Yn Ynw, wedi ei gweithio ond y Cymru, wedi ei gweithio ond ein gwrthiaid o'r ddiwedd. Mae'r ddegi hi'n gweithio o'r ddegi hwnnw. Mae'r rhannu atrolog o ymgyrch. Mae'r rhannu atrolog o'r rhannu o'r rhannu, felly mae'n dysgu i gyd yn gyntaf. Mae hynny'n gwybod i'r rhannu ar ymgyrch ond mae'r rhannu i gyd yn cyd-reifftyr i gyd yn cymryd o'r cyhoeddau cyllidol o ran o'r rhannu ar gyfer ysgol. Ac mae'n ddiwrnod o'r gweithio. Mae'r rhannu i gyd yn cywyd i'r rhannu i gyd. A dyma'r gweithio i gyd yn gweithio, ac yn dweud o bosb ddysgwyr roedd o'r blynyddiadau a barod o'r lleol, ac mae'r cyn Animals M дажеol o ran o'r blynyddiadau ac yn ei braŷn. Mae'r dartyn yfodol y gallwn yn fawr, yn ei ddarllen i ddod, bod'r bactiwyr yw'r oed erthyn i'r cyd-recodyniad o ran yr unan synghwynyddu, yn y cynnes hynny o'r llwyg unan synghylch yn gyd. But what I want to emphasize is that anatomically the nervous system immediately below the epithelium and the dend Test south population that drives the immune system is actually communicating anatomically and certainly as torque is occurring all the time. So, it is not possible to dissociate effects, as I have described, from effects of the immune system on the nervous system ac y nôr systemau yn y sylfaenau. Llywethaf yn y dyfodol, yn y gyfyrdd, ac mae'n cael bod â'r twfyn yn y gwaith llef. Mae'n cael bod yn gweithio'ch gael, byddwn i gael y cyfrifio, mae'n gael y gafel sydd yn y cyfrifio'r unwyr yn cyfrifio'r unwyr yn cyfrifio'r unwyr yn cyfrifio'r unwyr yn cyfrifio'r unwyr yn cyfrifio'r unwyr.  Y llun ymlaen yma yw dyma i'r pethau gennych ar y posibl sydd o flynyddiad, ac mae'n'glasoedd sydd o bryd ychydig mewn rhywun yma i'n credu i'r ffordd, ac yn cael cael ei ddweud am y cyfathodau, yn cyfathodau, bydd angen o'r systyth. A oedd amdano'r cyfathodau i'r ddweud o'r bod yn cael ei ddweud o'r hynny'n gwneud, ond oedd mae'n cyfathodau i'r ddweud i'r cyfathodau o'r cynnigol, a'r cyfathodau i diolch yn cael ei ddweud o'r cyfathodau i'r cyfathodau. o'r wneud hynny o fyny'r cymdeithasol hyn o'r dowell eu cyflodyg yma oddi gael dim iddyn nhw'n gliwedol. Fel cyflodau cyd-dŵl, oherwydd y maedhaf ymwyllyeb yn iawn yn ychydig – mae'n angen i'r rôl i'w ffordd ac fyddwn i'w rôl i'r rhain – mae yna dweud o gwnewch yn llawiau athgwrt yn angylchedd, fel y cyflodau cyllid am gyllid yma arfod a lwnnod o'r cyflodau am ddigon i'r gei yma ymddyll yma pheth bod o'i cael ei bod yn ei gynnydd. ac yn y modd o bwysigol yn y ffordd. Mae'n gwneud o gwneud o bwysigol ac yn unig ar y ddweud. Mae'r cychwyn cerddurau rheswedd, yma, gan ymddangos o gwych yn ymddangos i'w gweithio'r bwysigol, ac yn ymddangos i'r ffwrdd yn ymddangos i'w gweithio'r bwysigol, a'r ffyrdd yma ynglyn â'r bwysigol, efallai yn ymddangos i'w gweithio'r bwysigol, But the feeding simply in a germ-free animal with no material whatsoever, approximate, acetate, or use it, or the mixture, promotes the generation of inhibitory, immunoregulatory T cells. So simply the products themselves of fermentation may have this effect. Nomiwpisu-do in Japan, wrote this landmark paper in 2004, demonstrating that the stress responses in germ-free were exaggerated. But what he particularly showed, and it has relevance to the comments of the previous speaker, was that the change which could be induced by feeding either bacteria from a normal animal into the germ-free, or a particular bifidobacterium, the mon-association, could in fact change this back to normal, but only if this would be given in early development. So this is clear evidence of the programming that was referred to earlier, a word of caution on programming because in human and in clinical situations this is a controversial area and it is not clear that programming in this respect is the same in the human. Many of us have now shown that if you treat a normal animal with a probiotic, and this is very species and strain dependent, that you can actually do exactly the same as pseudo-show and attenuate the HPA axis response. It's felt that the stress response and the exaggerated long-term stress response that occurs, for example in the human, is the underlying feature in many situations relating to depression, somewhat in anxiety, but certainly in post traumatic stress disorder. There is very little evidence as yet in the human that you may well ask, so what do we bother at a time when we treat mice and show that anxiety is in fact improved. So the translation is crucial. This paper in 2021 showed that in this case, Calveticus and Elongil, when fed to normal women, in fact resulted after a month in promising improvements in three tests of mood and it also reduced the treatment for our urinary cortisol. This is the only evidence so far in the human that the mouse data that I showed is in fact translatable. So we've been able, especially my colleague, has been able to use a particular system to look at the enteric nerves and to try and see whether or not the bacteria which are clearly affecting the nervous system are in fact affecting the enteric nervous system and this is an important component of the pathway that my bacteria could then influence basically the brain. It is shown that when it comes to it, we're down to a particular ion channel which is expressed in a whole variety of different cells and that when we feed a particular lab, lab to Berserw's Romosis, that we can actually show not only this effect on the local nervous system but also a systemic effect on mast cells and T cells and that this channel may underlie the mode of action. So we're down to a specific ion channel in the pathway. Masmain and Caspar have shown that the bacteria or these fragilis exopolysaccharide actually by itself can recapitulate all of the immunological events which the feeding of the parent organism can produce. And we've shown that this particular polysaccharide A is able in the same way to reproduce exactly what we can show in the nervous system and this suggests that it is a component or carbohydrate component of this bacterium anyway and possibly others that are commensal or probiotic that actually have the desired effect. We fed this particular organism, and it's an act of psilosamagnosis, entomys, and these are two examples of behaviour in these animals and in fact you can see after 28 days that there's a difference and these are in fact anxiolytic or anti-anxiety-like behaviours. We looked at a whole series of neurochemical changes which are gamma receptor related and these are related to the tranquilising effects of benzodiazepines. So by feeding this particular organism for 28 days we changed the behaviour, we changed the gamma receptors in the brain and we found that if we cut the vagus nerve all of these effects were in fact removed. So we're now tracing the effects of the luminal bacteria all the way to the brain by the amputeur, by the immune system, by the main vagal tract. Now this is not the... We can also recall from the vagus nerve, we can show that there is an increased activity in the vagus nerve and we are able now to screen the bacteria for this particular activity which we are hoping will in fact be transasible to the human. Now this is not the only way in which these bacteria can actually influence behaviour and this came out by Steve Collins and Jamech Burcik also at our university. It took advantage of the fact that the NIH with mice are not anxious at least in these studies and the bounty mice are relatively anxious and they showed that they could do fecal transplants of one to the other and that within two to three weeks the behaviour of the transplanted recipient received or then adopted the behavioural pattern of the donor which is really quite an extraordinary observation and supports this question of the fact that the bacteria in the intestine have a lot to do with behaviour at least so far in these ailments. This is the other version from Emmawn Myr that was shown as one of our slides that we was taught sharing four weeks of fermented milk which was supplemented with five different organisms I'll show you on the next slide. Actually it had a difference in terms of functional MR I'm not going to try and explain this but the point of the slide was that widespread mid-brain activity was reduced in these particular patients in before and after experiments and these were normal people but it clearly shows that the ingestion of fermented milk in itself supplemented with these bacteria in fact could change behaviour. This is the only study so far in the human of a similar nature. Now these organisms make various things they make many neuro-transmitters they make GABA if we feed a particular bacterium one way or the other over here or in fact to be a phantist this is the one sold by Codran Gamelers Align you can actually increase the amount of GABA which is a major neuro-transmitter responsible for in-hymetry neuro-transmission in the brain in the fetal samples. We have taken advantage of this to then treat animals and this is experiments that have been done as yet un-published by the animals were established in Toronto using again functional MR but in this case MR spectroscopy would be so using specific approaches you can actually quantitate in vivo the amount of GABA and other neuro-transmitters in the brain in a living normal animal and you can see that in this case GABA in the prefrontal cortex is highly elevated but it only rises at this point in four weeks or 28 days and reverse to normal suggesting that the effects are limited the time dependent on the presence of the effects of the starting probiotic This is another example but looking at something entirely different I'm going to make another important molecule which affects brain and neuro-transmission Here you can see that the effects are already at two weeks of beating out of four weeks but even at the end of eight weeks at the stop of four weeks these particular modifiers of neuro-transmission are in fact so elevated There's much to be learned from this type of experiment So lastly I just want to mention this recent observation made by Sarkis-Masmanian on autism which is an increasing problem basically in paediatrics and in our population garage They did an interesting model This is a model of autism It's not autism itself but it says some very interesting things In this particular case this model is a viral mimic given a date of 12.5 of a pregnant model This is eaten and during pregnancy This is injected Then they look at various behaviours In this case it's model of variant and example of stereotypic behaviour You can see that after the polyic within a very short time they in fact have a stereotypic increased stereotypic behaviour Now if they give this B-fragivus which is the bacterium that I described earlier which I showed you also at the PSA and the component of the exo-polisacronic component if they give the bacterium beforehand and immediately after birth to the mother and offspring this is reduced to normal So there's a lot more information I haven't got time to describe it It's a model that's produced a lot of interest basically suggesting that at least in this model the incidence of viral infection in the course of pregnancy may produce lasting effects which are in fact potentially reversible by a particular bacteria So this is my last slide saying that in fact there are a lot of different effects which change the bacteria in the luminary gut through all sorts of different mechanisms which I can add to it from this slide affect the nervous, immune and the endocrine systems These are systems which each affect the other It's a very complex but in fact behaviour, mood the stress response can all be shown to be effective and many of us are now engaged in trying to translate these interesting results into a clinical situation But I think this is an example of a topic that won't go away It's a hot topic and it will reduce some interesting further information which we'll be brought to you in the next few months and years Thanks very much


You need a financial advisor with the freedom to focus on your specific needs. Whatever your goals, Reid Potter can create a game plan tailored to you. Call Reid at 432-0777 at Pikeville, Kentucky to learn more. This week we celebrate National Nurse Week, a tom dedicated in recognizing the contributions and sacrifices made of nurses across the country. Most likely all of us in one way or another have interacted with a nurse. Most of us have had personal experiences having a nurse treat us. From May 6th to May 12th, we honor the men and women who dedicate their lives to caring for others, often in the face of great adversity. A nurses week is special to me. It's a week where we get honored for all the hard work that we do. Of course the pandemic is winding down and a lot of us struggle through that just keeping our sanity. The pandemic has highlighted the importance of nursing and the critical role nurses play in our healthcare system. What's interesting about public health nursing is that the function of a public health nurse is slightly different than a clinic nurse. A public health nurse, we focus on a lot of populations instead of just the person themselves. We want to make sure that the population as a whole is vaccinated. We want to make sure that any kind of communicable diseases that people are getting treated for it. So that way they don't spread it to other people. And we also want to make sure even down to the food scares, making sure that people have food in which the week program comes into play there. Whereas a clinic nurse is really treating an individual.  Whether you're working in a clinic, a public health clinic, a hospital, any places where nurses are employed, you should be really proud. It's a profession where it's highly valued and I'm really proud to be a nurse. We are grateful for the hard work and dedication of nurses in Pockville and across the country. Reporting from Mountain Top News, I'm Ethan Miller.


Item Number – SCP-510 Object Class – Keter Special Containment Procedures – Instances of SCP-510 are to be treated as a level one infective substance and are not to be handled by anyone not in contained atmosphere hazmat – CAHM suits. Any staff interacting with SCP-510 must be monitored for one month after interaction. Confestation by SCP-510 will be met with immediate quarantine and sterilization of the surrounding area. Containment units must have airtight seals on any and all possible access points. Staff access is to be provided by a dual airlock, with chemical showers at each stage. Robotic surrogates are to be used whenever possible for SCP-510 interaction, and all materials interacting with SCP-510 are to be sterilized and quarantined for one month after interaction. Seals are to be checked and repaired weekly. Any staff observed expressing elevated levels of fatigue, sleepiness, or exhaustion are to be quarantined and tested for infection. In the event of multi-subject infestation, site-wide lockdown will be initiated. Description SCP-510 has thus far proven difficult to fully identify. It is possibly a form of microorganism or a form of nanite. The particles of SCP-510 appear to be surrounded by a field that causes a blurring effect, even at high magnification. Tests have come back with wildly varying results, and samples have simultaneously exhibited properties of organic and non-organic matter, as well as properties of solids, liquids, and gases. Current research views it as a form of mold or virus, due to its response to high heat and chemical sterilization. SCP-510 infests soft surfaces such as fabric, feathers, hair, or foam, with the ability to remain dormant in such substances for years. If SCP-510 encounters delta waves, typically emitted by humans entering sleep, SCP-510 will activate and begin to infest any nearby organic life. Infestation follows a set progression, C-adendum 84B, symptoms and progression, most often ending with the death of infested subjects after four to six days. SCP-510 appears to prefer mammalian life for infestation, primarily human beings. Attempts to artificially infest other life forms have met with very limited success. Possible applications of SCP-510 and its life support function are being researched. High heat and highly acidic chemicals have been able to dissolve SCP-510 particles. Most particles leave behind no detectable residue. Addendum, Document 84B, Symptoms and Progression, Stage 1, Infestation, Symptoms, Exhaustion, Fatigue, Sleepiness, General Listlessness, Itchy Eyes, General Head Pain, Description, SCP-510 begins to form sting-like extrusions, which anchor into the skin. Extrusions continue to grow into the skin, contacting all major organs and systems in 8 to 24 hours. Subjects will grow progressively more tired during this time and will seek out quiet, dark areas in which to sleep. Stage 2 Initial Manifestation, Symptoms, Deep Coma, Pillow Formation by SCP-510 on the body, Progressive Invasion of Biological Systems, Nervous, Cardiovascular, Respiratory, etc. Description, SCP-510 forms large pillow-like growths on the body. These growths are warm and emit a soft light, with a texture described as microfiber plush. Subjects slip into a deep coma, becoming totally unresponsive to any and all outside stimuli. SCP-510 will start to take over biological systems, causing blood, neural activity and even oxygen to pass through the growths before being returned to the subject. It has been observed that subjects in this stage enter a dream state, more vivid than standard REM sleep. Stage 3 Full Manifestation, Symptoms, Total Dependence on SCP-510 for All Biological Functions, Bonding of the Skin with SCP-510, Slow Reduction in Mental Activity Description, SCP-510 takes full control of all biological functions for the host organism. Damage to the growths at this point will result in the immediate death of the host. As the growths are now performing all biological functions for the body, a form of accelerated atrophy sets in, with muscular and skeletal structures beginning to weaken and shrink and total shutdown of most organs. Subjects are observed to lose 44% of their body mass during this stage. SCP-510 will directly bond to the skin, replacing the thin threads with larger protrusions of the growths. The brain begins to slow down and does not register any pain or awareness of these changes, showing high stimulation in areas with contentment and comfort. Stage 4 Conversion, Symptoms, Rapid Growth of SCP-510, Major Reduction in Host Physical Mass, Absorption of Major Organs and Tissues by SCP-510, Host's Brain enters the Deep Dream State. Description, SCP-510 begins to compromise the basic structure of the body, absorbing organs, skin, bones, and muscles. Subjects mass will be reduced to one-tenth of initial size, with only a few tissues in the brain remaining. The brain enters a state labeled Deep Dreaming, in which brain activity is reduced to a point that a subject may be declared legally dead. However, brain activity continues, with evidence of some sense of surroundings being recorded. This is remarkable, considering most hosts at this stage are a brain, spinal cord, and a few clumps of tissue encased in SCP-510 growths. The body at this stage seems to be initially located in comfort and contentment centers, with activity shifting into fear and alarm centers as conversion continues. SCP-510 begins to break down into individual particles on the surface of the growths. Stage 5 Resolution and Sporing, Symptoms, Absorption of Remaining Tissues, Breakdown of SCP-510 into Individual Particles. Description, SCP-510 absorbs the remaining tissues, including the brain, over a period of 12 to 14 hours. Brain scans show highly elevated levels of activity, consistent with extreme fear or pain at this point, which slowly shift back into a more relaxed state, as the brain is absorbed. After full absorption, SCP-510 will break down into individual particles, with a full breakdown of the growths after 3 hours. Particles will then float in the air, until making contact with a receptive surface. Lesson Complete If you missed the previous orientation, go watch SCP-509, men are pigs, right now. Or for the complete course, watch this playlist.


Oh no. Oh no. That's not good. There's pieces of that everywhere. That was that was Not a good idea. Yeah That is what's left of my homemade weatherproof and kitten container for my ESP device That was keeping track of actually not that pump with the pump in the ground over there when it was running So I can't see myself. There we go over there. So Yeah, if you want to know more about this check out My second channel on hardware where I talk a little bit more about this you may remember it from a couple months ago So check that out. Link should be at the end of this video or hopefully in the description if I don't forget and Okay, have a great day


Hi everyone, Joe for jaspyscasewrakes.com coming at you with another number block randomizer for immaculate picker team 4 team immaculate hoops Which's coming up in a separate video if you're looking for that Grizzlies Celtic Sixers Horn It's just a 4-teamer in this one. That's how it worked if you're not familiar with number blocks big Thank to these folks for getting into the action Good luck. They're the numbers right there. Let's roll it. Let's randomize each list six and a four ten times for names and numbers one Two nine and a tenth and final time after ten we've got hung down to Summon six and a four ten times for the numbers one two nine and 10th and final time. Good luck after ten. We've got nine down to eight All right, so hung with nine Peter with three Robert with seven Summon with four Robert with one John with five Callo Garo with zero Josh with six Sean with two and Summon with eight now Callo Zero get to any and all redemptions including blockchain redemptions for those four teams down there I forget whether they're blockchains in this set or not But anyway including one of ones Robert you'll still get live one of ones. There you go Let's order these by number and when we in a separate video that is We'll have the break itself. So check that out jaspyscasewrakes.com


Evaluating participation in an online community is as difficult and rewarding as it is in a face-to-face community. How do you do it? Do you put up X number of posts or 200 words weekly or three replies? It's difficult to measure because we have to guard against measuring that which is easy to measure versus that which is necessary to measure. So one of the things that I try to look for is not quantity which is easy to measure but rather some kind of measurement of quality. And for me that can sometimes involve actually mapping out who is talking with whom and using various kinds of network metrics to see, well who's the person who is the key player in all of this? Who is the bridge between different groups of different conversations? Who's the person whose interaction is the catalyst for larger conversations or longer conversations? And obviously this takes a lot of monitoring on my part but by identifying those people whose contributions come at a timely or critical juncture and encouraging them or focusing on them and using them as allies as it were, it helps to actually foster that sense of community. To evaluate students' participation online is very easy. With synchronous style learning they have to log in. So you know who's attending and there's a record of everything that has happened. So there are ways of data mining this to evaluate or to measure student participation. How many times did they type in something? How many times did they turn their microphone on? It's really very simple, quantitatively. Qualitatively, because you know who is speaking you have a name to the face or a name to the chat box. If you spend a little bit of time to assess quality then it becomes quite trivial to again evaluate students' participation. And indeed it is something that I found or I thought was very important when I first started teaching in the synchronous webinar format. I wanted students to attend. I didn't want them to think that this is just an online course where it's going to be recorded and it's their ticket to not come to class. On the contrary, I wanted them to attend because I wanted to make it clear that there was very valuable stuff that was going on live that they would miss out if they were just looking at the recording later on. So I made attendance worth something and participation worth something and it's fairly easy to evaluate because you have the record of what's going on. Because so much of the activity and engagement is occurring within teams and so many of the activities of the course involve these students doing things in their teams. There is a peer evaluation component in the course and this peer evaluation component has each of the team members that evaluate their peers. In terms of a rubric that is very much related to the nature of the types of things we're expecting a student to do being part of a team. We do the evaluation twice in the course. We do it halfway through the course on a formative basis. So that students are basically put into a situation where they have to provide feedback to their teammates but it's not for any marks per se. It's simply to inform their teammates while the course is still going on what they are thinking about each of their peers and their peers' contributions and perspectives and how they're taking leadership and supporting their teammates, etc. That process is then repeated at the end of the term on a summative basis at which point it then contributes to the mark that a student receives. In addition there is a major assignment that's submitted at the end of the course and this major assignment is a team-based assignment. And the peer evaluation mark that a student receives is then used in determining the mark that that student will receive for the major team-based assignment at the end of the term. In both of the courses that I've designed online, one of the things that I wanted to really ensure happened was modeling or at least stimulating to some extent the experience that students have in my face-to-face courses that are the same. And in my face-to-face courses what I do is I always have students tend to be large classes divided into small groups that they work with throughout the term. And they have a lot of opportunity to collaborate with one another, discuss the course content with each other, develop relationships, work together, so they're learning a whole set of skills. And that setting feels really nice in a face-to-face classroom because students feel like they really are getting to know their classmates. They have lots of opportunities to share their ideas. I get to know them because they're working in those small groups. So it makes a large class feel like a small class. So I wanted to translate that into the online setting, but of course it's much easier to do it face-to-face than it is online. So we had to think through really carefully how would we design the course so that it would simulate to some extent that same experience. So thinking through how would we set up groups for students, how would they collaborate with one another, how many times do they need to post. One of the things that happened in the last course that I designed, the Women's Studies 101 course, was I was sort of struggling with how much feedback I needed to give and how often I needed to be in the classroom and how much the students needed to post in order to ensure that they were meeting the learning outcomes. And the designer said to me, so when you're in a face-to-face setting, do you require students to provide evidence that they are participating in these discussions? And I said, well, I can see that they're doing it. So no, I don't. And so she said, well, do you need them to do that online? Is it the experience that you want them to have just having those conversations, or do you actually want to see evidence that they're doing something for a grade? And I said, well, I really, it's all about the experience. I want them to share with one another.  And in fact, what I'm doing in the face-to-face course makes a lot of sense. This is all about engaging them with the content, getting them to make connections and meaning out of the things that they're learning. I don't need to give them a grade for that. And so I had this like, oh, I probably don't need to do that in the online course either. And so I thought that that was really important because having that external perspective really shifted my ideas about what I wanted them to do online. And as a result, I've really changed how I've structured some of the courses in terms of assessment because I do want to privilege their experience and their engagement over, am I going to check this? I completed this online discussion, I contributed something to it, so therefore I get a point. That's not really what teaching and learning is all about for me, so I think that was really important.


What different roles could a teacher have during a lesson? According to the type of activity during a lesson, a teacher could have diverse roles in the classroom. Manager A teacher can be a manager, controller meaning that the teacher is responsible for managing a class, giving guidelines and explanations in front of his students. He is the person who must stand in front of the class with the aim to control the pace of the lesson, balancing out the flow of the course and giving instructions whenever it is necessary. Some teachers feel comfortable with this role, but others appear quite shy and stressed out because the attention is placed exclusively on them. Facilitator Another important role is the facilitator role. The teacher assigns activities to his students so that they are confident to learn the language themselves. This is a student-centered approach and the teacher should be always available as a resource and at the same time discreet among the students. Thus, the students will be able to take part in many activities without the interference of the teacher. Additionally, the teacher might need to be an observer, monitor of what is going on in the classroom. He should take notes while the students develop a talk or praise them at the end of a talk. He should be able to jump in some activities to monitor the ongoing writing work or hear oral work. However, the teacher should never distract them and try to keep a low profile during the activity. A teacher can also function as a participant as he will need to take part in specific activities in order to balance the number of the students of pair work or just to motivate from the inside the students. Overall, he should be again discreet and try not to catch the attention of the group. Organizer One of the most crucial roles of the teacher is the organizer's role. The teacher must have very advanced organizational skills as he is the one who must organize and schedule all activities. Organize the students to take part in them, instruct the students regarding the type of activities, follows up on the activities and lastly, give feedback to the student. An organizer teacher coordinates effectively the activities and students and keeps the balance along the course. Moreover, it's very important to highlight that from time to time students become reluctant to participate in activities either because they are shy or not motivated or lack inspiration. In that case, the teacher should act and decide what should be done so that the students stay alert. Overall, he should be a prompter and encourages students to continue within the activity. Assessor Moreover, a teacher can be an assessor as he must give feedback and make comments regarding the student's progress. Students always wonder whether they make correct use of the language and this is where the assessor comes and gives supports to them being very sensitive and fair at the same time. Apart from the role of the assessor, the role of the tutor is very important and is a more personal role. This role is used more often at individual work or pair work when encouragement is needed. Finally, a teacher can be a role model because he is the only source of the authentic English language, grammar, vocabulary and pronunciation, and he is able to inspire students. The students desire to benefit from this great source of knowledge and master their English language skills. Are you ready to teach English abroad? Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us tollfree at 1-800-490-0531 to speak with an ITTT advisor today.