, she oversees the creation and execution of public relations campaigns, media relation initiatives and communication strategies on a national level. She’s also the lead spokesperson for the organization and conducts media training in more than 200 stores, as well as manages media opportunities for senior leadership.</p>\r\n<p style=\"font-weight: 400;\">Previously, Christine was the Public Relations Manager at the Rick Hansen Foundation, as well as an online news producer and online reporter at Global News and CTV respectively. Christine holds a Bachelor of Fine Arts from Emily Carr University of Art and Design and a diploma in Broadcast Journalism from the British Columbia Institute of Technology.</p>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001200_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 1: Analyzing Your Audience.','','publish','open','closed','','module-1-analyzing-your-audience','','','2020-12-30 01:22:08','2020-12-30 06:22:08','',0,'https://tesoll.com/?post_type=unit&#038;p=3581',0,'unit','',0),(3582,1,'2020-12-29 22:49:46','2020-12-30 03:49:46','','UBCxCOMM220x-V000100_DTH','','inherit','open','closed','','ubcxcomm220x-v000100_dth','','','2020-12-29 22:49:46','2020-12-30 03:49:46','',3581,'https://tesoll.com/wp-content/uploads/2020/12/UBCxCOMM220x-V000100_DTH.mp4',0,'attachment','video/mp4',0),(3583,1,'2020-12-29 22:51:16','2020-12-30 03:51:16','','UBCBUS2B2017-V001800_DTH','','inherit','open','closed','','ubcbus2b2017-v001800_dth','','','2020-12-29 22:51:16','2020-12-30 03:51:16','',3581,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001800_DTH.mp4',0,'attachment','video/mp4',0),(3584,1,'2020-12-29 22:52:21','2020-12-30 03:52:21','','UBCBUS2B2017-V000500_DTH','','inherit','open','closed','','ubcbus2b2017-v000500_dth','','','2020-12-29 22:52:21','2020-12-30 03:52:21','',3581,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000500_DTH.mp4',0,'attachment','video/mp4',0),(3585,1,'2020-12-29 22:56:21','2020-12-30 03:56:21','','UBCBUS2B2017-V001200_DTH','','inherit','open','closed','','ubcbus2b2017-v001200_dth','','','2020-12-29 22:56:21','2020-12-30 03:56:21','',3581,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001200_DTH.mp4',0,'attachment','video/mp4',0),(3586,1,'2020-12-29 22:57:49','2020-12-30 03:57:49','<em><strong>“There\'s nothing more exciting than that conversation you have with a live audience.\r\nIt\'s the best feeling in the world.”</strong></em>\r\n- Liev Schreiber\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/10f9e93b6bc60a009f9934e12b6384f9/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/CuriousIncident.PNG\" alt=\"The Curious Incident of the Dog in the Night-Time set\" width=\"444\" height=\"440\" /></center><center><em>*A Curious Incident of the Dog in the Night-time set on Broadway</em></center><center></center>&nbsp;\r\n\r\nWhat do you think of when you hear the term audience? I’m a huge theatre lover, so the first thing that comes to my mind is sitting in a Broadway theatre. This evokes my senses too – plush red velvet seats, crinkling Playbills, the faint scent of musk from the old theatre and often a kinetic energy buzzing through the building.\r\n\r\nBut a business audience is (usually) a lot different than Broadway. In this module, I will discuss how and why audience is the first place we start when preparing to communicate, and what this means in a business context. Then we’ll talk about the purpose or goals of business communication and lastly, how to select the appropriate channel in which to tell our messages.\r\n\r\nAs I go through these topics, think about how you contextualize the term “audience.” What has it meant for you in practice? What types of audiences have you been a part of and communicated to? What senses does this evoke for you? Feel free to share your thoughts using the following course hashtag <a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>.\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Assess an audience and tailor your message to its unique characteristics.</strong></li>\r\n 	<li><strong>Define the purpose of your communication and target action through your words.</strong></li>\r\n 	<li><strong>Select an appropriate medium for conveying the information that addresses both the audience and purpose of the communication.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin!\r\n\r\n<hr />\r\n\r\nBefore you start this lesson, please read, watch and listen to the following resources. Think about the theme of the module, the key takeaways and why I’ve asked you to consume this content before we begin.\r\n<ul>\r\n 	<li><strong>Article:</strong> Labossiere, C. (2013, Sep 19). Business writing tips to get results. <em>The Globe and Mail</em>. Retrieved from <a href=\"https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/</a>.</li>\r\n 	<li><strong>Website: </strong>Audience Analysis. University of Pittsburgh - Department of Communication. Retrieved on Oct 14, 2017 from <a href=\"http://www.comm.pitt.edu/oral-comm-lab/audience-analysis\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.comm.pitt.edu/oral-comm-lab/audience-analysis</a>.</li>\r\n 	<li><strong>Video (07:13):</strong> Allocca, K. (2011, Nov). Why videos go viral. Retrieved from <a href=\"https://www.ted.com/talks/kevin_allocca_why_videos_go_viral\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/talks/kevin_allocca_why_videos_go_viral</a>.</li>\r\n</ul>\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Profiling Your Audience</h2>\r\nEvery choice that you make when you are communicating is directly dependent on who you are speaking with or writing to. In this video, I go over the basics of profiling your audience.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCxCOMM220x-V000100_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Discovering Your Purpose</h2>\r\nIn the business world, we communicate with people because we want something. We are eliciting some form of action. Thinking about what that action is - <strong>why</strong> you are communicating - from the outset of the communication is imperative.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Choosing Your Channel</h2>\r\nThe last concept we need to discuss in this module is channel. It simply means the platform or medium you use to communicate the message. In other words, the channels you choose are where and how you will deliver your message.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 1</h2>\r\n<p style=\"font-weight: 400;\">As a <b><strong>verified</strong></b> student of this course, you will be presented with content specifically tailored to you. Throughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <i><em>In the Field</em></i> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.</p>\r\n<p style=\"font-weight: 400;\">This <i><em>In the Field</em></i> interview is with Christine Tam, who is the External Communications Manager at Best Buy Canada. In her role, she oversees the creation and execution of public relations campaigns, media relation initiatives and communication strategies on a national level. She’s also the lead spokesperson for the organization and conducts media training in more than 200 stores, as well as manages media opportunities for senior leadership.</p>\r\n<p style=\"font-weight: 400;\">Previously, Christine was the Public Relations Manager at the Rick Hansen Foundation, as well as an online news producer and online reporter at Global News and CTV respectively. Christine holds a Bachelor of Fine Arts from Emily Carr University of Art and Design and a diploma in Broadcast Journalism from the British Columbia Institute of Technology.</p>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001200_DTH.mp4\"][/video]\r\n\r\n&nbsp;','Module 1: Analyzing Your Audience.','','inherit','closed','closed','','3581-revision-v1','','','2020-12-29 22:57:49','2020-12-30 03:57:49','',3581,'https://tesoll.com/3581-revision-v1/',0,'revision','',0),(3587,1,'2020-12-29 22:58:57','2020-12-30 03:58:57','<h4>Background Reading</h4>\r\n<ul>\r\n 	<li><strong>Article: </strong>(2017, June 21). Travis Kalanick resigns as CEO of Uber. <em>CBC News</em>. Retrieved from: <a href=\"http://www.cbc.ca/news/business/travis-kalanick-resigns-as-ceo-of-uber-1.4170614\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.cbc.ca/news/business/travis-kalanick-resigns-as-ceo-of-uber-1.4170614</a>.</li>\r\n</ul>\r\n<h4>Instructions</h4>\r\nIt’s June 21, 2017 and you just started in the Communications Department at Uber. Today, the company announced its Chief Executive Officer Travis Kalanick is resigning. Please read the background article for information as to why this is happening.\r\n\r\nYour boss, the Vice President of Communications, has asked you to contact the following groups of people and update them on the situation:\r\n<blockquote>\r\n<ul>\r\n 	<li>Uber drivers</li>\r\n 	<li>Investors in the company</li>\r\n 	<li>Customers</li>\r\n</ul>\r\n</blockquote>\r\nThere is a lot of new information and not all of it may be relevant for each audience. Here is a high-level summary of what is going on at the company both currently (as of June 2017) and earlier this year. It is based off of <a href=\"https://www.vox.com/new-money/2017/6/21/15845052/uber-travis-kalanick-resigns\" target=\"_blank\" rel=\"noopener noreferrer\">this article</a>:\r\n<blockquote>\r\n<ol>\r\n 	<li>Last week the attorney general of the United States published a report about Uber saying the company faced systemic problems with sexism in the workplace. Uber fired one of its top executives after this report came out and Kalanick said he was taking a leave of absence from the company.</li>\r\n 	<li>Several of the top positions at Uber are currently not filled.</li>\r\n 	<li>Investors sent Kalanick a letter demanding his resignation as CEO. He still remains a major shareholder in the company and on the board of directors.</li>\r\n 	<li>Uber is under a federal criminal investigation because of software it designed which allegedly misleads local regulators seeking to impose municipal tax law regulations on the company.</li>\r\n 	<li>Uber paid $20 million to settle Federal Trade Commission allegations that it had overstated driver earnings. The company admitted to miscalculating driver pay in the New York area.</li>\r\n 	<li>A video of Kalanick lecturing a driver surfaced online and the then CEO had to publicly apologize for his words.</li>\r\n 	<li>In 2016 Uber lost $2.8 billion and in the first three months of 2017 it has lost $708 million.</li>\r\n</ol>\r\n</blockquote>\r\n<strong>Download <a href=\"https://courses.edx.org/assets/courseware/v1/be584a538628a2d32a85b280666ca73e/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/M1-Final_Assessment_1-Worksheet.doc\" target=\"_blank\" rel=\"noopener noreferrer\">this worksheet</a>, and use it to answer the following questions based on the information above for each group of people (Uber drivers, investors in the company, and customers). </strong>\r\n<blockquote>\r\n<ol>\r\n 	<li><strong>Describe the audience. What characteristics do they have relevant to the communication?</strong></li>\r\n 	<li><strong>What is the purpose of communicating with this audience?</strong></li>\r\n 	<li><strong>What pieces of information (based on the 7 above) are the most important to this audience and why? (You can use the numbers to make describing the new information easier).</strong></li>\r\n 	<li><strong>What form of communication or channel is the most appropriate in this circumstance? Explain your answer.</strong></li>\r\n</ol>\r\n</blockquote>\r\n<strong>Please write in full sentences and proofread your work. Aim for 50 - 100 words per question. No independent research is required and citing your sources is not necessary for this particular assignment. When you have completed the worksheet, save it as a PDF file and upload it into the submission area below.</strong>\r\n\r\n&nbsp;','Assessment 1: Uber Audience Analysis','','publish','open','closed','','assessment-1-uber-audience-analysis','','','2020-12-29 23:09:31','2020-12-30 04:09:31','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3587',0,'wplms-assignment','',0),(3588,1,'2020-12-29 22:58:57','2020-12-30 03:58:57','<h4>Background Reading</h4>\r\n<ul>\r\n 	<li><strong>Article: </strong>(2017, June 21). Travis Kalanick resigns as CEO of Uber. <em>CBC News</em>. Retrieved from: <a href=\"http://www.cbc.ca/news/business/travis-kalanick-resigns-as-ceo-of-uber-1.4170614\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.cbc.ca/news/business/travis-kalanick-resigns-as-ceo-of-uber-1.4170614</a>.</li>\r\n</ul>\r\n<h4>Instructions</h4>\r\nIt’s June 21, 2017 and you just started in the Communications Department at Uber. Today, the company announced its Chief Executive Officer Travis Kalanick is resigning. Please read the background article for information as to why this is happening.\r\n\r\nYour boss, the Vice President of Communications, has asked you to contact the following groups of people and update them on the situation:\r\n<blockquote>\r\n<ul>\r\n 	<li>Uber drivers</li>\r\n 	<li>Investors in the company</li>\r\n 	<li>Customers</li>\r\n</ul>\r\n</blockquote>\r\nThere is a lot of new information and not all of it may be relevant for each audience. Here is a high-level summary of what is going on at the company both currently (as of June 2017) and earlier this year. It is based off of <a href=\"https://www.vox.com/new-money/2017/6/21/15845052/uber-travis-kalanick-resigns\" target=\"_blank\" rel=\"noopener noreferrer\">this article</a>:\r\n<blockquote>\r\n<ol>\r\n 	<li>Last week the attorney general of the United States published a report about Uber saying the company faced systemic problems with sexism in the workplace. Uber fired one of its top executives after this report came out and Kalanick said he was taking a leave of absence from the company.</li>\r\n 	<li>Several of the top positions at Uber are currently not filled.</li>\r\n 	<li>Investors sent Kalanick a letter demanding his resignation as CEO. He still remains a major shareholder in the company and on the board of directors.</li>\r\n 	<li>Uber is under a federal criminal investigation because of software it designed which allegedly misleads local regulators seeking to impose municipal tax law regulations on the company.</li>\r\n 	<li>Uber paid $20 million to settle Federal Trade Commission allegations that it had overstated driver earnings. The company admitted to miscalculating driver pay in the New York area.</li>\r\n 	<li>A video of Kalanick lecturing a driver surfaced online and the then CEO had to publicly apologize for his words.</li>\r\n 	<li>In 2016 Uber lost $2.8 billion and in the first three months of 2017 it has lost $708 million.</li>\r\n</ol>\r\n</blockquote>\r\n<strong>Download <a href=\"https://courses.edx.org/assets/courseware/v1/be584a538628a2d32a85b280666ca73e/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/M1-Final_Assessment_1-Worksheet.doc\" target=\"_blank\" rel=\"noopener noreferrer\">this worksheet</a>, and use it to answer the following questions based on the information above for each group of people (Uber drivers, investors in the company, and customers). </strong>\r\n<blockquote>\r\n<ol>\r\n 	<li><strong>Describe the audience. What characteristics do they have relevant to the communication?</strong></li>\r\n 	<li><strong>What is the purpose of communicating with this audience?</strong></li>\r\n 	<li><strong>What pieces of information (based on the 7 above) are the most important to this audience and why? (You can use the numbers to make describing the new information easier).</strong></li>\r\n 	<li><strong>What form of communication or channel is the most appropriate in this circumstance? Explain your answer.</strong></li>\r\n</ol>\r\n</blockquote>\r\n<strong>Please write in full sentences and proofread your work. Aim for 50 - 100 words per question. No independent research is required and citing your sources is not necessary for this particular assignment. When you have completed the worksheet, save it as a PDF file and upload it into the submission area below.</strong>\r\n\r\n&nbsp;','Assessment 1: Uber Audience Analysis','','inherit','closed','closed','','3587-revision-v1','','','2020-12-29 22:58:57','2020-12-30 03:58:57','',3587,'https://tesoll.com/3587-revision-v1/',0,'revision','',0),(3589,1,'2020-12-29 23:01:05','2020-12-30 04:01:05','<strong><em>“I have always liked the feeling of being prepared. Preparation is protection you can create for yourself; for some people, the hard part may be balancing precautions with paranoia, but in my experience, you can never be too prepared.\"</em> </strong>\r\n- Alyssa Mastromonaco, President Obama’s Deputy Chief of Staff for Operations*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/a240415dff10723398b7e2a2a803dd25/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Barack_Obama_talks_with_Alyssa_Mastromonaco__Deputy_Chief_of_Staff_for_Operations__2012.jpg\" alt=\"President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\" width=\"552\" height=\"368\" /></center><em>President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\r\n(Official White House Photo by Pete Souza)</em>\r\n\r\nWhether you’re planning the logistics behind the President of the United States of America’s foreign tour to the Middle East (like Mastromonaco), or how to present the newest financials at your company to investors, preparation is paramount to achieving your communication purpose.\r\n\r\nThe best public speakers make it seem like it’s the most natural thing to stand on a stage and speak eloquently. When we picture our favourite writers, we often visualize them sitting at a keyboard tapping away fluently, words filling the screen. But what we don’t see are the hours spent planning, organizing, storyboarding, to make sure the message is presented in a clear and logical fashion.\r\n\r\nAs I discuss the different approaches to planning and organizing your communications, think about how you’ve prepared in the past. Do you already have a reliable system in place, or do you often “wing it” when it comes to written and oral communications? Does preparation give you more confidence or make you nervous? Feel free to share your thoughts using the course hashtag (<a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>).\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Develop a planning process tailored to your strengths and weaknesses.</strong></li>\r\n 	<li><strong>Select an appropriate organizational scheme for your oral and written communications.</strong></li>\r\n 	<li><strong>Practice how to overcome anxiety associated with public speaking and writing.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s move on.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Planning Your Process</h2>\r\nPlanning a message is an integral aspect of the communication process. In this video, I’ll explain how to approach it.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000200_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Organizing Your Ideas</h2>\r\nA strong organizational structure will make it easier for the audience to interpret your message. Watch the following video to hear my thoughts on how to organize your ideas in preparation for communicating.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Easing Your Anxiety</h2>\r\nDo you get anxious before or while communicating? You are not alone! Let’s talk about some strategies for coping with these fears and even harnessing your energy.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 2</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Claire Immega, who is a lawyer specializing in dispute resolution and litigation at a firm in Vancouver, British Columbia. She has a broad legal practice and assists clients with contract disputes, corporate disputes, fraud, professional regulation and discipline and commercial leasing. She’s represented construction businesses, commercial landlords, dentists facing investigation and discipline and many other people.\r\n\r\nClaire has appeared before all levels of court in British Columbia and a number of administrative tribunals. She holds a Bachelor of Arts (Honours) from the University of Toronto and a Juris Doctor from the University of British Columbia.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Firm profile: </strong><a href=\"http://www.singleton.com/Our_People/Claire_Immega.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.singleton.com/Our_People/Claire_Immega.aspx</a></li>\r\n 	<li><strong>LinkedIn profile: </strong><a href=\"https://www.linkedin.com/in/claire-immega-069a9558/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/claire-immega-069a9558/</a></li>\r\n</ul>\r\n</blockquote>\r\n&nbsp;\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 2: Preparing to Communicate','','publish','open','closed','','module-2-preparing-to-communicate','','','2020-12-30 01:22:31','2020-12-30 06:22:31','',0,'https://tesoll.com/?post_type=unit&#038;p=3589',0,'unit','',0),(3590,1,'2020-12-29 23:01:05','2020-12-30 04:01:05','<strong><em>“I have always liked the feeling of being prepared. Preparation is protection you can create for yourself; for some people, the hard part may be balancing precautions with paranoia, but in my experience, you can never be too prepared.\"</em> </strong>\r\n- Alyssa Mastromonaco, President Obama’s Deputy Chief of Staff for Operations*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/a240415dff10723398b7e2a2a803dd25/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Barack_Obama_talks_with_Alyssa_Mastromonaco__Deputy_Chief_of_Staff_for_Operations__2012.jpg\" alt=\"President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\" width=\"552\" height=\"368\" /></center><em>President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\r\n(Official White House Photo by Pete Souza)</em>\r\n\r\nWhether you’re planning the logistics behind the President of the United States of America’s foreign tour to the Middle East (like Mastromonaco), or how to present the newest financials at your company to investors, preparation is paramount to achieving your communication purpose.\r\n\r\nThe best public speakers make it seem like it’s the most natural thing to stand on a stage and speak eloquently. When we picture our favourite writers, we often visualize them sitting at a keyboard tapping away fluently, words filling the screen. But what we don’t see are the hours spent planning, organizing, storyboarding, to make sure the message is presented in a clear and logical fashion.\r\n\r\nAs I discuss the different approaches to planning and organizing your communications, think about how you’ve prepared in the past. Do you already have a reliable system in place, or do you often “wing it” when it comes to written and oral communications? Does preparation give you more confidence or make you nervous? Feel free to share your thoughts using the course hashtag (<a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>).\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Develop a planning process tailored to your strengths and weaknesses.</strong></li>\r\n 	<li><strong>Select an appropriate organizational scheme for your oral and written communications.</strong></li>\r\n 	<li><strong>Practice how to overcome anxiety associated with public speaking and writing.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s move on.','Module 2: Preparing to Communicate','','inherit','closed','closed','','3589-revision-v1','','','2020-12-29 23:01:05','2020-12-30 04:01:05','',3589,'https://tesoll.com/3589-revision-v1/',0,'revision','',0),(3591,1,'2020-12-29 23:07:30','2020-12-30 04:07:30','<strong><em>“I have always liked the feeling of being prepared. Preparation is protection you can create for yourself; for some people, the hard part may be balancing precautions with paranoia, but in my experience, you can never be too prepared.\"</em> </strong>\n- Alyssa Mastromonaco, President Obama’s Deputy Chief of Staff for Operations*\n\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/a240415dff10723398b7e2a2a803dd25/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Barack_Obama_talks_with_Alyssa_Mastromonaco__Deputy_Chief_of_Staff_for_Operations__2012.jpg\" alt=\"President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\" width=\"552\" height=\"368\" /></center><em>President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\n(Official White House Photo by Pete Souza)</em>\n\nWhether you’re planning the logistics behind the President of the United States of America’s foreign tour to the Middle East (like Mastromonaco), or how to present the newest financials at your company to investors, preparation is paramount to achieving your communication purpose.\n\nThe best public speakers make it seem like it’s the most natural thing to stand on a stage and speak eloquently. When we picture our favourite writers, we often visualize them sitting at a keyboard tapping away fluently, words filling the screen. But what we don’t see are the hours spent planning, organizing, storyboarding, to make sure the message is presented in a clear and logical fashion.\n\nAs I discuss the different approaches to planning and organizing your communications, think about how you’ve prepared in the past. Do you already have a reliable system in place, or do you often “wing it” when it comes to written and oral communications? Does preparation give you more confidence or make you nervous? Feel free to share your thoughts using the course hashtag (<a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>).\n\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\n<blockquote>\n<ul>\n 	<li><strong>Develop a planning process tailored to your strengths and weaknesses.</strong></li>\n 	<li><strong>Select an appropriate organizational scheme for your oral and written communications.</strong></li>\n 	<li><strong>Practice how to overcome anxiety associated with public speaking and writing.</strong></li>\n</ul>\n</blockquote>\nReady? Let\'s move on.\n\n<hr />\n\n<h2 class=\"mb-0 h3\">Planning Your Process</h2>\nPlanning a message is an integral aspect of the communication process. In this video, I’ll explain how to approach it.\n\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000200_DTH.mp4\"][/video]\n<h2></h2>\n<h2 class=\"mb-0 h3\">Organizing Your Ideas</h2>\nA strong organizational structure will make it easier for the audience to interpret your message. Watch the following video to hear my thoughts on how to organize your ideas in preparation for communicating.\n\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000400_DTH.mp4\"][/video]\n\n&nbsp;\n<h2 class=\"mb-0 h3\">Easing Your Anxiety</h2>\nDo you get anxious before or while communicating? You are not alone! Let’s talk about some strategies for coping with these fears and even harnessing your energy.\n\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000300_DTH.mp4\"][/video]\n\n&nbsp;\n<h2 class=\"mb-0 h3\">In the Field Interview 2</h2>\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\n\nThis <em>In the Field</em> interview is with Claire Immega, who is a lawyer specializing in dispute resolution and litigation at a firm in Vancouver, British Columbia. She has a broad legal practice and assists clients with contract disputes, corporate disputes, fraud, professional regulation and discipline and commercial leasing. She’s represented construction businesses, commercial landlords, dentists facing investigation and discipline and many other people.\n\nClaire has appeared before all levels of court in British Columbia and a number of administrative tribunals. She holds a Bachelor of Arts (Honours) from the University of Toronto and a Juris Doctor from the University of British Columbia.\n<blockquote>\n<ul>\n 	<li><strong>Firm profile: </strong><a href=\"http://www.singleton.com/Our_People/Claire_Immega.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.singleton.com/Our_People/Claire_Immega.aspx</a></li>\n 	<li><strong>LinkedIn profile: </strong><a href=\"https://www.linkedin.com/in/claire-immega-069a9558/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/claire-immega-069a9558/</a></li>\n</ul>\n</blockquote>\n&nbsp;\n\n&nbsp;','Module 2: Preparing to Communicate','','inherit','closed','closed','','3589-autosave-v1','','','2020-12-29 23:07:30','2020-12-30 04:07:30','',3589,'https://tesoll.com/3589-autosave-v1/',0,'revision','',0),(3592,1,'2020-12-29 23:02:37','2020-12-30 04:02:37','','UBCBUS2B2017-V000200_DTH','','inherit','open','closed','','ubcbus2b2017-v000200_dth','','','2020-12-29 23:02:37','2020-12-30 04:02:37','',3589,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000200_DTH.mp4',0,'attachment','video/mp4',0),(3593,1,'2020-12-29 23:03:34','2020-12-30 04:03:34','','UBCBUS2B2017-V000400_DTH','','inherit','open','closed','','ubcbus2b2017-v000400_dth','','','2020-12-29 23:03:34','2020-12-30 04:03:34','',3589,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000400_DTH.mp4',0,'attachment','video/mp4',0),(3594,1,'2020-12-29 23:05:27','2020-12-30 04:05:27','','UBCBUS2B2017-V000300_DTH','','inherit','open','closed','','ubcbus2b2017-v000300_dth','','','2020-12-29 23:05:27','2020-12-30 04:05:27','',3589,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000300_DTH.mp4',0,'attachment','video/mp4',0),(3595,1,'2020-12-29 23:07:26','2020-12-30 04:07:26','','UBCBUS2B2017-V001300_DTH','','inherit','open','closed','','ubcbus2b2017-v001300_dth','','','2020-12-29 23:07:26','2020-12-30 04:07:26','',3589,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001300_DTH.mp4',0,'attachment','video/mp4',0),(3596,1,'2020-12-29 23:07:44','2020-12-30 04:07:44','<strong><em>“I have always liked the feeling of being prepared. Preparation is protection you can create for yourself; for some people, the hard part may be balancing precautions with paranoia, but in my experience, you can never be too prepared.\"</em> </strong>\r\n- Alyssa Mastromonaco, President Obama’s Deputy Chief of Staff for Operations*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/a240415dff10723398b7e2a2a803dd25/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Barack_Obama_talks_with_Alyssa_Mastromonaco__Deputy_Chief_of_Staff_for_Operations__2012.jpg\" alt=\"President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\" width=\"552\" height=\"368\" /></center><em>President Barack Obama talks with Alyssa Mastromonaco, Deputy Chief of Staff for Operations, and Principal Deputy Press Secretary Josh Earnest as First Lady Michelle Obama talks with her Chief of Staff, Tina Tchen, aboard Marine One en route to Joint Base Andrews, Md., April 27, 2012.\r\n(Official White House Photo by Pete Souza)</em>\r\n\r\nWhether you’re planning the logistics behind the President of the United States of America’s foreign tour to the Middle East (like Mastromonaco), or how to present the newest financials at your company to investors, preparation is paramount to achieving your communication purpose.\r\n\r\nThe best public speakers make it seem like it’s the most natural thing to stand on a stage and speak eloquently. When we picture our favourite writers, we often visualize them sitting at a keyboard tapping away fluently, words filling the screen. But what we don’t see are the hours spent planning, organizing, storyboarding, to make sure the message is presented in a clear and logical fashion.\r\n\r\nAs I discuss the different approaches to planning and organizing your communications, think about how you’ve prepared in the past. Do you already have a reliable system in place, or do you often “wing it” when it comes to written and oral communications? Does preparation give you more confidence or make you nervous? Feel free to share your thoughts using the course hashtag (<a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>).\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Develop a planning process tailored to your strengths and weaknesses.</strong></li>\r\n 	<li><strong>Select an appropriate organizational scheme for your oral and written communications.</strong></li>\r\n 	<li><strong>Practice how to overcome anxiety associated with public speaking and writing.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s move on.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Planning Your Process</h2>\r\nPlanning a message is an integral aspect of the communication process. In this video, I’ll explain how to approach it.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000200_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Organizing Your Ideas</h2>\r\nA strong organizational structure will make it easier for the audience to interpret your message. Watch the following video to hear my thoughts on how to organize your ideas in preparation for communicating.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Easing Your Anxiety</h2>\r\nDo you get anxious before or while communicating? You are not alone! Let’s talk about some strategies for coping with these fears and even harnessing your energy.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 2</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Claire Immega, who is a lawyer specializing in dispute resolution and litigation at a firm in Vancouver, British Columbia. She has a broad legal practice and assists clients with contract disputes, corporate disputes, fraud, professional regulation and discipline and commercial leasing. She’s represented construction businesses, commercial landlords, dentists facing investigation and discipline and many other people.\r\n\r\nClaire has appeared before all levels of court in British Columbia and a number of administrative tribunals. She holds a Bachelor of Arts (Honours) from the University of Toronto and a Juris Doctor from the University of British Columbia.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Firm profile: </strong><a href=\"http://www.singleton.com/Our_People/Claire_Immega.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.singleton.com/Our_People/Claire_Immega.aspx</a></li>\r\n 	<li><strong>LinkedIn profile: </strong><a href=\"https://www.linkedin.com/in/claire-immega-069a9558/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/claire-immega-069a9558/</a></li>\r\n</ul>\r\n</blockquote>\r\n&nbsp;\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001300_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Module 2: Preparing to Communicate','','inherit','closed','closed','','3589-revision-v1','','','2020-12-29 23:07:44','2020-12-30 04:07:44','',3589,'https://tesoll.com/3589-revision-v1/',0,'revision','',0),(3597,1,'2020-12-29 23:09:13','2020-12-30 04:09:13','<h4 style=\"font-weight: 600;\">Background Reading</h4>\r\n<ul style=\"font-weight: 400;\">\r\n 	<li><b><strong>Article: </strong></b>Tan, R. (2017, June 21). The war in Yemen has led to the worst cholera outbreak in the world. <i><em>Vox</em></i>. Retrieved from: <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://www.vox.com/world/2017/6/26/15872946/yemen-war-cholera-outbreak-saudi-arabia-us-airstrikes\">https://www.vox.com/world/2017/6/26/15872946/yemen-war-cholera-outbreak-saudi-arabia-us-airstrikes</a>.</li>\r\n</ul>\r\n<h4 style=\"font-weight: 600;\">Instructions</h4>\r\n<p style=\"font-weight: 400;\">It’s June of 2017 and you are working in the Communications’ Department of The World Health Organization. Your boss has asked you to prepare a five-minute<b><strong> presentation</strong></b> about the cholera outbreak in Yemen for a group of health reporters.</p>\r\n<p style=\"font-weight: 400;\">The <b><strong><i><em>purpose</em></i></strong></b> of the presentation is to spread awareness of the crisis, with the ultimate goal of securing funding for intervention efforts. The <b><strong><i><em>audience </em></i></strong></b>is a group of educated professionals with basic-to-moderate medical terminology and understanding.<span style=\"font-style: inherit; font-weight: inherit;\"> </span></p>\r\n<p style=\"font-weight: 400;\">Using the information in the article above, prepare a half to one-page organizational outline for the presentation. Base the structure on one explained in the pre-reading “Organizing Oral Remarks.”* Be sure to include the type of content you’d speak to under each of the major categories you select, as well as figuring out how you’d transition from one topic to the next. However, don’t worry about crafting an introduction or conclusion, as we will discuss those in the next module. A thesis statement is also unnecessary.<span style=\"font-style: inherit; font-weight: inherit;\"> </span></p>\r\n<p style=\"font-weight: 400;\">In a paragraph of 150-200 words, explain why you selected the specific organizational structure and how it best caters to the purpose and audience of the presentation.</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Upload your presentation outline and explanation as a PDF file in the submission area below.</strong></b></p>\r\n<p style=\"font-weight: 400;\">Review this <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://courses.edx.org/assets/courseware/v1/35ac520a2f846d08703b01ffa86239fa/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric-M2.pdf\">grading rubric</a> to understand how you will be graded for this assessment.</p>\r\n<p style=\"font-weight: 400;\">No additional research is required.</p>\r\n<p style=\"font-weight: 400;\"><b><strong style=\"font-style: inherit;\">*e-Text: </strong></b>Barnett, J. T. (2011). Organizing Oral Remarks. <i><em style=\"font-weight: inherit;\">Public Speaking: The Virtual Text</em></i>. Retrieved from  <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://publicspeakingproject.org/PDF%20Files/Organizing%20Web%201.pdf\">http://publicspeakingproject.org/PDF%20Files/Organizing%20Web%201.pdf</a>.</p>\r\n<p style=\"font-weight: 400;\"><i><em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em></i></p>','Assessment 2: WHO Speech Outline','','publish','open','closed','','assessment-2-who-speech-outline','','','2020-12-29 23:09:13','2020-12-30 04:09:13','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3597',0,'wplms-assignment','',0),(3598,1,'2020-12-29 23:09:13','2020-12-30 04:09:13','<h4 style=\"font-weight: 600;\">Background Reading</h4>\r\n<ul style=\"font-weight: 400;\">\r\n 	<li><b><strong>Article: </strong></b>Tan, R. (2017, June 21). The war in Yemen has led to the worst cholera outbreak in the world. <i><em>Vox</em></i>. Retrieved from: <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://www.vox.com/world/2017/6/26/15872946/yemen-war-cholera-outbreak-saudi-arabia-us-airstrikes\">https://www.vox.com/world/2017/6/26/15872946/yemen-war-cholera-outbreak-saudi-arabia-us-airstrikes</a>.</li>\r\n</ul>\r\n<h4 style=\"font-weight: 600;\">Instructions</h4>\r\n<p style=\"font-weight: 400;\">It’s June of 2017 and you are working in the Communications’ Department of The World Health Organization. Your boss has asked you to prepare a five-minute<b><strong> presentation</strong></b> about the cholera outbreak in Yemen for a group of health reporters.</p>\r\n<p style=\"font-weight: 400;\">The <b><strong><i><em>purpose</em></i></strong></b> of the presentation is to spread awareness of the crisis, with the ultimate goal of securing funding for intervention efforts. The <b><strong><i><em>audience </em></i></strong></b>is a group of educated professionals with basic-to-moderate medical terminology and understanding.<span style=\"font-style: inherit; font-weight: inherit;\"> </span></p>\r\n<p style=\"font-weight: 400;\">Using the information in the article above, prepare a half to one-page organizational outline for the presentation. Base the structure on one explained in the pre-reading “Organizing Oral Remarks.”* Be sure to include the type of content you’d speak to under each of the major categories you select, as well as figuring out how you’d transition from one topic to the next. However, don’t worry about crafting an introduction or conclusion, as we will discuss those in the next module. A thesis statement is also unnecessary.<span style=\"font-style: inherit; font-weight: inherit;\"> </span></p>\r\n<p style=\"font-weight: 400;\">In a paragraph of 150-200 words, explain why you selected the specific organizational structure and how it best caters to the purpose and audience of the presentation.</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Upload your presentation outline and explanation as a PDF file in the submission area below.</strong></b></p>\r\n<p style=\"font-weight: 400;\">Review this <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://courses.edx.org/assets/courseware/v1/35ac520a2f846d08703b01ffa86239fa/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric-M2.pdf\">grading rubric</a> to understand how you will be graded for this assessment.</p>\r\n<p style=\"font-weight: 400;\">No additional research is required.</p>\r\n<p style=\"font-weight: 400;\"><b><strong style=\"font-style: inherit;\">*e-Text: </strong></b>Barnett, J. T. (2011). Organizing Oral Remarks. <i><em style=\"font-weight: inherit;\">Public Speaking: The Virtual Text</em></i>. Retrieved from  <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://publicspeakingproject.org/PDF%20Files/Organizing%20Web%201.pdf\">http://publicspeakingproject.org/PDF%20Files/Organizing%20Web%201.pdf</a>.</p>\r\n<p style=\"font-weight: 400;\"><i><em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em></i></p>','Assessment 2: WHO Speech Outline','','inherit','closed','closed','','3597-revision-v1','','','2020-12-29 23:09:13','2020-12-30 04:09:13','',3597,'https://tesoll.com/3597-revision-v1/',0,'revision','',0),(3599,1,'2020-12-29 23:23:49','2020-12-30 04:23:49','<strong><em>“Hermione uses all these big long tongue twister words. I don’t know what she’s going on about half the time!” </em></strong>\r\n— Emma Watson\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2555e732198715f52ae202ee20e2d75a/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Emma_Watson_2013.jpg\" alt=\"Emma Watson\" width=\"199\" height=\"317\" /></center><em>Emma Watson. Photo by: Georges Biard [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)],\r\nvia Wikimedia Commons</em>\r\n\r\nHave you ever listened to someone with technical expertise that’s outside of your field or realm of knowledge and feel totally overwhelmed? Or have you needed to read and reread a report or email multiple times to understand the author’s intent? These situations can leave us feeling unintelligent or like imposters.*\r\n\r\nBut most of the time in this kind of scenario, it’s the fault of the communicator – not the audience. It’s not a sign of your intelligence at all. The person speaking or writing has not assessed his/her audience correctly or understood what type of context and vocabulary is accessible in the situation.\r\n\r\nIn this module, we’ll discuss how to tailor your language so it reflects your purpose. We’re going to aspire to speak and write like Emma Watson, not her on-screen alter ego <a href=\"https://en.wikipedia.org/wiki/Hermione_Granger\" target=\"_blank\" rel=\"noopener noreferrer\">Hermione Granger</a>. Then, we’ll dive into delivery. How can you speak so your audience not only understands you, but is captivated? As we discuss these fundamentals, think about speakers and writers you admire. What type of language do they use? How do they carry themselves?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the importance of accessible and plain English in your communications.</strong></li>\r\n 	<li><strong>Employ delivery techniques to speak in a compelling, articulate and clear manner.</strong></li>\r\n 	<li><strong>Craft impactful introductions and conclusions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s start.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Employing Plain English</h2>\r\nI have a lot to say about the importance of plain English. But let’s let Anna Kendrick speak first. Click on the link below and watch her in the movie “Mike and Dave Need Wedding Dates.” In this scene, she’s pretending to be a hedge fund manager.\r\n<ul>\r\n 	<li><strong>Video (01:03): </strong>Movie Clips Coming Soon. [Movie Clips Coming Soon]. (2016, May 26). Mike and Dave Need Wedding Dates Movie CLIP - School Teachers and Hedge Funds (2016) - Movie HD [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=FsU4h9zO4qo\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=FsU4h9zO4qo</a>.</li>\r\n</ul>\r\nWhen you are finished watching the clip above, watch my video on using plain English.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Delivering With Confidence</h2>\r\nWhat does it take to shine on stage? Let’s go over what to focus on when public speaking.\r\n\r\n<strong>Note:</strong> before watching this video, if you haven\'t done so already, I recommend you watch Emma Watson\'s speech at the UN below that was posted in the Pre-Work section for this module.\r\n<ul>\r\n 	<li><strong>Video (11:47): </strong>HeForShe. [HeForShe]. (2014, September 22). Emma Watson HeForShe Speech at the United Nations | UN Women 2014 [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be</a>.</li>\r\n</ul>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Starting and Ending Memorably</h2>\r\nCapturing your audience\'s attention from the very beginning, and concluding with impact are the topics of this section. Note that there are four videos in this section:\r\n<blockquote>\r\n<ul>\r\n 	<li>Part 1 of my video lecture</li>\r\n 	<li><em>3 things I learned while my plane crashed</em> (Ted Talk - <strong>watch only the first 01:30 minutes</strong>)</li>\r\n 	<li>Part 2 of my video lecture</li>\r\n 	<li><em>Can we all \"have it all\"?</em> (Ted Talk - <strong>start at 15:20</strong>)</li>\r\n</ul>\r\n</blockquote>\r\nPlease watch all four of these videos in this order.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002600_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en.mp4\"][/video]\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002300_DTH.mp4\"][/video]\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/AnneMarieSlaughter_2013G-480p-en.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 3</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Chad Brealey, who is a Canadian producer, writer, lecturer, conservationist, and outdoorsman. His current work, the series “Salt, Fresh &amp; Field,” shares a new perspective on wilderness and the personalities that exist on the border between how food gets to the table and the way we eat. The series presents an emotional, vivid, and cinematic treatment of food and culture in western Canada.\r\n\r\nBrealey holds a master’s degree in publishing from Simon Fraser University and was the first saltwater fly fishing guide in the Great Bear Rainforest. He co-founded the Haig-Brown Institute and served as the communications director of the Pacific Salmon Foundation. Born and raised on the West Coast, Brealey currently lives in Vancouver with his wife, two children, and their black lab named Drake.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Salt, Fresh &amp; Field</strong>: <a href=\"http://saltfreshfield.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://saltfreshfield.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/chadbrealey\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/chadbrealey</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 3: Mastering the Mechanics','','publish','open','closed','','module-3-mastering-the-mechanics','','','2020-12-30 01:22:51','2020-12-30 06:22:51','',0,'https://tesoll.com/?post_type=unit&#038;p=3599',0,'unit','',0),(3600,1,'2020-12-29 23:12:19','2020-12-30 04:12:19','','UBCBUS2B2017-V002500_DTH','','inherit','open','closed','','ubcbus2b2017-v002500_dth','','','2020-12-29 23:12:19','2020-12-30 04:12:19','',3599,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002500_DTH.mp4',0,'attachment','video/mp4',0),(3601,1,'2020-12-29 23:13:16','2020-12-30 04:13:16','','UBCBUS2B2017-V001900_DTH','','inherit','open','closed','','ubcbus2b2017-v001900_dth','','','2020-12-29 23:13:16','2020-12-30 04:13:16','',3599,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001900_DTH.mp4',0,'attachment','video/mp4',0),(3602,1,'2020-12-29 23:14:13','2020-12-30 04:14:13','','UBCBUS2B2017-V002600_DTH','','inherit','open','closed','','ubcbus2b2017-v002600_dth','','','2020-12-29 23:14:13','2020-12-30 04:14:13','',3599,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002600_DTH.mp4',0,'attachment','video/mp4',0),(3603,1,'2020-12-29 23:16:49','2020-12-30 04:16:49','','RicElias_2011U-480p-en','','inherit','open','closed','','ricelias_2011u-480p-en','','','2020-12-29 23:16:49','2020-12-30 04:16:49','',3599,'https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en.mp4',0,'attachment','video/mp4',0),(3604,1,'2020-12-29 23:16:50','2020-12-30 04:16:50','','','','inherit','open','closed','','3604','','','2020-12-29 23:16:50','2020-12-30 04:16:50','',0,'https://tesoll.com/3604/',0,'attachment','image/png',0),(3605,1,'2020-12-29 23:17:48','2020-12-30 04:17:48','','UBCBUS2B2017-V002300_DTH','','inherit','open','closed','','ubcbus2b2017-v002300_dth','','','2020-12-29 23:17:48','2020-12-30 04:17:48','',3599,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002300_DTH.mp4',0,'attachment','video/mp4',0),(3606,1,'2020-12-29 23:19:20','2020-12-30 04:19:20','','AnneMarieSlaughter_2013G-480p-en','','inherit','open','closed','','annemarieslaughter_2013g-480p-en','','','2020-12-29 23:19:20','2020-12-30 04:19:20','',3599,'https://tesoll.com/wp-content/uploads/2020/12/AnneMarieSlaughter_2013G-480p-en.mp4',0,'attachment','video/mp4',0),(3607,1,'2020-12-29 23:23:26','2020-12-30 04:23:26','<h4 style=\"font-weight: 600;\">Background Reading</h4>\r\n<ul style=\"font-weight: 400;\">\r\n 	<li><b><strong>Article: </strong></b>Wemple, E. (2016, June 2). Tribune Publishing, now ‘tronc,’ issues worst press release in the history of journalism. <i><em>The Washington Post.</em></i> Retrieved from: <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://www.washingtonpost.com/blogs/erik-wemple/wp/2016/06/02/tribune-co-now-tronc-issues-worst-press-release-in-the-history-of-journalism/?utm_term=.01c7465d8ea6\">https://www.washingtonpost.com/blogs/erik-wemple/wp/2016/06/02/tribune-co-now-tronc-issues-worst-press-release-in-the-history-of-journalism/?utm_term=.01c7465d8ea6</a>.</li>\r\n 	<li><b><strong>Press release: </strong></b>(2016, June 2). News Release. Retrieved November 03, 2017, from <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://investor.tronc.com/phoenix.zhtml?c=254385&amp;p=irol-newsArticle&amp;ID=2174771\">http://investor.tronc.com/phoenix.zhtml?c=254385&amp;p=irol-newsArticle&amp;ID=2174771</a>.</li>\r\n</ul>\r\n<h4 style=\"font-weight: 600;\">Instructions</h4>\r\n<p style=\"font-weight: 400;\">On June 2, 2016, Tribune Publishing, which owns American newspapers such as the Chicago Tribune, the Los Angeles Times and the Baltimore Sun, among others, rebranded itself as “tronc” in an effort to ward off a takeover bid and to keep up with the digital era.</p>\r\n<p style=\"font-weight: 400;\">In the background reading critiquing the press release, Erik Wemple of The Washington Post calls it “the most concentrated mess of buzzwords that digital publishing has ever seen.” You work in the finance department for a competing media company, The New York Times Co. Your boss is going for lunch with some key shareholders and needs to know what’s currently happening in the media industry. He’s emailed you this press release with the instructions, “to make sense of it.”</p>\r\n<p style=\"font-weight: 400;\">In 200-300 words, use plain English to explain to your boss the content of the press release, i.e. the changes at Tribune Publishing. There is no specific format for this assignment; a couple of paragraphs are sufficient. Instead, try to convey to your boss the essence of what’s written. Pare it down. Be as concise as possible. Think about your audience. The <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://www.sec.gov/pdf/handbook.pdf\">SEC Plain English Handbook</a> in the additional resources section of this module is an excellent source for guidance.</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Note:</strong></b> there is no need to touch the section entitled, “cautionary statements regarding forward-looking statements.” Leave it out completely.</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Upload your response as a PDF file in the submission area below.</strong></b></p>\r\n<p style=\"font-weight: 400;\"><span style=\"font-style: inherit; font-weight: inherit;\">Review this </span><a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\">grading rubric</a><span style=\"font-style: inherit; font-weight: inherit;\"> to understand how you will be graded for this assessment.</span></p>\r\n<p style=\"font-weight: 400;\">No additional research is required.</p>\r\n<p style=\"font-weight: 400;\"><i><em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em></i></p>','Assessment 3: Tronc Plain English Re-Write','','publish','open','closed','','assessment-3-tronc-plain-english-re-write','','','2020-12-29 23:23:26','2020-12-30 04:23:26','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3607',0,'wplms-assignment','',0),(3608,1,'2020-12-29 23:22:01','2020-12-30 04:22:01','','UBCBUS2B2017-V001400_DTH','','inherit','open','closed','','ubcbus2b2017-v001400_dth','','','2020-12-29 23:22:01','2020-12-30 04:22:01','',3599,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001400_DTH.mp4',0,'attachment','video/mp4',0),(3609,1,'2020-12-29 23:23:26','2020-12-30 04:23:26','<h4 style=\"font-weight: 600;\">Background Reading</h4>\r\n<ul style=\"font-weight: 400;\">\r\n 	<li><b><strong>Article: </strong></b>Wemple, E. (2016, June 2). Tribune Publishing, now ‘tronc,’ issues worst press release in the history of journalism. <i><em>The Washington Post.</em></i> Retrieved from: <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://www.washingtonpost.com/blogs/erik-wemple/wp/2016/06/02/tribune-co-now-tronc-issues-worst-press-release-in-the-history-of-journalism/?utm_term=.01c7465d8ea6\">https://www.washingtonpost.com/blogs/erik-wemple/wp/2016/06/02/tribune-co-now-tronc-issues-worst-press-release-in-the-history-of-journalism/?utm_term=.01c7465d8ea6</a>.</li>\r\n 	<li><b><strong>Press release: </strong></b>(2016, June 2). News Release. Retrieved November 03, 2017, from <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://investor.tronc.com/phoenix.zhtml?c=254385&amp;p=irol-newsArticle&amp;ID=2174771\">http://investor.tronc.com/phoenix.zhtml?c=254385&amp;p=irol-newsArticle&amp;ID=2174771</a>.</li>\r\n</ul>\r\n<h4 style=\"font-weight: 600;\">Instructions</h4>\r\n<p style=\"font-weight: 400;\">On June 2, 2016, Tribune Publishing, which owns American newspapers such as the Chicago Tribune, the Los Angeles Times and the Baltimore Sun, among others, rebranded itself as “tronc” in an effort to ward off a takeover bid and to keep up with the digital era.</p>\r\n<p style=\"font-weight: 400;\">In the background reading critiquing the press release, Erik Wemple of The Washington Post calls it “the most concentrated mess of buzzwords that digital publishing has ever seen.” You work in the finance department for a competing media company, The New York Times Co. Your boss is going for lunch with some key shareholders and needs to know what’s currently happening in the media industry. He’s emailed you this press release with the instructions, “to make sense of it.”</p>\r\n<p style=\"font-weight: 400;\">In 200-300 words, use plain English to explain to your boss the content of the press release, i.e. the changes at Tribune Publishing. There is no specific format for this assignment; a couple of paragraphs are sufficient. Instead, try to convey to your boss the essence of what’s written. Pare it down. Be as concise as possible. Think about your audience. The <a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://www.sec.gov/pdf/handbook.pdf\">SEC Plain English Handbook</a> in the additional resources section of this module is an excellent source for guidance.</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Note:</strong></b> there is no need to touch the section entitled, “cautionary statements regarding forward-looking statements.” Leave it out completely.</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Upload your response as a PDF file in the submission area below.</strong></b></p>\r\n<p style=\"font-weight: 400;\"><span style=\"font-style: inherit; font-weight: inherit;\">Review this </span><a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\">grading rubric</a><span style=\"font-style: inherit; font-weight: inherit;\"> to understand how you will be graded for this assessment.</span></p>\r\n<p style=\"font-weight: 400;\">No additional research is required.</p>\r\n<p style=\"font-weight: 400;\"><i><em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em></i></p>','Assessment 3: Tronc Plain English Re-Write','','inherit','closed','closed','','3607-revision-v1','','','2020-12-29 23:23:26','2020-12-30 04:23:26','',3607,'https://tesoll.com/3607-revision-v1/',0,'revision','',0),(3610,1,'2020-12-29 23:23:49','2020-12-30 04:23:49','<strong><em>“Hermione uses all these big long tongue twister words. I don’t know what she’s going on about half the time!” </em></strong>\r\n— Emma Watson\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2555e732198715f52ae202ee20e2d75a/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Emma_Watson_2013.jpg\" alt=\"Emma Watson\" width=\"199\" height=\"317\" /></center><em>Emma Watson. Photo by: Georges Biard [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)],\r\nvia Wikimedia Commons</em>\r\n\r\nHave you ever listened to someone with technical expertise that’s outside of your field or realm of knowledge and feel totally overwhelmed? Or have you needed to read and reread a report or email multiple times to understand the author’s intent? These situations can leave us feeling unintelligent or like imposters.*\r\n\r\nBut most of the time in this kind of scenario, it’s the fault of the communicator – not the audience. It’s not a sign of your intelligence at all. The person speaking or writing has not assessed his/her audience correctly or understood what type of context and vocabulary is accessible in the situation.\r\n\r\nIn this module, we’ll discuss how to tailor your language so it reflects your purpose. We’re going to aspire to speak and write like Emma Watson, not her on-screen alter ego <a href=\"https://en.wikipedia.org/wiki/Hermione_Granger\" target=\"_blank\" rel=\"noopener noreferrer\">Hermione Granger</a>. Then, we’ll dive into delivery. How can you speak so your audience not only understands you, but is captivated? As we discuss these fundamentals, think about speakers and writers you admire. What type of language do they use? How do they carry themselves?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the importance of accessible and plain English in your communications.</strong></li>\r\n 	<li><strong>Employ delivery techniques to speak in a compelling, articulate and clear manner.</strong></li>\r\n 	<li><strong>Craft impactful introductions and conclusions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s start.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Employing Plain English</h2>\r\nI have a lot to say about the importance of plain English. But let’s let Anna Kendrick speak first. Click on the link below and watch her in the movie “Mike and Dave Need Wedding Dates.” In this scene, she’s pretending to be a hedge fund manager.\r\n<ul>\r\n 	<li><strong>Video (01:03): </strong>Movie Clips Coming Soon. [Movie Clips Coming Soon]. (2016, May 26). Mike and Dave Need Wedding Dates Movie CLIP - School Teachers and Hedge Funds (2016) - Movie HD [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=FsU4h9zO4qo\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=FsU4h9zO4qo</a>.</li>\r\n</ul>\r\nWhen you are finished watching the clip above, watch my video on using plain English.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Delivering With Confidence</h2>\r\nWhat does it take to shine on stage? Let’s go over what to focus on when public speaking.\r\n\r\n<strong>Note:</strong> before watching this video, if you haven\'t done so already, I recommend you watch Emma Watson\'s speech at the UN below that was posted in the Pre-Work section for this module.\r\n<ul>\r\n 	<li><strong>Video (11:47): </strong>HeForShe. [HeForShe]. (2014, September 22). Emma Watson HeForShe Speech at the United Nations | UN Women 2014 [Video File]. Retrieved from <a href=\"https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.youtube.com/watch?v=Q0Dg226G2Z8&amp;feature=youtu.be</a>.</li>\r\n</ul>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Starting and Ending Memorably</h2>\r\nCapturing your audience\'s attention from the very beginning, and concluding with impact are the topics of this section. Note that there are four videos in this section:\r\n<blockquote>\r\n<ul>\r\n 	<li>Part 1 of my video lecture</li>\r\n 	<li><em>3 things I learned while my plane crashed</em> (Ted Talk - <strong>watch only the first 01:30 minutes</strong>)</li>\r\n 	<li>Part 2 of my video lecture</li>\r\n 	<li><em>Can we all \"have it all\"?</em> (Ted Talk - <strong>start at 15:20</strong>)</li>\r\n</ul>\r\n</blockquote>\r\nPlease watch all four of these videos in this order.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002600_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en.mp4\"][/video]\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002300_DTH.mp4\"][/video]\r\n\r\n[video poster=\"https://tesoll.com/wp-content/uploads/2020/12/RicElias_2011U-480p-en-mp4-image.png\" width=\"854\" height=\"480\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/AnneMarieSlaughter_2013G-480p-en.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 3</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Chad Brealey, who is a Canadian producer, writer, lecturer, conservationist, and outdoorsman. His current work, the series “Salt, Fresh &amp; Field,” shares a new perspective on wilderness and the personalities that exist on the border between how food gets to the table and the way we eat. The series presents an emotional, vivid, and cinematic treatment of food and culture in western Canada.\r\n\r\nBrealey holds a master’s degree in publishing from Simon Fraser University and was the first saltwater fly fishing guide in the Great Bear Rainforest. He co-founded the Haig-Brown Institute and served as the communications director of the Pacific Salmon Foundation. Born and raised on the West Coast, Brealey currently lives in Vancouver with his wife, two children, and their black lab named Drake.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Salt, Fresh &amp; Field</strong>: <a href=\"http://saltfreshfield.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://saltfreshfield.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/chadbrealey\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/chadbrealey</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001400_DTH.mp4\"][/video]\r\n\r\n&nbsp;','Module 3: Mastering the Mechanics','','inherit','closed','closed','','3599-revision-v1','','','2020-12-29 23:23:49','2020-12-30 04:23:49','',3599,'https://tesoll.com/3599-revision-v1/',0,'revision','',0),(3611,1,'2020-12-29 23:38:47','2020-12-30 04:38:47','<em><strong>“I have sat with countless patients and families to discuss grim prognoses: It’s one of the most important jobs physicians have. It’s easier when the patient is 94, in the last stages of dementia and has a severe brain bleed. For young people like me – I am 36 – given a diagnosis of cancer, there aren’t many words.”</strong></em>\r\n– Paul Kalathanithi, The New York Times*\r\n\r\nCan you imagine having to deliver messages like the late Dr. Kalathanithi describes in the quote above? Sometimes we communicate because we have really terrible news or we’re trying to completely change someone’s attitudes or beliefs. These are high-stake, high-bar communications. Other times, we just want to teach something or pass on great information. This is easier.\r\n\r\nIn this module, we’ll discuss the different approaches to communication, based on the type of information we’re trying to convey. Taking the time to tailor our messages appropriately will increase the chance of achieving our purposes. We’ll talk about both positive and negative messages, as well as the differences between informing an audience and persuading them. We’ll then focus on persuasive writing in particular – how can we convince an audience when they have many competing requests?\r\n\r\nAs we cover these topics, think about the types of messages you’re asked to deliver. Are they more persuasive or informative, positive or negative? How does someone successfully convince you to change your beliefs or actions? What kind of proof or evidence have they used?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the principles behind delivering positive and negative messages.</strong></li>\r\n 	<li><strong>Differentiate an informative presentation from a persuasive presentation.</strong></li>\r\n 	<li><strong>Draft persuasive messages that can change your audience’s beliefs, opinions or actions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s get started.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Positive and Negative Messages</h2>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Informative Versus Persuasive Speaking</h2>\r\nWhat does it take to inform an audience versus persuade them? In this video, I’ll discuss the similarities and differences between these two forms of public speaking.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000800_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Writing to Persuade</h2>\r\nPersuasive writing has the same goals as persuasive speaking. You\'re trying to change someone\'s attitudes, beliefs, or actions. This video covers how to make your persuasive writing stand out.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 4</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Michael Byers, who holds a Canada Research Chair (Tier 1) in Global Politics and International Law. His work focuses on issues of Arctic sovereignty, climate change, the law of the sea, and Canadian foreign and defence policy. He holds major research grants from ArcticNet and the Social Sciences and Humanities Research Council of Canada.\r\n\r\nDr. Byers has been a Fellow of Jesus College, Oxford University, and a Professor of Law at Duke University. He has also taught as a visiting professor at the universities of Cape Town and Tel Aviv. Dr. Byers is the author of the national bestseller Intent for a Nation and, most recently, Who Owns the Arctic? He is a regular contributor to the Globe and Mail, Toronto Star, and Ottawa Citizen.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>UBC Profile</strong>: <a href=\"http://politics.ubc.ca/persons/michael-byers/\" target=\"_blank\" rel=\"noopener noreferrer\">http://politics.ubc.ca/persons/michael-byers/</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/michael_byers\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/michael_byers</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 4: Introduction and Key Takeaways','','publish','open','closed','','module-4-introduction-and-key-takeaways','','','2020-12-30 01:23:14','2020-12-30 06:23:14','',0,'https://tesoll.com/?post_type=unit&#038;p=3611',0,'unit','',0),(3634,1,'2020-12-29 23:55:45','2020-12-30 04:55:45','','UBCBUS2B2017-V001700_DTH','','inherit','open','closed','','ubcbus2b2017-v001700_dth-2','','','2020-12-29 23:55:45','2020-12-30 04:55:45','',3629,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001700_DTH-1.mp4',0,'attachment','video/mp4',0),(3616,1,'2020-12-29 23:38:47','2020-12-30 04:38:47','<em><strong>“I have sat with countless patients and families to discuss grim prognoses: It’s one of the most important jobs physicians have. It’s easier when the patient is 94, in the last stages of dementia and has a severe brain bleed. For young people like me – I am 36 – given a diagnosis of cancer, there aren’t many words.”</strong></em>\r\n– Paul Kalathanithi, The New York Times*\r\n\r\nCan you imagine having to deliver messages like the late Dr. Kalathanithi describes in the quote above? Sometimes we communicate because we have really terrible news or we’re trying to completely change someone’s attitudes or beliefs. These are high-stake, high-bar communications. Other times, we just want to teach something or pass on great information. This is easier.\r\n\r\nIn this module, we’ll discuss the different approaches to communication, based on the type of information we’re trying to convey. Taking the time to tailor our messages appropriately will increase the chance of achieving our purposes. We’ll talk about both positive and negative messages, as well as the differences between informing an audience and persuading them. We’ll then focus on persuasive writing in particular – how can we convince an audience when they have many competing requests?\r\n\r\nAs we cover these topics, think about the types of messages you’re asked to deliver. Are they more persuasive or informative, positive or negative? How does someone successfully convince you to change your beliefs or actions? What kind of proof or evidence have they used?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Understand the principles behind delivering positive and negative messages.</strong></li>\r\n 	<li><strong>Differentiate an informative presentation from a persuasive presentation.</strong></li>\r\n 	<li><strong>Draft persuasive messages that can change your audience’s beliefs, opinions or actions.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s get started.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Positive and Negative Messages</h2>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Informative Versus Persuasive Speaking</h2>\r\nWhat does it take to inform an audience versus persuade them? In this video, I’ll discuss the similarities and differences between these two forms of public speaking.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000800_DTH.mp4\"][/video]\r\n<h2></h2>\r\n<h2 class=\"mb-0 h3\">Writing to Persuade</h2>\r\nPersuasive writing has the same goals as persuasive speaking. You\'re trying to change someone\'s attitudes, beliefs, or actions. This video covers how to make your persuasive writing stand out.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 4</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Michael Byers, who holds a Canada Research Chair (Tier 1) in Global Politics and International Law. His work focuses on issues of Arctic sovereignty, climate change, the law of the sea, and Canadian foreign and defence policy. He holds major research grants from ArcticNet and the Social Sciences and Humanities Research Council of Canada.\r\n\r\nDr. Byers has been a Fellow of Jesus College, Oxford University, and a Professor of Law at Duke University. He has also taught as a visiting professor at the universities of Cape Town and Tel Aviv. Dr. Byers is the author of the national bestseller Intent for a Nation and, most recently, Who Owns the Arctic? He is a regular contributor to the Globe and Mail, Toronto Star, and Ottawa Citizen.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>UBC Profile</strong>: <a href=\"http://politics.ubc.ca/persons/michael-byers/\" target=\"_blank\" rel=\"noopener noreferrer\">http://politics.ubc.ca/persons/michael-byers/</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/michael_byers\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/michael_byers</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001500_DTH.mp4\"][/video]\r\n\r\n&nbsp;','Module 4: Introduction and Key Takeaways','','inherit','closed','closed','','3611-revision-v1','','','2020-12-29 23:38:47','2020-12-30 04:38:47','',3611,'https://tesoll.com/3611-revision-v1/',0,'revision','',0),(3617,1,'2020-12-29 23:39:45','2020-12-30 04:39:45','<h4 style=\"font-weight: 600;\">Background Reading</h4>\r\n<ul style=\"font-weight: 400;\">\r\n 	<li><b><strong>Article: </strong></b>Meuse, M. (2017, March 29). UBC grad students developing wearable overdose detection device. <i><em>CBC News</em></i>. Retrieved from: <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://www.cbc.ca/news/canada/british-columbia/wearable-overdose-detection-device-1.4045683\">http://www.cbc.ca/news/canada/british-columbia/wearable-overdose-detection-device-1.4045683</a>.</li>\r\n</ul>\r\n<h4 style=\"font-weight: 600;\">Instructions</h4>\r\n<p style=\"font-weight: 400;\">Imagine you are one of the six UBC students who came up with the wearable device that detects a drug overdose. It has gone through the necessary testing and now you are looking for funding. The team has been brainstorming investment opportunities and decided to approach several different non-profits, governmental entities, as well as private investors.</p>\r\n<p style=\"font-weight: 400;\">Your idea was to ask <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://www.grandchallenges.ca/who-we-are/\">Grand Challenges Canada</a> – a governmental organization that funds healthcare initiatives, for sponsorship. Here is some more information on Grand Challenges Canada from its website:</p>\r\nGrand Challenges Canada is dedicated to supporting Bold Ideas with Big Impact®. Funded by the Government of Canada and other partners, Grand Challenges Canada funds innovators in low- and middle-income countries and Canada. The bold ideas Grand Challenges Canada supports integrate science and technology, social and business innovation – known as Integrated Innovation®.\r\n\r\nOne of the largest impact-first investors in Canada, and with a feminist investment approach, Grand Challenges Canada has supported a pipeline of over 800 innovations in more than 80 countries. Grand Challenges Canada estimates that these innovations have the potential to save up to 1 million lives and improve up to 28 million lives by 2030.\r\n\r\n<a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://www.grandchallenges.ca/who-we-are/\">http://www.grandchallenges.ca/who-we-are/</a>\r\n<p style=\"font-weight: 400;\">You are writing an introductory email to Grand Challenges Canada, to persuade them to meet with your team and discuss investment opportunities. Remember the AIDA framework – <b><strong>Attention. Interest. Desire. Action</strong></b>, as well as the purpose of your communication and your audience.</p>\r\n<p style=\"font-weight: 400;\">Don’t worry about the formatting of the document and you can address your email to Grand Challenges Canada and simply sign-off with your name. Remember – Grand Challenges Canada receives many requests such as these. How can you make yours stand out?</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Upload your response as a PDF file in the submission area below.</strong></b></p>\r\n<p style=\"font-weight: 400;\"><span style=\"font-style: inherit; font-weight: inherit;\">Review this </span><a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\">grading rubric</a><span style=\"font-style: inherit; font-weight: inherit;\"> to understand how you will be graded for this assessment.</span></p>\r\n<p style=\"font-weight: 400;\">No additional research is required.</p>\r\n<p style=\"font-weight: 400;\"><i><em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em></i></p>','Assessment 4: Grand Challenges Canada Persuasive Email.','','publish','open','closed','','assessment-4-grand-challenges-canada-persuasive-email','','','2020-12-29 23:49:22','2020-12-30 04:49:22','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3617',0,'wplms-assignment','',0),(3618,1,'2020-12-29 23:39:45','2020-12-30 04:39:45','<h4 style=\"font-weight: 600;\">Background Reading</h4>\r\n<ul style=\"font-weight: 400;\">\r\n 	<li><b><strong>Article: </strong></b>Meuse, M. (2017, March 29). UBC grad students developing wearable overdose detection device. <i><em>CBC News</em></i>. Retrieved from: <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://www.cbc.ca/news/canada/british-columbia/wearable-overdose-detection-device-1.4045683\">http://www.cbc.ca/news/canada/british-columbia/wearable-overdose-detection-device-1.4045683</a>.</li>\r\n</ul>\r\n<h4 style=\"font-weight: 600;\">Instructions</h4>\r\n<p style=\"font-weight: 400;\">Imagine you are one of the six UBC students who came up with the wearable device that detects a drug overdose. It has gone through the necessary testing and now you are looking for funding. The team has been brainstorming investment opportunities and decided to approach several different non-profits, governmental entities, as well as private investors.</p>\r\n<p style=\"font-weight: 400;\">Your idea was to ask <a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://www.grandchallenges.ca/who-we-are/\">Grand Challenges Canada</a> – a governmental organization that funds healthcare initiatives, for sponsorship. Here is some more information on Grand Challenges Canada from its website:</p>\r\nGrand Challenges Canada is dedicated to supporting Bold Ideas with Big Impact®. Funded by the Government of Canada and other partners, Grand Challenges Canada funds innovators in low- and middle-income countries and Canada. The bold ideas Grand Challenges Canada supports integrate science and technology, social and business innovation – known as Integrated Innovation®.\r\n\r\nOne of the largest impact-first investors in Canada, and with a feminist investment approach, Grand Challenges Canada has supported a pipeline of over 800 innovations in more than 80 countries. Grand Challenges Canada estimates that these innovations have the potential to save up to 1 million lives and improve up to 28 million lives by 2030.\r\n\r\n<a style=\"font-style: inherit; font-weight: inherit;\" href=\"http://www.grandchallenges.ca/who-we-are/\">http://www.grandchallenges.ca/who-we-are/</a>\r\n<p style=\"font-weight: 400;\">You are writing an introductory email to Grand Challenges Canada, to persuade them to meet with your team and discuss investment opportunities. Remember the AIDA framework – <b><strong>Attention. Interest. Desire. Action</strong></b>, as well as the purpose of your communication and your audience.</p>\r\n<p style=\"font-weight: 400;\">Don’t worry about the formatting of the document and you can address your email to Grand Challenges Canada and simply sign-off with your name. Remember – Grand Challenges Canada receives many requests such as these. How can you make yours stand out?</p>\r\n<p style=\"font-weight: 400;\"><b><strong>Upload your response as a PDF file in the submission area below.</strong></b></p>\r\n<p style=\"font-weight: 400;\"><span style=\"font-style: inherit; font-weight: inherit;\">Review this </span><a style=\"font-style: inherit; font-weight: inherit;\" href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\">grading rubric</a><span style=\"font-style: inherit; font-weight: inherit;\"> to understand how you will be graded for this assessment.</span></p>\r\n<p style=\"font-weight: 400;\">No additional research is required.</p>\r\n<p style=\"font-weight: 400;\"><i><em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em></i></p>','Assessment 4: Grand Challenges Canada Persuasive Email.','','inherit','closed','closed','','3617-revision-v1','','','2020-12-29 23:39:45','2020-12-30 04:39:45','',3617,'https://tesoll.com/3617-revision-v1/',0,'revision','',0),(3619,1,'2020-12-29 23:50:42','2020-12-30 04:50:42','<em><strong>“I think the reason he was so good at telling our stories as Canadians is that he was a tremendously good listener. I want to say he was a mirror and he reflected us back to ourselves. But he was more than that; he was a conduit. He allowed our stories as Canadians to just pass right through him and in doing so, he really connected us – to our country, to each other and to ourselves.”</strong></em>\r\n– Jess Milton, Executive Producer of The Vinyl Café on Stuart McLean*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2ba4d0b40821dbed5bb0d492a962fd2d/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Stuart_McLean__cropped_.jpg\" alt=\"Stuart McLean\" width=\"237\" height=\"302\" /></center><center><em>Photo credit by Alana Elliott - originally posted to Flickr as Stuart McLean under <a href=\"https://creativecommons.org/licenses/by/2.0/\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY 2.0.</a></em></center>&nbsp;\r\n\r\nWhy are we devoting an entire module to this topic in a course on business communications? Let me tell you a story…\r\n\r\nIt was a typical Vancouver winter’s night – pouring rain. I was halfway through my articling year at a business law firm in downtown Vancouver and I was miserable. Being a lawyer wasn’t for me. It was an innate instinct, as strong as my distaste for calamari. I’ve spoken about it more extensively <a href=\"http://www.genylawyer.com/gwl82/\" target=\"_blank\" rel=\"noopener noreferrer\">here</a>, but it was a combination of the work, the skill-sets necessary to succeed and the atmosphere at my firm.\r\n\r\nOn this particular (dreary) night, I was tasked with invigilating a paralegal exam for a course that a partner was teaching at a nearby college. It was dark and cold inside the room. It had probably been raining non-stop for the past two weeks (not an exaggeration in Vancouver) and my mood matched the weather.\r\n\r\nI sat down at the front of the room after handing out the exam and I realized that my computer wouldn’t connect with the Wifi, which meant I wouldn’t be able to log-in to the firm’s system and work. It had been a hectic six months and I hadn’t had three hours without a memo to draft or a contract to review in a long time.\r\n\r\nI opened a Word document and stared at the blank screen. It was finally time to focus on writing my essay to Columbia’s Graduate School of Journalism, focus on my dream, which had been pushed aside as I pursued my parents’ dream for me, law school.\r\n\r\nBut what would I write? My undergraduate degree was in creative writing and it was a discipline that always seemed to come naturally to me. But after three years of studying the law, my mind was trapped in legalese. It felt like I’d lost a piece of myself.\r\n\r\nSubconsciously, I was tapping my shoes as I tried to come up with the words to express how badly I wanted to run away to New York, run away from the law and study the art of both advocacy and storytelling – journalism. Tap. Tap. Tap. Shoes have always been an important part of my life. My grandfather owned high-end ladies shoe stores in Calgary, Alberta and some of my earliest memories are visiting him at work and playing dress-up with the intricate pieces of art.\r\n\r\nI was currently wearing a pair of bright pink, patent leather pumps. On the scale of appropriate-to-wear-to-work-at-a-corporate-law-firm to appropriate-to-wear-to-a-sorority-formal, they veered more toward the latter, but I loved them. They expressed who I was – colourful, creative, feminine, in a profession that tried to stifle those traits in me.\r\n\r\nShoes would be my savior! Without wasting another minute, I spent the next three hours writing the story of my pink pumps to the best journalism school in the world. It was either genius, or the stupidest move I could make, but it represented me and I wasn’t going to spend any more time at an institution that repressed who I was. If Columbia didn’t like the essay, they wouldn’t like me. And that would be okay. Finally, the words flowed again.\r\n\r\nAt the end of the three hours, I had my essay (and 30 very un-invigilated exams). On the day when I was supposed to find out whether or not I’d be offered a coveted associate position at my firm, I found out instead I was accepted to Columbia.\r\n\r\nStorytelling can be life-changing.\r\n\r\nIn this module, we’ll discuss how to tap into the powerful act of storytelling in your communications. We’ll learn how to structure stories so they’re poignant and tailor them to business purposes, as well as the art of oral storytelling. As we move through this module, I want you to think about the stories that resonate with you. What are the ones that have stuck with you from childhood until now? What’s your story?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Craft a story with a beginning, middle and ending that follows the classic story structure.</strong></li>\r\n 	<li><strong>Employ storytelling techniques in business.</strong></li>\r\n 	<li><strong>Tell stories orally, appropriate to your audience and purpose.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Understanding Story Structure</h2>\r\nThe importance of storytelling cannot be underestimated. In this video, I\'ll go over the standard story structure, which is used in many stories that we all know and love.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Using Storytelling in Business</h2>\r\nIt\'s important to think about when stories are appropriate in business situations and when they are not. I discuss this in the following video.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Adapting Stories for Speech</h2>\r\nIn the following video, I discuss a few things that you should consider when using stories in your oral communication.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 5</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Mandy Len Catron. Originally from Appalachian Virginia, Mandy now lives in Vancouver, British Columbia. Her writing has appeared in the New York Times, the Washington Post, and The Walrus, as well as literary journals and anthologies.\r\n\r\nShe writes about love and love stories at <a href=\"https://thelovestoryproject.ca/\" target=\"_blank\" rel=\"noopener noreferrer\">The Love Story Project</a>, and she teaches English and creative writing at the University of British Columbia. Her article “To Fall in Love with Anyone, Do This” was one of the most popular articles published by the New York Times in 2015.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Ted Talks: </strong><a href=\"https://www.ted.com/speakers/mandy_len_catron/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/speakers/mandy_len_catron/</a></li>\r\n 	<li><strong>Website: </strong><a href=\"http://mandylencatron.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://mandylencatron.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/LenMandy\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/LenMandy</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001600_DTH-2.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h1>Access the Assessment Here:</h1>','Module 5: Introduction and Key Takeaways','','publish','open','closed','','module-5-introduction-and-key-takeaways','','','2020-12-30 01:23:39','2020-12-30 06:23:39','',0,'https://tesoll.com/?post_type=unit&#038;p=3619',0,'unit','',0),(3626,1,'2020-12-29 23:50:19','2020-12-30 04:50:19','You’re in the final round of job interviews for a corporate communication position at a new tech start-up focusing on wearable devices that track your sleep. You really want the job.\r\n\r\nThis is the email you received three days ago from the company:\r\n<blockquote>“Congratulations! We’ve enjoyed meeting with you and hearing about your educational background, achievements and work experience. Now, we’d like to bring you in to meet the founder of the company, as well as the vice president of communications.\r\n\r\nSince the position would require you to communicate with a variety of people – investors, customers, etc. we’d like to see your communication skills at work. Please prepare a story about yourself.”</blockquote>\r\nYou have two ways that you can complete this task <strong>(choose ONLY one)</strong>:\r\n<blockquote>\r\n<ol>\r\n 	<li><strong>(Recommended)</strong> I encourage you to create a 3-4 minute video of you completing this task. Pretend you are in the job interview, and you’ve just been asked to tell your story. Think about who your audience is in this scenario and what your purpose would be. Your story should be reflective of these goals. It must be true and it must be your story. Don’t use notes. You should speak extemporaneously. <strong>Note: </strong>for instructions of how to create, upload, and share your video, please visit our <a href=\"https://courses.edx.org/courses/course-v1:UBCx+COMM220x+1T2020/491d3f4edf694f158f3559cb0e268a0a/\" target=\"_blank\" rel=\"noopener noreferrer\">Video Instructions</a> page.  Post the link to your video in the submission text box below.</li>\r\n</ol>\r\n<strong>OR</strong>\r\n<ol start=\"2\">\r\n 	<li>Create a written email to the founder responding to this prompt. There is no word count; use the amount of words necessary to adequately respond to what’s being asked of you. Don’t worry about email formatting or greetings, etc. Get straight into the story. Think about who your audience is in this scenario and what your purpose would be. Your story should be reflective of these goals. It must be true and it must be your story. Upload your written email as a PDF file in the submission area below.</li>\r\n</ol>\r\n</blockquote>\r\nReview this <a href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">grading rubric</a> to understand how you will be graded for this assessment.\r\n\r\n<em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em>','Assessment 5: Job Interview Story','','publish','open','closed','','assessment-5-job-interview-story','','','2020-12-29 23:50:19','2020-12-30 04:50:19','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3626',0,'wplms-assignment','',0),(3627,1,'2020-12-29 23:50:19','2020-12-30 04:50:19','You’re in the final round of job interviews for a corporate communication position at a new tech start-up focusing on wearable devices that track your sleep. You really want the job.\r\n\r\nThis is the email you received three days ago from the company:\r\n<blockquote>“Congratulations! We’ve enjoyed meeting with you and hearing about your educational background, achievements and work experience. Now, we’d like to bring you in to meet the founder of the company, as well as the vice president of communications.\r\n\r\nSince the position would require you to communicate with a variety of people – investors, customers, etc. we’d like to see your communication skills at work. Please prepare a story about yourself.”</blockquote>\r\nYou have two ways that you can complete this task <strong>(choose ONLY one)</strong>:\r\n<blockquote>\r\n<ol>\r\n 	<li><strong>(Recommended)</strong> I encourage you to create a 3-4 minute video of you completing this task. Pretend you are in the job interview, and you’ve just been asked to tell your story. Think about who your audience is in this scenario and what your purpose would be. Your story should be reflective of these goals. It must be true and it must be your story. Don’t use notes. You should speak extemporaneously. <strong>Note: </strong>for instructions of how to create, upload, and share your video, please visit our <a href=\"https://courses.edx.org/courses/course-v1:UBCx+COMM220x+1T2020/491d3f4edf694f158f3559cb0e268a0a/\" target=\"_blank\" rel=\"noopener noreferrer\">Video Instructions</a> page.  Post the link to your video in the submission text box below.</li>\r\n</ol>\r\n<strong>OR</strong>\r\n<ol start=\"2\">\r\n 	<li>Create a written email to the founder responding to this prompt. There is no word count; use the amount of words necessary to adequately respond to what’s being asked of you. Don’t worry about email formatting or greetings, etc. Get straight into the story. Think about who your audience is in this scenario and what your purpose would be. Your story should be reflective of these goals. It must be true and it must be your story. Upload your written email as a PDF file in the submission area below.</li>\r\n</ol>\r\n</blockquote>\r\nReview this <a href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">grading rubric</a> to understand how you will be graded for this assessment.\r\n\r\n<em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em>','Assessment 5: Job Interview Story','','inherit','closed','closed','','3626-revision-v1','','','2020-12-29 23:50:19','2020-12-30 04:50:19','',3626,'https://tesoll.com/3626-revision-v1/',0,'revision','',0),(3628,1,'2020-12-29 23:50:42','2020-12-30 04:50:42','<em><strong>“I think the reason he was so good at telling our stories as Canadians is that he was a tremendously good listener. I want to say he was a mirror and he reflected us back to ourselves. But he was more than that; he was a conduit. He allowed our stories as Canadians to just pass right through him and in doing so, he really connected us – to our country, to each other and to ourselves.”</strong></em>\r\n– Jess Milton, Executive Producer of The Vinyl Café on Stuart McLean*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2ba4d0b40821dbed5bb0d492a962fd2d/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Stuart_McLean__cropped_.jpg\" alt=\"Stuart McLean\" width=\"237\" height=\"302\" /></center><center><em>Photo credit by Alana Elliott - originally posted to Flickr as Stuart McLean under <a href=\"https://creativecommons.org/licenses/by/2.0/\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY 2.0.</a></em></center>&nbsp;\r\n\r\nWhy are we devoting an entire module to this topic in a course on business communications? Let me tell you a story…\r\n\r\nIt was a typical Vancouver winter’s night – pouring rain. I was halfway through my articling year at a business law firm in downtown Vancouver and I was miserable. Being a lawyer wasn’t for me. It was an innate instinct, as strong as my distaste for calamari. I’ve spoken about it more extensively <a href=\"http://www.genylawyer.com/gwl82/\" target=\"_blank\" rel=\"noopener noreferrer\">here</a>, but it was a combination of the work, the skill-sets necessary to succeed and the atmosphere at my firm.\r\n\r\nOn this particular (dreary) night, I was tasked with invigilating a paralegal exam for a course that a partner was teaching at a nearby college. It was dark and cold inside the room. It had probably been raining non-stop for the past two weeks (not an exaggeration in Vancouver) and my mood matched the weather.\r\n\r\nI sat down at the front of the room after handing out the exam and I realized that my computer wouldn’t connect with the Wifi, which meant I wouldn’t be able to log-in to the firm’s system and work. It had been a hectic six months and I hadn’t had three hours without a memo to draft or a contract to review in a long time.\r\n\r\nI opened a Word document and stared at the blank screen. It was finally time to focus on writing my essay to Columbia’s Graduate School of Journalism, focus on my dream, which had been pushed aside as I pursued my parents’ dream for me, law school.\r\n\r\nBut what would I write? My undergraduate degree was in creative writing and it was a discipline that always seemed to come naturally to me. But after three years of studying the law, my mind was trapped in legalese. It felt like I’d lost a piece of myself.\r\n\r\nSubconsciously, I was tapping my shoes as I tried to come up with the words to express how badly I wanted to run away to New York, run away from the law and study the art of both advocacy and storytelling – journalism. Tap. Tap. Tap. Shoes have always been an important part of my life. My grandfather owned high-end ladies shoe stores in Calgary, Alberta and some of my earliest memories are visiting him at work and playing dress-up with the intricate pieces of art.\r\n\r\nI was currently wearing a pair of bright pink, patent leather pumps. On the scale of appropriate-to-wear-to-work-at-a-corporate-law-firm to appropriate-to-wear-to-a-sorority-formal, they veered more toward the latter, but I loved them. They expressed who I was – colourful, creative, feminine, in a profession that tried to stifle those traits in me.\r\n\r\nShoes would be my savior! Without wasting another minute, I spent the next three hours writing the story of my pink pumps to the best journalism school in the world. It was either genius, or the stupidest move I could make, but it represented me and I wasn’t going to spend any more time at an institution that repressed who I was. If Columbia didn’t like the essay, they wouldn’t like me. And that would be okay. Finally, the words flowed again.\r\n\r\nAt the end of the three hours, I had my essay (and 30 very un-invigilated exams). On the day when I was supposed to find out whether or not I’d be offered a coveted associate position at my firm, I found out instead I was accepted to Columbia.\r\n\r\nStorytelling can be life-changing.\r\n\r\nIn this module, we’ll discuss how to tap into the powerful act of storytelling in your communications. We’ll learn how to structure stories so they’re poignant and tailor them to business purposes, as well as the art of oral storytelling. As we move through this module, I want you to think about the stories that resonate with you. What are the ones that have stuck with you from childhood until now? What’s your story?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Craft a story with a beginning, middle and ending that follows the classic story structure.</strong></li>\r\n 	<li><strong>Employ storytelling techniques in business.</strong></li>\r\n 	<li><strong>Tell stories orally, appropriate to your audience and purpose.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Understanding Story Structure</h2>\r\nThe importance of storytelling cannot be underestimated. In this video, I\'ll go over the standard story structure, which is used in many stories that we all know and love.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Using Storytelling in Business</h2>\r\nIt\'s important to think about when stories are appropriate in business situations and when they are not. I discuss this in the following video.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Adapting Stories for Speech</h2>\r\nIn the following video, I discuss a few things that you should consider when using stories in your oral communication.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 5</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Mandy Len Catron. Originally from Appalachian Virginia, Mandy now lives in Vancouver, British Columbia. Her writing has appeared in the New York Times, the Washington Post, and The Walrus, as well as literary journals and anthologies.\r\n\r\nShe writes about love and love stories at <a href=\"https://thelovestoryproject.ca/\" target=\"_blank\" rel=\"noopener noreferrer\">The Love Story Project</a>, and she teaches English and creative writing at the University of British Columbia. Her article “To Fall in Love with Anyone, Do This” was one of the most popular articles published by the New York Times in 2015.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Ted Talks: </strong><a href=\"https://www.ted.com/speakers/mandy_len_catron/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/speakers/mandy_len_catron/</a></li>\r\n 	<li><strong>Website: </strong><a href=\"http://mandylencatron.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://mandylencatron.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/LenMandy\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/LenMandy</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001600_DTH-2.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Module 5: Introduction and Key Takeaways','','inherit','closed','closed','','3619-revision-v1','','','2020-12-29 23:50:42','2020-12-30 04:50:42','',3619,'https://tesoll.com/3619-revision-v1/',0,'revision','',0),(3629,1,'2020-12-29 23:56:04','2020-12-30 04:56:04','<i><strong>“When people talk, listen completely. Most people never listen.”</strong>\r\n– Ernest Hemingway.</i>\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/8a1035b3cac7f4bf6eadf0088fcc8915/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/ErnestHemingway.jpg\" alt=\"Ernest Hemmingway\" width=\"253\" height=\"316\" /></center><center><em>Ernest Hemingway</em></center>&nbsp;\r\n\r\nCan you believe it’s the last module already! We covered so much and yet, there are still so many communication skills we haven’t even touched, things like slide design and impromptu presentations. Unfortunately, we can’t get to everything, but I have included some excellent extra readings on those topics in the additional resources section.\r\n\r\nIn our last module together, we’ll discuss how to listen properly. We actually could have started with this concept, but since it’s a fundamental of all advanced communication, I’ve included it here. We’ll also cover editing your writing and email etiquette.\r\n\r\nAs we move through these final topics, think about how you gather information from other people, as well as how you critique and self-assess your own communication. When you talk to someone, are you focused on your own answer or do you look at external cues to gauge the situation? What’s your editing process? Do colleagues comment on the strength of your emails?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Apply active listening concepts and emotional intelligence in conversations.</strong></li>\r\n 	<li><strong>Understand the fundamentals of editing your work and its importance.</strong></li>\r\n 	<li><strong>Use excellent email etiquette in all of your professional communications.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s finish up!\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Employing Active Listening</h2>\r\nActive listening is the foundation of good communication. This video unpacks what active listening means.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003100_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Understanding Email Etiquette</h2>\r\nMany of you have likely sent a few business emails in the past. This video reviews some of the \"do\'s\" and \"do not\'s\" of email communication.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Editing Your Work</h2>\r\nIt is useful, in this last video, to end the course with going over the basics of editing your work.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003000_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 6</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is Justin Davis, who is a neuroscientist and educator, helping people find resources, programs and products to maximize their brains’ potential. He’s currently a medical science liaison in industry, where he provides leading scientific and therapeutic information to healthcare professionals and researchers. Justin is also a consultant and delivers leadership development training on the topic of brain science for business to corporations and educational institutions across Canada.\r\n\r\nJustin holds a Bachelor of Science from Western University in Cell Biology and a Master of Science and a Doctor of Philosophy from the University of British Columbia in Neuroscience and Neuromechanics respectively.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>LinkedIn: </strong><a href=\"https://www.linkedin.com/in/justindavis25/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/justindavis25/</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/JustinDavisPhD\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/JustinDavisPhD</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001700_DTH-1.mp4\"][/video]','Module 6: Advanced Communication Skills','','publish','open','closed','','module-6-advanced-communication-skills','','','2020-12-30 01:24:10','2020-12-30 06:24:10','',0,'https://tesoll.com/?post_type=unit&#038;p=3629',0,'unit','',0),(3631,1,'2020-12-29 23:53:18','2020-12-30 04:53:18','','UBCBUS2B2017-V003400_DTH','','inherit','open','closed','','ubcbus2b2017-v003400_dth','','','2020-12-29 23:53:18','2020-12-30 04:53:18','',3629,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003400_DTH.mp4',0,'attachment','video/mp4',0),(3633,1,'2020-12-29 23:55:16','2020-12-30 04:55:16','','UBCBUS2B2017-V001700_DTH','','inherit','open','closed','','ubcbus2b2017-v001700_dth','','','2020-12-29 23:55:16','2020-12-30 04:55:16','',3629,'https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001700_DTH.mp4',0,'attachment','video/mp4',0),(3635,1,'2020-12-29 23:56:04','2020-12-30 04:56:04','<i><strong>“When people talk, listen completely. Most people never listen.”</strong>\r\n– Ernest Hemingway.</i>\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/8a1035b3cac7f4bf6eadf0088fcc8915/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/ErnestHemingway.jpg\" alt=\"Ernest Hemmingway\" width=\"253\" height=\"316\" /></center><center><em>Ernest Hemingway</em></center>&nbsp;\r\n\r\nCan you believe it’s the last module already! We covered so much and yet, there are still so many communication skills we haven’t even touched, things like slide design and impromptu presentations. Unfortunately, we can’t get to everything, but I have included some excellent extra readings on those topics in the additional resources section.\r\n\r\nIn our last module together, we’ll discuss how to listen properly. We actually could have started with this concept, but since it’s a fundamental of all advanced communication, I’ve included it here. We’ll also cover editing your writing and email etiquette.\r\n\r\nAs we move through these final topics, think about how you gather information from other people, as well as how you critique and self-assess your own communication. When you talk to someone, are you focused on your own answer or do you look at external cues to gauge the situation? What’s your editing process? Do colleagues comment on the strength of your emails?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Apply active listening concepts and emotional intelligence in conversations.</strong></li>\r\n 	<li><strong>Understand the fundamentals of editing your work and its importance.</strong></li>\r\n 	<li><strong>Use excellent email etiquette in all of your professional communications.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s finish up!\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Employing Active Listening</h2>\r\nActive listening is the foundation of good communication. This video unpacks what active listening means.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003100_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Understanding Email Etiquette</h2>\r\nMany of you have likely sent a few business emails in the past. This video reviews some of the \"do\'s\" and \"do not\'s\" of email communication.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003400_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Editing Your Work</h2>\r\nIt is useful, in this last video, to end the course with going over the basics of editing your work.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003000_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 6</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is Justin Davis, who is a neuroscientist and educator, helping people find resources, programs and products to maximize their brains’ potential. He’s currently a medical science liaison in industry, where he provides leading scientific and therapeutic information to healthcare professionals and researchers. Justin is also a consultant and delivers leadership development training on the topic of brain science for business to corporations and educational institutions across Canada.\r\n\r\nJustin holds a Bachelor of Science from Western University in Cell Biology and a Master of Science and a Doctor of Philosophy from the University of British Columbia in Neuroscience and Neuromechanics respectively.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>LinkedIn: </strong><a href=\"https://www.linkedin.com/in/justindavis25/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.linkedin.com/in/justindavis25/</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/JustinDavisPhD\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/JustinDavisPhD</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001700_DTH-1.mp4\"][/video]','Module 6: Advanced Communication Skills','','inherit','closed','closed','','3629-revision-v1','','','2020-12-29 23:56:04','2020-12-30 04:56:04','',3629,'https://tesoll.com/3629-revision-v1/',0,'revision','',0),(3684,1,'2021-01-07 20:39:34','2021-01-08 01:39:34','&nbsp;\n\n<a href=\"https://tesoll.com/ibts-pcbc-exam-stamp/\"><img class=\"wp-image-3674 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/IBTS-PCBC-exam-stamp.png\" alt=\"\" width=\"242\" height=\"238\" /></a>\n\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\n– Alan Alda*\n\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\n\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\n\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\n\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\n<blockquote>\n<ul>\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\n</ul>\n</blockquote>\nHappy communicating!\n\n&nbsp;\n\n&nbsp;\n\nDon\'t forget to schedule the board examination for the Professional Certification in TESOL when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select TESOL.\n\nOnce ready, contact the board examination office in Jordan at 0777626232.\nAnd they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.','Professional Certificate in Business Communications (PCBC)','','inherit','closed','closed','','3577-autosave-v1','','','2021-01-07 20:39:34','2021-01-08 01:39:34','',3577,'https://tesoll.com/3577-autosave-v1/',0,'revision','',0),(3682,1,'2021-01-07 19:24:02','0000-00-00 00:00:00','','Auto Draft','','auto-draft','open','open','','','','','2021-01-07 19:24:02','0000-00-00 00:00:00','',0,'https://tesoll.com/?p=3682',0,'post','',0),(3677,1,'2020-12-31 02:09:22','2020-12-31 07:09:22','&nbsp;\r\n\r\n<a href=\"https://tesoll.com/ibts-pcbc-exam-stamp/\"><img class=\"wp-image-3674 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/IBTS-PCBC-exam-stamp.png\" alt=\"\" width=\"242\" height=\"238\" /></a>\r\n\r\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\r\n– Alan Alda*\r\n\r\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\r\n\r\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\r\n\r\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\r\n\r\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\r\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\r\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\r\n</ul>\r\n</blockquote>\r\nHappy communicating!','Professional Certificate in Business Communications (PCBC)','','inherit','closed','closed','','3577-revision-v1','','','2020-12-31 02:09:22','2020-12-31 07:09:22','',3577,'https://tesoll.com/3577-revision-v1/',0,'revision','',0),(3637,1,'2020-12-29 23:58:02','2020-12-30 04:58:02','&nbsp;\r\n\r\n<a href=\"https://tesoll.com/course/business-communications/business-communication-stamp/\" rel=\"attachment wp-att-3578\"><img class=\"wp-image-3578 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2020/12/Business-communication-stamp.png\" alt=\"\" width=\"207\" height=\"207\" /></a>\r\n\r\n<strong>“People are dying because we can’t communicate in ways that allow us to understand one another.” </strong>\r\n– Alan Alda*\r\n\r\nWelcome to<em><strong> Business Communications</strong></em>! We’re thrilled to have you and are looking forward to reading your writing, listening to you speak and discussing concepts together. In short, we can’t wait to learn from you.\r\n\r\nWe think you’ll benefit from taking this course too. Strong communication skills are increasingly being recognized by employers as the most important competence among employees and job applicants. Recent research from the <a href=\"http://www.pewsocialtrends.org/2016/10/06/1-changes-in-the-american-workplace/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center</a> indicates that since 1980, there has been an 83 percent increase in employment in jobs requiring stronger social skills, which the report describes as “interpersonal, communications or management skills.”\r\n\r\nIndeed, the general public perceives communication skills as important to succeeding in the job marketplace as well, with 85 percent of those surveyed by Pew saying training in writing and communications is crucial in today’s economy. Workers were asked about the skills they rely on most in their jobs, and good written and spoken communications skills ranked at the top.\r\n\r\n<strong>This research is in line with the goals of this course. By the end of it, we hope you’ll reach the following objectives:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Tailor your communication strategies to your audience and purpose.</strong></li>\r\n 	<li><strong>Explain complex concepts in an approachable fashion.</strong></li>\r\n 	<li><strong>Deliver your oral and written remarks in a professional and impactful manner.</strong></li>\r\n</ul>\r\n</blockquote>\r\nHappy communicating!','Professional Certificate in Business Communications (PCBP)','','inherit','closed','closed','','3577-revision-v1','','','2020-12-29 23:58:02','2020-12-30 04:58:02','',3577,'https://tesoll.com/3577-revision-v1/',0,'revision','',0),(3638,1,'2020-12-30 00:05:33','0000-00-00 00:00:00','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\n\n&nbsp;\n\nNow that you have completed all units, you are ready to take the board exam to obtain the certificate and credentials. We changed the board exam structure due to the COVID-19 pandemic, all of our board examinations are held <strong>online</strong>. Good luck with your assessment!\n\n&nbsp;\n\n<strong>What are the advantages?</strong>\n<ol>\n 	<li>Accreditation from the government of Quebec in Canada.</li>\n 	<li>Certification from the International Board of Teaching Standards certified and stamped.</li>\n 	<li>Reference letters from the International Board of Teaching Standards to support you in your career.</li>\n 	<li>Membership for one year that includes access to our services and exclusive mebership.</li>\n 	<li>Add your name to our list of accredited and certified instructors on our website.</li>\n 	<li>Internship opportunity</li>\n</ol>\n&nbsp;\n\n<strong>How is the board exam structured?</strong>\n\nThe board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least <strong>200 words long</strong> and consists of <strong>a proper plan of action of how you would handle these situations</strong>. You have <strong>two hours</strong> to answer these questions, use your time efficiently! The exam is also <strong>open book, so you can use the material you studied</strong>. However, it doesn\'t mean you can get help from other people. <strong>Cheating is strictly prohibited!</strong> You will have to score <strong>70%</strong> in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\n\n&nbsp;\n\n<strong>How many attempts do you have?</strong>\n\nYou will only have 1 attempt to take graded assessments. Further attempts are not permitted. Make sure you are ready to take the board examination before starting. Once you start you have to finish the exam and submit it for grading.\n\n&nbsp;\n\n<strong>How do I complete the certification?</strong>\n\nOnce you pass the exam. You are ready to teach at any of our partnered institutions. You will have to complete a <strong>two weeks internship</strong> after completion of the board examination at one of our institutions to <strong>receive the full certification</strong>.If you have previous work experience as a teacher or educator, we may consider it.\n\nFor us to be confident in your knowledge and to support you with an <strong>official certificate and reference letter</strong>, you have to complete the <strong>two weeks internship. <em>The registration and fees of this exam only cover the membership and administrative fees</em>. For you to receive the certification and recognition you would have to complete the two weeks internship. </strong>\n\n&nbsp;\n<h3>Good luck with your assessment!</h3>\n&nbsp;','International Board Examination: Professional Certification in Business Communication','','draft','closed','closed','','','','','2020-12-30 00:05:33','2020-12-30 05:05:33','',0,'https://tesoll.com/?post_type=quiz&#038;p=3638',0,'quiz','',0),(3639,1,'2020-12-30 00:08:21','0000-00-00 00:00:00','It’s time to put all the skills you’ve been learning together in this final assessment! Think back to the introductory module when you were asked to draft a leadership purpose and articulate your goals for the course. What have you achieved? What do you have left to learn?\n\nIn this final assessment, I\'d like you to address the topic of \"communication\". This is a purposefully broad assignment; it’s meant to help you find your voice and use your creativity. You will need to narrow your communication and make it your own in order to be successful.\n\nYou can take any approach you wish. Your communication can be <strong>informative</strong> or <strong>persuasive</strong>. There are hundreds of different angles. For example, you could talk about your own communication strategies, or explain your leadership purpose and how you will achieve it, or you could do independent research and tell us about emerging trends in the area. (Be sure to cite your sources if you use others’ work. This includes visuals). You can convince us, inform us or even inspire us.\n\n&nbsp;\n<ol start=\"2\">\n 	<li>Set up a blog that addresses the topic of “communication. You will need to narrow this down and make it your own, in your own writing style and voice, in order to be successful. Your blog should have an “about me” or biographical section, as well as at least three separate blog posts (of at least 500 words each) that address the topic. Think about incorporating multimedia aspects that further your purpose as well. Post a link to your blog in the submission area below when you are done. <strong>Submit your \"about me\" section along with your 3 posts in a single PDF document below.”</strong></li>\n</ol>\nFor your reference, here is a link to a guide on using APA Style referencing: <a href=\"http://guides.libraries.psu.edu/apaquickguide/intext\" target=\"_blank\" rel=\"noopener noreferrer\">http://guides.libraries.psu.edu/apaquickguide/intext</a>.\n\nReview this <a href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">grading rubric</a> to understand how you will be graded for this assessment.\n\n<em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em>','Business communication question','','draft','open','closed','','','','','2020-12-30 00:08:21','2020-12-30 05:08:21','',0,'https://tesoll.com/?post_type=question&#038;p=3639',0,'question','',0),(3640,1,'2020-12-30 00:13:02','2020-12-30 05:13:02','It’s time to put all the skills you’ve been learning together in this final assessment! Think back to the introductory module when you were asked to draft a leadership purpose and articulate your goals for the course. What have you achieved? What do you have left to learn?\r\n\r\nIn this final assessment, I\'d like you to address the topic of \"communication\". This is a purposefully broad assignment; it’s meant to help you find your voice and use your creativity. You will need to narrow your communication and make it your own in order to be successful.\r\n\r\nYou can take any approach you wish. Your communication can be <strong>informative</strong> or <strong>persuasive</strong>. There are hundreds of different angles. For example, you could talk about your own communication strategies, or explain your leadership purpose and how you will achieve it, or you could do independent research and tell us about emerging trends in the area. (Be sure to cite your sources if you use others’ work. This includes visuals). You can convince us, inform us or even inspire us.\r\n\r\nSet up a blog that addresses the topic of “communication. You will need to narrow this down and make it your own, in your own writing style and voice, in order to be successful. Your blog should have an “about me” or biographical section, as well as at least three separate blog posts (of at least 500 words each) that address the topic. Think about incorporating multimedia aspects that further your purpose as well. Post a link to your blog in the submission area below when you are done. <strong>Submit your \"about me\" section along with your 3 posts in a single PDF document below.”</strong>\r\n\r\nRemember you have three hours to finish this assessment.\r\n\r\nFor your reference, here is a link to a guide on using APA Style referencing: <a href=\"http://guides.libraries.psu.edu/apaquickguide/intext\" target=\"_blank\" rel=\"noopener noreferrer\">http://guides.libraries.psu.edu/apaquickguide/intext</a>.\r\n\r\nReview this <a href=\"https://courses.edx.org/assets/courseware/v1/951aaf38f1c8f2170a9f9e725a3cb3ba/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/BUS2x-Rubric.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">grading rubric</a> to understand how you will be graded for this assessment.\r\n\r\n<em>Please ensure that you have read the assignment instructions carefully and are submitting the correct assignment described in the course outline.  Failure to submit the correct assignment will result in a grade of zero.</em>','International Board Examination','','publish','open','closed','','international-board-examination','','','2020-12-30 00:36:25','2020-12-30 05:36:25','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3640',0,'wplms-assignment','',0),