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o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ あ
a		 ぁ か
ka		 が
ga		 さ
sa		 ざ
za		 た
ta		 だ
da		 な
na		 は
ha		 ば
ba		 ぱ
pa		 ま
ma		 や
ya		 ゃ
lya		 ら
ra		 わ
wa		 ゎ
lwa		 ん
n
l い
i		 ぃ き
ki		 ぎ
gi		 し
si		 じ
zi		 ち
ti		 ぢ
di		 に
ni		 ひ
hi		 び
bi		 ぴ
pi		 み
mi		 り
ri
ㅜ う
u		 ぅ く
ku		 ぐ
gu		 す
su		 ず
zu		 つ
tu		 づ
du		 っ ぬ
nu		 ふ
hu		 ぶ
bu		 ぷ
pu		 む
mu		 ゆ
yu		 ゅ
lyu		 る
ru
ㅔ え
e		 ぇ け
ke		 げ
ge		 せ
se		 ぜ
ze		 て
te		 で
de		 ね
ne		 へ
he		 べ
be		 ぺ
pe		 め
me		 れ
re
ㅗ お
o		 ぉ こ
ko		 ご
go		 そ
so		 ぞ
zo		 と
to		 ど
do		 の
no		 ほ
ho		 ぼ
bo		 ぽ
po		 も
mo		 よ
yo		 ょ
lyo		 ろ
ro		 を
wo
o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ ア
a		 ァ カ
ka		 ガ
ga		 サ
sa		 ザ
za		 タ
ta		 ダ
da		 ナ
na		 ハ
ha		 バ
ba		 パ
pa		 マ
ma		 ヤ
ya		 ャ
lya 		ラ
ra		 ワ
wa		 ヮ
lwa 		ン
n
l イ
i		 ィ キ
ki		 ギ
gi		 シ
si		 ジ
zi		 チ
ti		 ヂ
di		 ニ
ni		 ヒ
hi		 ビ
bi		 ピ
pi		 ミ
mi		 リ
ri
ㅜ ウ
u		 ゥ ク
ku		 グ
gu		 ス
su		 ズ
zu		 ツ
tu		 ヅ
du		 ッ ヌ
nu		 フ
hu		 ブ
bu		 プ
pu		 ム
mu		 ユ
yu		 ュ
lyu 		ル
ru		 ヴ
vu
ㅔ エ
e		 ェ ケ
ke		 ゲ
ge		 セ
se		 ゼ
ze		 テ
te		 デ
de		 ネ
ne		 ヘ
he		 ベ
be		 ぺ
pe		 メ
me		 レ
re
ㅗ オ
o		 ォ コ
ko		 ゴ
go		 ソ
so		 ゾ
zo		 ト
to		 ド
do		 ノ
no		 ホ
ho		 ボ
bo		 ポ
po		 モ
mo		 ヨ
yo		 ョ
lyo 		ロ
ro		 ヲ
wo		 ー
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독일어
ä Ä ö Ö ü Ü ß                
프랑스어
á à Á À é è É È ç Ç ê        
스페인어
à á Á é É í Í Ó ó Ú ú Ñ ñ ä Ä
Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ  
Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ
ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ
ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ                  
′ ″ ℃ Å ￠ ￡ ￥ ¤ ℉ ‰ ＄ ％ Ｆ ￦ ㎕ ㎖ ㎗ ℓ ㎘ ㏄
㎣ ㎤ ㎥ ㎦ ㎙ ㎚ ㎛ ㎜ ㎝ ㎞ ㎟ ㎠ ㎡ ㎢ ㏊ ㎍ ㎎ ㎏    
㏏ ㎈ ㎉ ㏈ ㎧ ㎨ ㎰ ㎱ ㎲ ㎳ ㎴ ㎵ ㎶ ㎷ ㎸ ㎹ ㎀ ㎁    
㎂ ㎃ ㎄ ㎺ ㎻ ㎽ ㎾ ㎿ ㎐ ㎑ ㎒ ㎓ ㎔ Ω ㏀ ㏁ ㎊ ㎋    
㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆    
± × ÷ ≠ ≤ ≥ ∞ ∴ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒
≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
᠐ ᠑ ᠒ ᠓ ᠔ ᠕ ᠖ ᠗ ᠘ ᠙            
ᠠ ᠡ ᠢ ᠣ ᠤ ᠥ ᠦ ᠧ ᠨ ᠩ ᠪ ᠫ ᠬ ᠭ ᠮ ᠯ
ᠰ ᠱ ᠲ ᠳ ᠴ ᠵ ᠶ ᠷ ᠸ ᠹ ᠺ ᠻ ᠼ ᠽ ᠾ ᠿ
ᡀ ᡁ ᡂ ᡃ ᡄ ᡅ ᡆ ᡇ ᡈ ᡉ ᡊ ᡋ ᡌ ᡍ ᡎ ᡏ
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'학술논문' 에서 검색결과 6,805건 | 목록 1~20
The significance of technology in teaching l2: 213 in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay. 8. Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to action. Is there something you want the reader to walk away and do? Let him or her know exactly what. 9. MLA Style: Format your essay according to the correct guidelines for citation. All borrowed ideas and quotations should be correctly cited in the div of your text, followed up with a Works Cited (references) page listing the details of your sources. 10. Language: You're not done writing your essay until you've polished your language by correcting the grammar, making sentences flow, incoperating rhythm, emphasis, adjusting the formality, giving it a level-headed tone, and making other intuitive edits. Proofread until it reads just how you want it to sound. To sum up, teaching students to produce a successful essay is a complex task which requires simultaneous control over a number of language systems as well as an ability to factor in considerations of the ways the discourse must be shaped for a particular audience and a particular purpose. Teaching students to become successful writers is no less a complex task. But it can be a tremendously rewarding one as well. REFERENCES : 1. Clause B.F. Transitions: from Reading to Writing. –New York: McGraw-Hill Inc., 1994. –461 p. 2. Krashen. S. D. Writing: Research, theory, and applications. New York. Pergamon. 1984 3. Prokhorova N. Writing an Essay. // First English №11, 2009 THE SIGNIFICANCE OF TECHNOLOGY IN TEACHING L2 Shamuratov J.U. trainee teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan Alimbaev M.A. trainee teacher, English Philology Department, KarSU named after Berdakh, Nukus, Uzbekistan Annotation: The importance of technology in teaching English classroom. Technologies that support learners to develop their not only their IT skills, but also communicative language skills. Keywords: Kahoot, Flipgrid, Padlet, Pickerwheel, Testmoz, technology, L2. Teaching a second language is considerable and vital process in education system with its crucial and effective features such as methods, authentic materials, approaches, updated technologies, appropriate syllabus with lesson plans. While learning a second language process, learners can develop not only their grammar, vocabulary, and integrated language skills, but also comprehend the main features of the target language, its cultural, social norms, and comparing them to their L1. Furthermore, the major and essential aspects are increasing learners‘ quality of knowledge with authentic and real-life materials during the lesson, and improving their technological ability through using technologies in learning a second language lessons. In our modern world, information technology is coming to every sphere of professions and in education system and supporting them to become more effective and productive with the help of humanity. According to Schmidt (1995), there can be learning without intention, but there can be no learning without attention. Teachers should create positive environment to the learners, motivate them in order to affect their learning, and cognitive process, draw their attention to the lesson through using multimedia, and expose learners to as much of the language as possible through utilizing student-centered approach in class. According to Alshehri and Hetherington (2017), importance of learning atmosphere in class and influence on second language motivation to students by the role of teachers. The main and effective features of teaching a second language such as creating, designing, and developing curriculum, syllabus, lesson plans with authentic materials for appropriate level of learners, practicing language testing and assessing students‘ knowledge based on target criteria. Furthermore, illustrating the history and policy of L2, integrating grammar into skill-based lessons, teaching English for academic and specific purposes, and especially, designing and developing materials for L2 classrooms are considered crucial aspects of teaching a second language. Crawford Camiciottoli (2007) mentioned about teaching skills, practices, support critical thinking and inspire a positive attitude towards learning. This teaching portfolio is consisted of three significant lesson plans, which support learners to increase their integrated language skills through completing the authentic, reliable, practical activities, tasks with the help of technologies and traditional way in and out of the classroom. According to Selim (2007), users who are 214 very familiar with web technologies and the skills can increase their positive attitudes. Because, learners can improve their creativity; feel themselves in a good mood while doing activities with high interests. The first lesson plan is based on using various technologies in order to complete activities. I selected and modified activities according to the learners‘ level, and possibility to use technologies during the online class in order to develop their language skills. As Ralston (2012) mentioned that using, technology is a fact of progressing teaching and learning a second language process in online classes and improving L2 in the daily communication. Therefore, there are various technologies were used in the first lesson plan such as ―Flipgrid‖, ―Kahoot‖, ―Pickerwheel‖, ―Padlet‖, ―Testmoz‖ in order to promote learners improve their usage of technologies, make them to learn a second language with authentic materials, create positive atmosphere in online classes. In addition to this, learners can easily enter and complete the task without any difficulties. They can do the tasks with pleasure, enjoy with process of completing, and practice their IT and language skills in one time. Furthermore, there were used some YouTube videos according to the activities in order to complete correctly and comprehend the content of the task. As Thoman (2003) stated that media literacy has an influential role in learning a second language. From my point of view, using different videos appropriate to the classroom and topic, they influence on developing learners‘ communicative language skills and feel themselves freely when they are doing the tasks. The most valuable and effective part of teaching a second language is designing authentic materials and real-life situations and utilizing them in online and traditionally classes in order to improve learners creativity, knowledge, logical thinking abilities, integrated skills. There were used authentic activities for all three lesson that based on speaking through discussions, writing through various writing letters, reading through skimming, scanning and matching sentences, listening through watching videos, noticing information, grammar and vocabulary. The lesson is oriented to teach inductive way, because learners can learn and notice grammar through communicative way and realize the content. As Wati (2011) cited that teachers should be self-assured, confident, responsible and fluent in class and use not only instruction of knowledge but also more communicative approaches, directions in teaching process. To conclude, every teacher should not forget the saying ―even if you have 40 years‘ experience, you should be prepared for your lesson‖. Therefore, teachers should be ready for not only traditional classes, but also online classes with full of technologies and authentic materials in order to motivate, and support learners. Online teaching support teachers and learners to work collaboratively and achieve their target aims in teaching and learning. Utilizing technologies and authentic materials together leads to more advantages that are positive: increasing critical thinking, integrated skills, and learning perspectives, feeling comfort, and mastering a second language as their L1. Using technologies in microteaching supported me to gain more experience and knowledge, and practice technologies according to the activities. I have learnt more crucial and prestigious knowledge as a future ESL instructor that promote me all necessary and effective features of teaching a second language, and more advantages of teaching with updated technologies in order to create a rapport with learners, feel themselves freely, and achieve their target aims in learning a second language process. REFERENCES: 1. Alshehri, E., & Etherington, S. (2017). Motivational Strategies: The perceptions of EFL teachers and students in the Saudi higher education context national Journal of English language Education, Vol 5, No 2. 2. Celce-Murcia, M. 1991. Language and communication: A time for equilibrium and integration. In Georgetown University round table on language and linguistics, ed. J. E. Alatis, 223–37. Washington, DC: Georgetown University Press. 3. Crawford Camiciottoli, B. C. (2007). The language of business studies lectures: A corpus assisted analysis. Amsterdam, The Netherlands: John Benjamins. 4. Ralston, K. (2012). Facebook affects student writing. The Battalion Online. Retrieved from http://www.thebatt.com/news/Facebook affects student writing1.1277596. 5. Schmidt, R. 1995. Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Attention and awareness in foreign language learning, ed. R. Schmidt, 1–64. Honolulu: University of Hawaii Press. 6. Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education, 49(2007) 396–413. Retrieved http://www.qou.edu/arabic/researchProgram/eLearningResearchs/criticalSuccess . 7. Thoman, E. 2003. Media literacy: A guided tour of the best resources for teaching. The Clearing House76 (6): 278–83. www.jstor.org/stable/30189851. 215 8. Wati, Herlina. (2011). The Effectiveness of Indonesian English Teachers Training Programs In Improving Confidence And Motivation, International Journal of Instruction, 4, 1:79-104. THE IMPORTANCE OF SPOKEN INTERACTION IN EFL CLASSROOMS Abdiganieva N.A. 2 nd year student, English Language and Literature Department Scientific advisor: Shamuratov J.U. trainee teacher, English Language and Literature Department KarSU named after Berdakh, Nukus, Uzbekistan Annotation: This article provides a brief overview of EFL students' ability to speak and use interactive methods. Keywords: Speech, thought, competence, EFL students, receptive. Speech is one of the basics that needs to be mastered English learners. Nunan (2003, p. 40) states that ―speaking is the ability to express an idea, thought, or verbal thought; it consists of creating a structured speech to speak in words to convey meaning so that it can be understood by the people we are ‖. Therefore, in language learning, the ability to speak is important for expressing thoughts, ideas, and feelings to others. Nowadays, the ability to speak a foreign language is one of them. It is becoming one of the most important requirements of modern life. As Richard emphasizes, the goal of education is to provide students with communicative competence and classroom. We need to take activities that develop students ‘ability to express themselves through speech. Therefore, students should be actively involved in the teaching and learning process, especially in speech. Through speech, students become familiar with the sentences used. Learning to speak English fluently and clearly is always a big task when learning a foreign language. This provides benefits for students. Professional vocabulary can increase, especially when we communicate with other people. Learning harmer states that encourage them to speak or use the language they have in EFL classes is an important part of teacher work. The people EFL students need are interns, not teachers. From this statement, it can be concluded that the teacher is focused on developing students' speaking skills. However, this cannot be denied. English teachers face difficulties in teaching speech, especially to EFL students. Nowadays, mastering speech is generally considered to be the most basic skill. From the beginning of the communicative era, it is seen as a challenge. The ultimate goal of language teaching and its proper development has been the focus on both teachers and students. However, this also acknowledged the fact that achieving the ability to speak a common foreign language is not an easy task in a classroom setting. Even advanced students often speak outside the classroom with confidence that they are not ready enough for a language course. According to Tarone, speech is usually considered ―the most complex and difficult skill to master‖. So the main idea in any oral communication is that. However, any misproduction in such verbal communication can lead to inconsistencies and misunderstandings, lack of target language, knowledge and socio-cultural diversity that may result from background differences. Thus, to ensure that it is interpreted correctly by the listener, Harmer listed some of the elements needed to produce speech. According to him, the ability to speak fluently means not only knowledge of language features, but also the ability to process information and language "on the spot". Similarly, Selce-Murcia and Olshtain suggested many conditions for speaking another language, i.e., vocabulary knowledge, syntax, and the ability to use speech combinations. It is important for EFL students to learn vocabulary, but it is more important to memorize phrases and fixed expressions. In fact, in English they are many. By memorizing the basics, you can easily communicate with native speakers and take the time to mentally compose phrases and sentences. Practice shows that knowing individual words does not improve the quality of oral speech, and a person makes many mistakes and tries to put words into the text. Question-answer exercises are used to enhance students' speech, improve memory, and repeat them. New words from the text are memorized. Questions and answers develop the ability to repeat those words in memory and to use them in speech. In addition, a variety of games in the classroom will increase the student's interest in learning the language and increase the speed of learning. In the Hot Ball game, students form a circle and say one of the new words to each other on the ball. Participants do not repeat each other's words, are expelled from the game if they repeat or stop speaking. That's the way to play. These techniques will also be useful for EFL students. Independent study at a high level plays a special role, especially in foreign languages for EFL students. The requirements for this course are different from those of the previous stages. The lesson is no
Academic Journal
J Shamuratov; M Alimbaev
Ренессанс в парадигме новаций образования и технологий в XXI веке. :214-216
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Teaching writing essay to intermediate level learners: 212 tech approach the best way to help students succeed? Questions like these are food for thought for educators around the world, in part because they inspire constant reflection on how to make a significant difference in the lives of their students. REFERENCES: 1. https://www.powerschool.com/blog/pedagogy-in-education-more-than-just-a-buzzword 2. https://www.iitms.co.in/blog/importance-of-pedagogy-in-teaching-and-learning-process.html 3. NIU Center for Innovative Teaching and Learning, https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-of-multiple- intelligences.html 4. ―Pedagogical Methods in the Teaching and Learning Processes at Different Levels of Education‖, Radhika Kapur, University of Delhi 5. ―Teachers‘ Pedagogical Knowledge and the Teaching Profession‖, Sonia Guerriero, PhD (Sonia.Guerriero@oecd.org) 6. Teaching Approaches, Methods, and Techniques- Enamul Hoque, International Conference on Language education and Research, 2016 TEACHING WRITING ESSAY TO INTERMEDIATE LEVEL LEARNERS Seytnazarova Sh. MA student, NSPI named after Ajiniyaz, Nukus, Uzbekistan An essay is a piece of writing that methodically analyses and evaluates a topic or issue. Fundamentally, an essay is designed to get your academic opinion on a particular matter. The word essay derives from the French infinitive essayer, "to try" or "to attempt". In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533–1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his commonplacing. Below are brief summaries of each of the ten steps to writing an essay. Select the links for more info on any particular step, or use the blue navigation bar on the left to proceed through the writing steps. How To Write an Essay can be viewed sequentially, as if going through ten sequential steps in an essay writing process, or can be explored by individual topic. 1. Research: Begin the essay writing process by researching your topic, making yourself an expert. Utilize the internet, the academic databases, and the library. Take notes and immerse yourself in the words of great thinkers. 2. Analysis: Now that you have a good knowledge base, start analyzing the arguments of the essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for weaknesses of logic, and also strengths. Learning how to write an essay begins by learning how to analyze essays written by others. 3. Brainstorming: Your essay will require insight of your own, genuine essay-writing brilliance. Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Take walks and think and think until you come up with original insights to write about. 4. Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire essay around. Your thesis is your main point, summed up in a concise sentence that lets the reader know where you're going, and why. It's practically impossible to write a good essay without a clear thesis. 5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to describe paragraphs, and bullet points to describe what each paragraph will contain. Play with the essay's order. Map out the structure of your argument, and make sure each paragraph is unified. 6. Introduction: Now sit down and write the essay. The introduction should grab the reader's attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a stage of bringing your reader into the essay's argument. (Note: The title and first paragraph are probably the most important elements in your essay. This is an essay-writing point that doesn't always sink in within the context of the classroom. In the first paragraph you either hook the reader's interest or lose it. Of course your teacher, who's getting paid to teach you how to write an essay, will read the essay you've written regardless, but in the real world, readers make up their minds about whether or not to read your essay by glancing at the title alone.) 7. Paragraphs: Each individual paragraph should be focused on a single idea that supports your thesis. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas 213 in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay. 8. Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to action. Is there something you want the reader to walk away and do? Let him or her know exactly what. 9. MLA Style: Format your essay according to the correct guidelines for citation. All borrowed ideas and quotations should be correctly cited in the div of your text, followed up with a Works Cited (references) page listing the details of your sources. 10. Language: You're not done writing your essay until you've polished your language by correcting the grammar, making sentences flow, incoperating rhythm, emphasis, adjusting the formality, giving it a level-headed tone, and making other intuitive edits. Proofread until it reads just how you want it to sound. To sum up, teaching students to produce a successful essay is a complex task which requires simultaneous control over a number of language systems as well as an ability to factor in considerations of the ways the discourse must be shaped for a particular audience and a particular purpose. Teaching students to become successful writers is no less a complex task. But it can be a tremendously rewarding one as well. REFERENCES : 1. Clause B.F. Transitions: from Reading to Writing. –New York: McGraw-Hill Inc., 1994. –461 p. 2. Krashen. S. D. Writing: Research, theory, and applications. New York. Pergamon. 1984 3. Prokhorova N. Writing an Essay. // First English №11, 2009 THE SIGNIFICANCE OF TECHNOLOGY IN TEACHING L2 Shamuratov J.U. trainee teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan Alimbaev M.A. trainee teacher, English Philology Department, KarSU named after Berdakh, Nukus, Uzbekistan Annotation: The importance of technology in teaching English classroom. Technologies that support learners to develop their not only their IT skills, but also communicative language skills. Keywords: Kahoot, Flipgrid, Padlet, Pickerwheel, Testmoz, technology, L2. Teaching a second language is considerable and vital process in education system with its crucial and effective features such as methods, authentic materials, approaches, updated technologies, appropriate syllabus with lesson plans. While learning a second language process, learners can develop not only their grammar, vocabulary, and integrated language skills, but also comprehend the main features of the target language, its cultural, social norms, and comparing them to their L1. Furthermore, the major and essential aspects are increasing learners‘ quality of knowledge with authentic and real-life materials during the lesson, and improving their technological ability through using technologies in learning a second language lessons. In our modern world, information technology is coming to every sphere of professions and in education system and supporting them to become more effective and productive with the help of humanity. According to Schmidt (1995), there can be learning without intention, but there can be no learning without attention. Teachers should create positive environment to the learners, motivate them in order to affect their learning, and cognitive process, draw their attention to the lesson through using multimedia, and expose learners to as much of the language as possible through utilizing student-centered approach in class. According to Alshehri and Hetherington (2017), importance of learning atmosphere in class and influence on second language motivation to students by the role of teachers. The main and effective features of teaching a second language such as creating, designing, and developing curriculum, syllabus, lesson plans with authentic materials for appropriate level of learners, practicing language testing and assessing students‘ knowledge based on target criteria. Furthermore, illustrating the history and policy of L2, integrating grammar into skill-based lessons, teaching English for academic and specific purposes, and especially, designing and developing materials for L2 classrooms are considered crucial aspects of teaching a second language. Crawford Camiciottoli (2007) mentioned about teaching skills, practices, support critical thinking and inspire a positive attitude towards learning. This teaching portfolio is consisted of three significant lesson plans, which support learners to increase their integrated language skills through completing the authentic, reliable, practical activities, tasks with the help of technologies and traditional way in and out of the classroom. According to Selim (2007), users who are
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Ренессанс в парадигме новаций образования и технологий в XXI веке. :213-214
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Procalcitonin-guided duration of antibiotic treatment in children hospitalised with confirmed or suspected bacterial infection in the UK (BATCH): a pragmatic, multicentre, open-label, two-arm, individually randomised, controlled trial
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Multi-Output RNN-T Joint Networks for Multi-Task Learning of ASR and Auxiliary Tasks
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USP25 in genetic generalized epilepsy: a gene under scrutiny
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Steingrub; Peter K. Hou; Jay S. Steingrub; Mark A. Tidswell; Lori-Ann Kozikowski; Cynthia Kardos; Leslie DeSouza; Sarah Romain; Sherell Thornton-Thompson; Daniel Talmor; Nathan Shapiro; Konstantinos Andromidas; Valerie Banner-Goodspeed; Michael Bolstad; Katherine L. Boyle; Payton Cabrera; Arnaldo deVilla; Joshua C. Ellis; Ana Grafals; Sharon Hayes; Conor Higgins; Lisa Kurt; Nicholas Kurtzman; Kimberly Redman; Elinita Rosseto; Douglas Scaffidi; Michael R. Filbin; Kathryn A. Hibbert; Blair Parry; Justin Margolin; Brooklynn Hillis; Rhonda Hamer; Kelsey Brait; Caroline Beakes; Brenna McKaig; Eleonore Kugener; Alan E. Jones; James Galbraith; Utsav Nandi; Rebekah Peacock; Gregory Hendey; Kirsten Kangelaris; Kimia Ashktorab; Rachel Gropper; Anika Agrawal; Kimberley J. Yee; Alejandra E. Jauregui; Hanjing Zhuo; Eyad Almasri; Mohamed Fayed; Kinsley A. Hubel; Alyssa R. Hughes; Rebekah L. Garcia; George W. Lim; Steven Y. Chang; Michael Y. Lin; Julia Vargas; Hena Sihota; Rebecca Beutler; Trisha Agarwal; Jennifer G. Wilson; Rosemary Vojnik; Cynthia Perez; Jordan H. McDowell; Jonasel Roque; Henry Wang; Ryan M. Huebinger; Bela Patel; Elizabeth Vidales; Timothy Albertson; Erin Hardy; Richart Harper; Marc A. Moss; Amiran Baduashvili; Lakshmi Chauhan; David J. Douin; Flora Martinez; Lani L. Finck; Jill Bastman; Michelle Howell; Carrie Higgins; Jeffrey McKeehan; Jay Finigan; Peter Stubenrauch; William J. Janssen; Christine Griesmer; Olivia VerBurg; Robert C. Hyzy; Pauline K. Park; Kristine Nelson; Jake I. McSparron; Ivan N. Co; Bonnie R. Wang; Jose Jimenez; Norman Olbrich; Kelli McDonough; Shijing Jia; Sinan Hanna; Michelle N. Gong; Lynne D. Richardson; Rahul Nair; Brenda Lopez; Omowunmi Amosu; Obiageli Offor; Hiwet Tzehaie; William Nkemdirim; Sabah Boujid; Jarrod M. Mosier; Cameron Hypes; Elizabeth Salvagio Campbell; Billie Bixby; Boris Gilson; Anitza Lopez; Christian Bime; Sairam Parthasarathy; Ariana M. Cano; R. Duncan Hite; Thomas E. Terndrup; Herbert P. Wiedemann; Kristin Hudock; Hammad Tanzeem; Harshada More; Jamie Martinkovic; Susan Sellers; Judy Houston; Mary Burns; Simra Kiran; Tammy Roads; Sarah Kennedy; Abhijit Duggal; Nirosshan Thiruchelvam; Kiran Ashok; Alexander H. King; Omar Mehkri; Siddharth Dugar; Debasis Sahoo; Donald M. Yealy; Derek C. Angus; Alexandra J. Weissman; Tina M. Vita; Emily Berryman; Catherine L. Hough; Akram Khan; Olivia F. Krol; Emmanuel Mills; Mistry Kinjal; Genesis Briceno; Raju Reddy; Kinsley Hubel; Milad K. Jouzestani; Madeline McDougal; Rupali Deshmukh; Nicholas J. Johnston; Bryce H. Robinson; Staphanie J. Gundel; Sarah C. Katsandres; Sam S. Torbati; Tanyalak Parimon; Antonina Caudill; Brittany Mattison; Susan E. Jackman; Po-En Chen; Emad Bayoumi; Cristabelle Ojukwu; Devin Fine; Gwendolyn Weissberg; Katherine Isip; Yunhee Choi-Kuaea; Shaunt Mehdikhani; Tahir B. Dar; Nsole Biteghe Fleury Augustin; Dana Tran; Jennifer Emilow Dukov; Yuri Matusov; June Choe; Niree A. Hindoyan; Timothy Wynter; Ethan Pascual; Gregg J. Clapham; Lisa Herrera; Antonia Caudill; D. Shane O’Mahony; Sonam T. Nyatsatsang; David M. Wilson; Julie A. Wallick; Alexandria M. Duven; Dakota D. Fletcher; Chadwick Miller; D. Clark Files; Kevin W. Gibbs; Lori S. Flores; Mary E. LaRose; Leigha D. Landreth; D. Rafael Palacios; Lisa Parks; Madeline Hicks; Andrew J. Goodwin; Edward F. Kilb; Caitlan T. Lematty; Kerilyn Patti; Abigail Grady; April Rasberry; Peter E. Morris; Jamie L. Sturgill; Evan P. Cassity; Sanjay Dhar; Ashley A. Montgomery-Yates; Sarah N. Pasha; Kirby P. Mayer; Brittany Bissel Pharm.D.; Terren Trott; Shahnaz Rehman; Marjolein de Wit; Jessica Mason; Joseph Bledsoe; Kirk U. Knowlton; Samuel Brown; Michael Lanspa; Lindsey Leither; Ithan Pelton; Brent P. Armbruster; Quinn Montgomery; Naresh Kumar; Melissa Fergus; Karah Imel; Ghazal Palmer; Brandon Webb; Carolyn Klippel; Hannah Jensen; Sarah Duckworth; Andrew Gray; Tyler Burke; Dan Knox; Jenna Lumpkin; Valerie T. Aston; Darrin Applegate; Erna Serezlic; Katie Brown; Mardee Merril; Estelle S. Harris; Elizabeth A. Middleton; Macy A.G. Barrios; Jorden Greer; Amber D. Schmidt; Melissa K. Webb; Roert Paine; Sean J. Callahan; Lindsey J. Waddoups; Misty B. Yamane; Wesley H. Self; Todd W. Rice; Jonathan D. Casey; Jakea Johnson; Christopher Gray; Margaret Hays; Megan Roth; Vidya Menon; Moiz Kasubhai; Anjana Pillai; Jean Daniel; Daniel Sittler; Balavenkatesh Kanna; Nargis Jilani; Francisco Amaro; Jessica Santana; Aleksandr Lyakovestsky; Issa Madhoun; Louis Marie Desroches; Nicole Amadon; Alaa Bahr; Imaan Ezzat; Maryanne Guerrero; Joane Padilla; Jessie Fullmer; Inderpreet Singh; Syed Hamad Ali Shah; Rajeev Narang; Polly Mock; Melissa Shadle; Brenda Hernandez; Kevin Welch; Andrea Payne; Gabriela Ertl; Daniel Canario; Isabel Barrientos; Danielle Goss; Mattie DeVries; Ibidolapo Folowosele; Dorothy Garner; Mariana Gomez; Justin Price; Ekta Bansal; Jim Wong; Jason Faulhaber; Tasaduq Fazili; Brian Yeary; Ruth Ndolo; Christina Bryant; Bridgette Smigeil; Philip Robinson; Rana Najjar; Patrice Jones; Julie Nguyen; Christina Chin; Hassan Taha; Salah Najm; Christopher Smith; Jason Moore; Talal Nassar; Nick Gallinger; Amy Christian; D’Amber Mauer; Ashley Phipps; Michael Waters; Karla Zepeda; Jordan Coslet; Rosalynn Landazuri; Jacob Pineda; Nicole Uribe; Jose Ruiz Garcia; Cecilia Barbabosa; Kaitlyn Sandler; J. Scott Overcash; Adrienna Marquez; Hanh Chu; Kia Lee; Kimberly Quillin; Andrea Garcia; Pauline Lew; Ralph Rogers; Fadi Shehadeh; Evangelia K. Mylona; Matthew Kaczynski; Quynh-Lam Tran; Gregorio Benitez; Biswajit Mishra; Lewis Oscar Felix; Maria Tsikala Vafea; Eleftheria Atalla; Robin Davies; Salma Hedili; Maria Andrea Monkeberg; Sandra Tabler; Britt Harrington; Sreenath Meegada; Venkata Sandeep Koripalli; Prithvi Muddana; Lakshay Jain; Chaitanya Undavalli; Parasa Kavya; Mofoluwaso Ibiwoye; Hameed Akilo; Bryce D. Lovette; Jamie-Crystal Wylie; Diana M. Smith; Kenneth Poon; Paula Eckardt; Rubio-Gomez Heysu; Nithya Sundararaman; Doris Alaby; Candice Sareli; Adriana Sánchez; Laura Popielski; Amy Kambo; Kimberley Viens; Melissa Turner; Michael J. Vjecha; Indira Brar; Norman Markowitz; Erika Pastor; Roweena Corpuz; George Alangaden; John McKinnon; Mayur Ramesh; Erica Herc; Nicholas Yared; Odaliz Abreu Lanfranco; Emanuel Rivers; Jennifer Swiderek; Ariella Hodari Gupta; Pardeep Pabla; Sonia Eliya; Jehan Jazrawi; Jeremy Delor; Mona Desai; Aaron Cook; Anja Kathrina Jaehne; Jasreen Kaur Gill; Sheri Renaud; Siva Sarveswaran; Edward Gardner; James Scott; Monica Bianchini; Casey Melvin; Gina Kim; David Wyles; Kevin Kamis; Rachel Miller; Ivor Douglas; Jason Haukoos; Carrie Hicks; Susana Lazarte; Rubria Marines-Price; Alice Osuji; Barbine Tchamba Agbor Agbor; Tianna Petersen; Dena Kamel; Laura Hansen; Angie Garcia; Christine Cha; Azadeh Mozaffari; Rosa Hernandez; James Cutrell; Mina Kim; Natalie DellaValle; Sonia Gonzales; Charurut Somboonwit; Asa Oxner; Lucy Guerra; Michael Hayes; Thi Nguyen; Thanh Tran; Avenette Pinto; Timothy Hatlen; Betty Anderson; Ana Zepeda-Gutierrez; Dannae Martin; Cindi Temblador; Avon Cuenca; Roxanne Tanoviceanu; Martha Prieto; Mario Guerrero; Eric Daar; Ramiro Correa; Gabe Hartnell; Glenn Wortmann; Saumil Doshi; Theresa Moriarty; Melissa Gonzales; Kristin Garman; Jason V. Baker; Anne Frosch; Rachael Goldsmith; Brian Driver; Christine Frank; Tzivia Leviton; Matthew Prekker; Hodan Jibrell; Melanie Lo; Jonathan Klaphake; Shari Mackedanz; Linh Ngo; Kelly Garcia-Myers; Ken M. Kunisaki; Chris Wendt; Anne Melzer; Erin Wetherbee; Dimitri Drekonja; Alexa Pragman; Aimee Hamel; Abbie Thielen; Miranda Hassler; Mary Walquist; Michael Augenbraun; Jensen George; Lynette Demeo; Motria Mishko; Lorraine Thomas; Luis Tatem; Jack Dehovitz; Anne-Marie Leuck; Via Rao; Matthew Pullen; Darlette Luke; Derek LaBar; Theresa Christiansen; Diondra Howard; Kousick Biswas; Cristin Harrington; Amanda Garcia; Tammy Bremer; Tara Burke; Brittany Koker; Anne Davis-Karim; David Pittman; Shikha S. Vasudeva; Jaylynn R. Johnstone; Kate Agnetti; Ruby Davis; Barbara Trautner; Casey Hines-Munson; John Van; Laura Dillon; Yiqun Wang; Shikha Vasudeva; Tracy Ochalek; Erin Caldwell; Edward Humerickhouse; David Boone; William McGraw; David J. Looney; Sanjay R. Mehta; Scott Thompson Johns; Melissa St. John; Jacqueline Raceles; Emily Sear; Stephen Funk; Rosa Cesarini; Michelle Fang; Keith Nicalo; Wonder Drake; Beatrice Jones; Teresa Holtman; Hien H. Nguyen; Archana Maniar; Eric A. Johnson; Lam Nguyen; Michelle T. Tran; Thomas W. Barrett; Tera Johnston; John T. Huggins; Tatsiana Y. Beiko; Heather Y. Hughes; William C. McManigle; Nichole T. Tanner; Ronald G. Washburn; Patricia A. Tuohy; Jennifer L. Mixson; Charles G. Hinton; Nicola Thornley; Heather Allen; Shannon Elam; Barry Boatman; Brittany J. Baber; Rudell Ryant; Brentin Roller; Chinh Nguyen; Amani Morgan Mikail; Marivic Hansen Research; Paola Lichtenberger; Gio Baracco; Carol Ramos; Lauren Bjork; Melyssa Sueiro; Phyllis Tien; Heather Freasier; Theresa Buck; Hafida Nekach; Aarthi Chary; Kan Lu; Theresa Peters; Jessica Lopez; Susanna Yu Tan; Robert H. Lee; Aliya Asghar; Tasadduq Karim Karyn Isip; Katherine Le; Thao Nguyen; Shinn Wong; Dorthe Raben; Daniel D. Murray; Tomas O. Jensen; Lars Peters; Bitten Aagaard; Charlotte B. Nielsen; Katharina Krapp; Bente Rosdahl Nykjær; Christina Olsson; Katja Lisa Kanne; Anne Louise Grevsen; Zillah Maria Joensen; Tina Bruun; Ane Bojesen; Frederik Woldbye; Nick E. Normand; Frederik V.L. Esman; Thomas Benfield; Clara Lundetoft Clausen; Nichlas Hovmand; Simone Bastrup Israelsen; Katrine Iversen; Caecilie Leding; Karen Brorup Pedersen; Louise Thorlacius-Ussing; Michaela Tinggaard; Sandra Tingsgard; Louise Krohn-Dehli; Dorthe Pedersen; Signe Villadsen; Jens-Ulrik Staehr Jensen; Rikke Overgaard; Ema Rastoder; Christian Heerfordt; Caroline Hedsund; Christian Phillip Ronn; Peter Thobias Kamstrup; Dorthe Sandbaek Hogsberg; Christina Bergsoe; Christian Søborg; Nuria M.S. Hissabu; Bodil C. Arp; Lars Ostergaard; Nina Breinholt Staerke; Yordanos Yehdego; Ane Sondergaard; Isik S. Johansen; Andreas Arnholdt Pedersen; Fredrikke C. Knudtzen; Lykke Larsen; Mathias A. Hertz; Thilde Fabricius; Inge K. Holden; Susan O. Lindvig; Marie Helleberg; Jan Gerstoft; Ole Kirk; Tomas Ostergaard Jensen; Birgitte Lindegaard Madsen; Thomas Ingemann Pedersen; Zitta Barrella Harboe; Birgit Thorup Roge; Thomas Michael Hansen; Matilde Kanstrup Glesner; Sandra Valborg Lofberg; Ariella Denize Nielsen; Sebastian Leicht von Huth; Henrik Nielsen; Rikke Krog Thisted; Kristine Toft Petersen; Maria Ruwald Juhl; Daria Podlekareva; Stine Johnsen; Helle Frost Andreassen; Lars Pedersen; Cecilia Ebba Clara Ellinor Lindnér; Lothar Wiese; Lene Surland Knudsen; Nikolaj Julian Skrøder Nytofte; Signe Ravn Havmøller; Maria Expósito; José Badillo; Ana Martínez; Elena Abad; Ana Chamorro; Ariadna Figuerola; Lourdes Mateu; Sergio España; Maria Constanza Lucero; José Ramón Santos; Gemma Lladós; Cristina Lopez; Lydia Carabias; Daniel Molina-Morant; Cora Loste; Carmen Bracke; Adrian Siles; Eduardo Fernández-Cruz; Marisa Di Natale; Sergiu Padure; Jimena Gomez; Cristina Ausin; Eva Cervilla; Héctor Balastegui; Carmen Rodríguez Sainz; Paco Lopez; Javier Carbone; Mariam Escobar; Leire Balerdi; Almudena Legarda; Montserrat Roldan; Laura Letona; José Muñoz; Daniel Camprubí; Jose R. Arribas; Rocio Montejano Sánchez; Beatriz Díaz-Pollán; Stefan Mark Stewart; Irene Garcia; Alberto Borobia; Marta Mora-Rillo; Vicente Estrada; Noemi Cabello; M.J. Nuñez-Orantos; I. Sagastagoitia; J.R. Homen; E. Orviz; Adrián Sánchez Montalvá; Juan Espinosa-Pereiro; Pau Bosch-Nicolau; Fernando Salvador; Joaquin Burgos; Jose Luis Morales-Rull; Anna Maria Moreno Pena; Cristina Acosta; Cristina Solé-Felip; Juan P. Horcajada; Elena Sendra; Silvia Castañeda; Inmaculada López-Montesinos; Joan Gómez-Junyent; Carlota Gudiol Gonzáles; Guilermo Cuervo; Miquel Pujol; Jordi Carratalà; Sebastià Videla; Huldrych Günthard; Dominique L. Braun; Emily West; Khadija M’Rabeth-Bensalah; Mareile L. Eichinger; Manuela Grüttner-Durmaz; Christina Grube; Veronika Zink; null pharmacist; Josefine Goes pharmacist; Gerd Fätkenheuer; Jakob J. Malin; Tengiz Tsertsvadze; Akaki Abutidze; Nikoloz Chkhartishvili; Revaz Metchurtchlishvili; Marina Endeladze; Marcin Paciorek; Dominik Bursa; Dominika Krogulec; Piotr Pulik; Anna Ignatowska; Andrzej Horban; Elzbieta Bakowska; Justyna Kowaska; Agnieszka Bednarska; Natalia Jurek; Agata Skrzat-Klapaczynska; Carlo Bienkowski; Malgorzata Hackiewicz; Michal Makowiecki; Antoni Platowski; Roman Fishchuk; Olena Kobrynska; Khrystyna Levandovska; Ivanna Kirieieva; Mykhailo Kuziuk; Pontus Naucler; Emma Perlhamre; Lotta Mazouch; Anthony Kelleher; Mark Polizzotto; Catherine Carey; Christina C. Chang; Sally Hough; Sophie Virachit; Sarah Davidson; Daniel J. Bice; Katherine Ognenovska; Gesalit Cabrera; Ruth Flynn; Barnaby E. Young; Po Ying Chia; Tau Hong Lee; Ray J. Lin; David C. Lye; Sean W.X. Ong; Ser Hon Puah; Tsin Wen Yeo; Shiau Hui Diong; Juwinda Ongko; He Ping Yeo; Nnakelu Eriobu; Vivian Kwaghe; Habib Zaiyad; Godwin Idoko; Blessing Uche; Poongulali Selvamuthu; Nagalingeswaran Kumarasamy; Faith Ester Beulah; Narayan Govindarajan; Kowsalya Mariyappan; Marcelo H. Losso; Cecilia Abela; Renzo Moretto; Carlos G. Belloc; Jael Ludueña; Josefina Amar; Javier Toibaro; Laura Moreno Macias; Lucia Fernandez; Pablo S. Frare; Sebastian R. Chaio; Valeria Pachioli; Stella M. Timpano; Marisa del Lujan Sanchez; Mariana de Paz Sierra; Vanina Stanek; Waldo Belloso; Flavia L. Cilenti; Ricardo N. Valentini; Martin E. Stryjewski; Nicolas Locatelli; Maria C. Soler Riera; Clara Salgado; Ines M. Baeck; Valentina Di Castelnuovo; Stella M. Zarza; Fleur Hudson; Mahesh K.B. Parmar; Anna L. Goodman; null Dphil; Jonathan Badrock; Adam Gregory; Katharine Goodall; Nicola Harris; James Wyncoll; S. Bhagani; A. Rodger; A. Luntiel; C. Patterson; J. Morales; E. Witele; A.-M. Preston; A. Nandani; D.A. Price; Aiden Hanrath; Jeremy Nell; Bijal Patel; Carole Hays; Geraldine Jones; Jade Davidson; T. Bawa; M. Mathews; A. Mazzella; K. Bisnauthsing; L. Aguilar-Jimenez; F. Borchini; S. Hammett; Giota Touloumi; Nikos Pantazis; Vicky Gioukari; Tania Souliou; A. Antoniadou; K. Protopapas; D. Kavatha; S. Grigoropoulou; C. Oikonomopoulo; C. Moschopoulos; N.G. Koulouris; K. Tzimopoulos; A. Koromilias; K. Argyraki; P. Lourida; P. Bakakos; I. Kalomenidis; V. Vlachakos; Z. Barmparessou; E. Balis; S. Zakynthinos; I. Sigala; N. Gianniou; E. Dima; S. Magkouta; E. Synolaki; S. Konstanta; M. Vlachou; P. Stathopoulou; P. Panagopoulos; V. Petrakis; D. Papazoglou; E. Tompaidou; E. Isaakidou; G. Poulakou; V. Rapti; K. Leontis; T. Nitsotolis; K. Athanasiou; K. Syrigos; K. Kyriakoulis; I. Trontzas; M. Arfara-Melanini; V. Kolonis; Cissy Kityo; Francis Kiweewa; Ivan Kimuli; Joseph Lukaakome; Christoher Nsereko; Gloria Lubega; Moses Kibirige; William Nakahima; Deus Wangi; Evelyne Aguti; Lilian Generous; Rosemary Massa; Margaret Nalaki; Felix Magala; Phiona Kaweesi Nabaggala; Robert Kidega; Oryem Daizy Faith; Apio Florence; Ocung Emmanuel; Mugoonyi Paul Beacham; Amone Geoffrey; Dridah Nakiboneka; Paska Apiyo; Bruce Kirenga; Angella Atukunda; Winters Muttamba; Kyeyume Remmy; Ivan Segawa; Nsubuga Pheona; David Kigere; Queen Lailah Mbabazi; Ledra Boersalino; Grace Nyakoolo; Aniongo Fred; Alice Alupo; Doryn Ebong; Edson Monday; Ritah Norah Nalubwama; Milton Kainja; Munu Ambrose; Vanon Kwehayo; Mary Grace Nalubega; Augustine Ongoli; Stephen Obbo; Nicholus Sebudde; Jeniffer Alaba; Geoffrey Magombe; Harriet Tino; Emmanuel Obonya; Joseph Lutaakome; Jonathan Kitonsa; Martin Onyango; Tukamwesiga Naboth; Hadijah Naluyinda; Regina Nanyunja; Muttiibwa Irene; Biira Jane; Kyobejja Wimfred; Ssemazzi Leonard; Tkiinomuhisha Deus; Namasaba Babra; Paul Taire; Evelyn Nabankema; Joseph Ogavu; Oscar Mugerwa; Ivan Okoth; Raymond Mwebaze; Timothy Mugabi; Anthony Makhoba; Phiona Arikiriza; Nabuuma Theresa; Hope Nakayima; Kisuule Frank; Patrícia Ramgi; Kássia Pereira; Anu Osinusi; Huyen Cao; Paul Klekotka; Karen Price; Ajay Nirula; Suzette Osei; Craig Tipple; Angela Wills; Amanda Peppercorn; Helen Watson; Rajesh Gupta; Elizabeth Alexander; Erik Mogalian; Leo Lin; Xiao Ding; David Margolis; Li Yan; Jean-Luc Girardet; Ji Ma; Zhi Hong; Quing Zhu; Seth Seegobin; Michael Gibbs; Mickel Latchman; Katarzyna Hasior; Jerome Bouquet; Jianxin Wei; Katie Streicher; Albert Schmelzer; Dennis Brooks; Jonny Butcher; Dimitar Tonev; Douglas Arbetter; Philippe Damstetter; Philippe Legenne; Michael Stumpp; Susana Goncalves; Krishnan Ramanathan; Richa Chandra; Beth Baseler; Marc Teitelbaum; Adam Schechner; H. Preston Holley; Shirley Jankelevich; Nancy Becker; Suzanne Dolney; Debbie Hissey; Shelly Simpson; Mi Ha Kim; Joy Beeler; Liam Harmon; Mabel Asomah; Yvonne Jato; April Stottlemyer; Olivia Tang; Sharon Vanderpuye; Lindsey Yeon; Molly Buehn; Vanessa Eccard-Koons; Sadie Frary; Leah MacDonald; Jennifer Cash; Lisa Hoopengardner; Jessica Linton; Marylu Schaffhauser; Michaela Nelson; Mary Spinelli-Nadzam; Calvin Proffitt; Christopher Lee; Theresa Engel; Laura Fontaine; C.K. Osborne; Matt Hohn; Michael Galcik; DeeDee Thompson; Stacey Kopka; Denise M. Shelley; Gregg Mendez; Shawn Brown; Sara Albert; Abby Balde; Michelle Baracz; Mona Bielica; Shere Billouin-Frazier; Jay Choudary; Mary Dixon; Carolyn Eyler; Leanne Frye; Jensen Gertz; Lisa Giebeig; Neelam Gulati; Liz Hankinson; Debi Hogarty; Lynda Huber; Gary Krauss; Eileen Lake; Meryan Manandhar; Erin Rudzinski; Jen Sandrus; Connie Suders; Ven Natarajan; Adam W. Rupert; Michael Baseler; Danielle Lynam; Tom Imamichi; Ashley McCormack; Sharada Paudel; Kyndal Cook; Kendra Haupt; Ayub Khan; Allison Hazen; Yunden Badralmaa; Kenneth Smith; Bhakti Patel; Amanda Kubernac; Robert Kubernac; Marie L. Hoover; Courtney Solomon; Marium Rashid; Joseph Murphy; Craig Brown; Nadine DuChateau; Sadie Ellis; Adam Flosi; Lisa Fox; Les Johnson; Rich Nelson; Jelena Stojanovic; Amy Treagus; Christine Wenner; Richard Williams
Jensen, T O, Murray, T A, Grandits, G A, Jain, M K, Grund, B, Shaw-Saliba, K, Matthay, M A, Abassi, M, Ardelt, M, Baker, J V, Chen, P, Dewar, R L, Goodman, A L, Hatlen, T J, Highbarger, H C, Holodniy, M, Lallemand, P, Laverdure, S, Leshnower, B G, Looney, D, Moschopoulos, C D, Mugerwa, H, Murray, D D, Mylonakis, E, Nagy-Agren, S, Rehman, M T, Rupert, A, Stevens, R, Turville, S, Weintrob, A, Wick, K, Lundgren, J, Ko, E R, ACTIV-3/TICO Study Group, Nielsen, H, Thisted, R K, Petersen, K T & Juhl, M R 2024, 'Early trajectories of virological and immunological biomarkers and clinical outcomes in patients admitted to hospital for COVID-19: an international, prospective cohort study', The Lancet. Microbe, vol. 5, no. 6, pp. e559-e569. https://doi.org/10.1016/S2666-5247(24)00015-6
Jensen, T O, Murray, T A, Grandits, G A, Jain, M K, Grund, B, Shaw-Saliba, K, Matthay, M A, Abassi, M, Ardelt, M, Baker, J V, Chen, P, Dewar, R L, Goodman, A L, Hatlen, T J, Highbarger, H, Holodniy, M, Lallemand, P, Laverdure, S, Leshnower, B G, Looney, D, Moschopoulos, C D, Mugerwa, H, Murray, D D, Mylonakis, E, Nagy-Agren, S, Rehman, M T, Rupert, A, Stevens, R, Turville, S, Wick, K D, Lundgren, J, Ko, E R & ACTIV-3/TICO Study Group 2024, ' Early trajectories of virological and immunological biomarkers and clinical outcomes in patients admitted to hospital for COVID-19 : an international, prospective cohort study ', The Lancet Microbe, vol. 5, no. 6, pp. e559-e569 . https://doi.org/10.1016/S2666-5247(24)00015-6
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