Shakespearean Sonet
Fantasy love
So close and far from you, just feeling blue
Pretending we have nothing else to keep
Emotions jumping, hidden in the crew
And pain that scratch into the very deep.
Forbidden compliments and promises
That cannot be accomplished at sunlight
When people act like doubing Thomas's
In places bounded faking mister right
Again, our lives, as usual, are knot
Expecting moments, treasure time in heart
If your two stars can say to me a lot
Eternities will never push apart
What can we do if we're not meant to be?
Can be in love will help us to break free?
So close and far from you, just feeling blue
Pretending we have nothing else to keep
Emotions jumping, hidden in the crew
And pain that scratch into the very deep.
Forbidden compliments and promises
That cannot be accomplished at sunlight
When people act like doubing Thomas's
In places bounded faking mister right
Again, our lives, as usual, are knot
Expecting moments, treasure time in heart
If your two stars can say to me a lot
Eternities will never push apart
What can we do if we're not meant to be?
Can be in love will help us to break free?
Cinquain
Books
The books
Font of wisdom
I like reading stories
To become as wise as an owl
Like you.
The books
Font of wisdom
I like reading stories
To become as wise as an owl
Like you.
Tanka (9° Assigment)
Homework
Working like I dog
It is how I found myself
Frustated homework
And it never stops growing
While time is not going slow
Working like I dog
It is how I found myself
Frustated homework
And it never stops growing
While time is not going slow
Christmas
Green, red, gold, and white
Announcing Christmas coming
Inviting people
To celebrate the season
Even to the doubting Thomas.
Green, red, gold, and white
Announcing Christmas coming
Inviting people
To celebrate the season
Even to the doubting Thomas.
Limerick (8° Assigment)
My laptop
My laptop does not want to run
I think it believes I'm an nun
I just want to scream
I need an ice cream
My patience is getting to none.
My laptop was cream of the crop
And immeadiatly it just stop
The light turn it off
I just couldn't cough
I think I will go to the shop.
My laptop does not want to run
I think it believes I'm an nun
I just want to scream
I need an ice cream
My patience is getting to none.
My laptop was cream of the crop
And immeadiatly it just stop
The light turn it off
I just couldn't cough
I think I will go to the shop.
Argumentative essay (7° assigment)
Listening Skill Combined with Speaking Skill
Why is it important to develop the listening skill combined with the speaking skill in English language classes? There are two categories in which English skills are divided; one is the mode of communication which is oral or writing, and the second is the direction of communication which is the receptive and productive the language skills (Summer Institute of Linguistics International (SIL), 1999, as cited in MCAEL, 2006; p. 8). The receiving skills are listening and reading and the productive ones are speaking and writing. These skills are helpful tools when students are learning a new language; one example of this could be when teachers combine the listening and the speaking skill. That is why teaching listening in combination with the speaking skill is helpful for second language learners because they identify the listening and speaking purposes, learners prepare to be proficient in conversation, and the immersion into the language is efficient.
Everything that English learners listen and speak has a purpose. It exists two types of purposes: interpersonal, which is focused on the social communication and it is listener oriented while the transactional is focused on communicating information and it is message oriented (Brown and Yule, 1983, as cited in Richards, 1992). These purposes are helpful inside the classroom because when learners listen people that they are talking with in the English language, they think of how they can answer. When learners of a second language use both the receptive and productive skills, they easily increase their understanding of the language. Practicing those skills allow students to be active and proficient in conversation.
In a conversation, the listening and speaking skills are one of the most required skills to make students be proficient when conversing. While students are having a conversation, each one of the participants takes turns to listen and to speak (Richards, 1992). So, in that way, students practice both skills in a single activity without needing the teacher to tell them what to do or say and when to say it. Also, in English language classes, conversation needs to provide student with opportunities to engage in conversational interaction (Richards, 1992). Although some teachers believe that the combination of listening and speaking is not as proficient as other types of combinations like reading, teachers want to develop other skills with listening. When teaching listening in combination with the writing skill, if students developed good listening skills, they are able to decode the words and reproduce them (Linse, 2005, p.25). In this way, children are exposed to the vocabulary and language patterns that they cannot find in everyday speech (Gold and Gibson, N/D). This combination is useful when learners are acquiring the target language. However, the immersion into the language is efficient when the learners develop listening and speaking skills.
The combination of listening and speaking skills help English learners to the know more about the language. “Comprehending and understanding a language is necessary when students are learning a new language due to the fact that people need to communicate and interact with others in different moments or situations in their life” (Segura, 2012). As a result, English learners have more opportunities to use the language because learners receive, analyze, understand, and produce the language with people who speak English to begin a conversation. Furthermore, while learners speak, they use different kinds of topics which have different purposes; in that way English learners demonstrate they are proficient while conversing with other English speakers.
When teachers use listening combined with speaking skills during classes, these skills help English learners to identify the purposes of developing them, if the conversation is proficient, and if the immersion to the language is efficient. Thus, teachers should help students develop listening and speaking skills in combination to make English learners have a wider use of language in different places and situations. With this combination of skills, language teachers are providing students with tools to understand the language and to speak it inside and outside the classroom with a wider knowledge to communicate using English. Listening and speaking skills are stronger when they are combined.
References
Gold, J., Gibson, A. (N/D). Reading aloud to build comprehension. Retrieved from: http://www.readingrockets.org/article/reading-aloud-build-comprehension
Linse, C. (2005). Practical English language teaching: Young learners. (25). McGraw-Hill Companies Inc. Retrieved from: https://es.scribd.com/doc/39065995/Practical-English-Language-Teaching
MCAEL (2006). Teacher toolkit. (8). Retrieved from: http://mcael.org/uploads/File/instructor_library/MCAEL-Teacher-Toolkit.pdf
Richards, J. (1992). The language teaching matrix. USA: Cambridge language teaching library.
Segura, R. (2012). The importance of teaching listening and speaking skills (Master’s thesis). Retrieved from: https://www.ucm.es/data/cont/docs/119-2015-03-17-12.RocioSeguraAlonso2013.pdf
Why is it important to develop the listening skill combined with the speaking skill in English language classes? There are two categories in which English skills are divided; one is the mode of communication which is oral or writing, and the second is the direction of communication which is the receptive and productive the language skills (Summer Institute of Linguistics International (SIL), 1999, as cited in MCAEL, 2006; p. 8). The receiving skills are listening and reading and the productive ones are speaking and writing. These skills are helpful tools when students are learning a new language; one example of this could be when teachers combine the listening and the speaking skill. That is why teaching listening in combination with the speaking skill is helpful for second language learners because they identify the listening and speaking purposes, learners prepare to be proficient in conversation, and the immersion into the language is efficient.
Everything that English learners listen and speak has a purpose. It exists two types of purposes: interpersonal, which is focused on the social communication and it is listener oriented while the transactional is focused on communicating information and it is message oriented (Brown and Yule, 1983, as cited in Richards, 1992). These purposes are helpful inside the classroom because when learners listen people that they are talking with in the English language, they think of how they can answer. When learners of a second language use both the receptive and productive skills, they easily increase their understanding of the language. Practicing those skills allow students to be active and proficient in conversation.
In a conversation, the listening and speaking skills are one of the most required skills to make students be proficient when conversing. While students are having a conversation, each one of the participants takes turns to listen and to speak (Richards, 1992). So, in that way, students practice both skills in a single activity without needing the teacher to tell them what to do or say and when to say it. Also, in English language classes, conversation needs to provide student with opportunities to engage in conversational interaction (Richards, 1992). Although some teachers believe that the combination of listening and speaking is not as proficient as other types of combinations like reading, teachers want to develop other skills with listening. When teaching listening in combination with the writing skill, if students developed good listening skills, they are able to decode the words and reproduce them (Linse, 2005, p.25). In this way, children are exposed to the vocabulary and language patterns that they cannot find in everyday speech (Gold and Gibson, N/D). This combination is useful when learners are acquiring the target language. However, the immersion into the language is efficient when the learners develop listening and speaking skills.
The combination of listening and speaking skills help English learners to the know more about the language. “Comprehending and understanding a language is necessary when students are learning a new language due to the fact that people need to communicate and interact with others in different moments or situations in their life” (Segura, 2012). As a result, English learners have more opportunities to use the language because learners receive, analyze, understand, and produce the language with people who speak English to begin a conversation. Furthermore, while learners speak, they use different kinds of topics which have different purposes; in that way English learners demonstrate they are proficient while conversing with other English speakers.
When teachers use listening combined with speaking skills during classes, these skills help English learners to identify the purposes of developing them, if the conversation is proficient, and if the immersion to the language is efficient. Thus, teachers should help students develop listening and speaking skills in combination to make English learners have a wider use of language in different places and situations. With this combination of skills, language teachers are providing students with tools to understand the language and to speak it inside and outside the classroom with a wider knowledge to communicate using English. Listening and speaking skills are stronger when they are combined.
References
Gold, J., Gibson, A. (N/D). Reading aloud to build comprehension. Retrieved from: http://www.readingrockets.org/article/reading-aloud-build-comprehension
Linse, C. (2005). Practical English language teaching: Young learners. (25). McGraw-Hill Companies Inc. Retrieved from: https://es.scribd.com/doc/39065995/Practical-English-Language-Teaching
MCAEL (2006). Teacher toolkit. (8). Retrieved from: http://mcael.org/uploads/File/instructor_library/MCAEL-Teacher-Toolkit.pdf
Richards, J. (1992). The language teaching matrix. USA: Cambridge language teaching library.
Segura, R. (2012). The importance of teaching listening and speaking skills (Master’s thesis). Retrieved from: https://www.ucm.es/data/cont/docs/119-2015-03-17-12.RocioSeguraAlonso2013.pdf
Teaching Philosophy (6° Assigment)
My educational philosophy is to encourage students to learn a new language in order to motivate them to reach better opportunities in their future learning. As a teacher, my role is to help students to develop their English abilities creating a space in which they feel comfortable to share their opinions using English among different activities. Because, teaching is the opportunity to transmit the knowledge you have about something to someone else, and teaching English is similar to introduce a new world to learners. Children are willing to do what the teacher asks them to do, and this is the reason I prefer to teach basic levels in primary schools, because everyday they add new experiences to our lives using simple situations and understanding different points of view about it. Children are active people, and they try to do their best by asking questions about how to do it. I will try to reach all my students by creating activities with contexts everybody likes and knows, and by giving feedback to each one of them as much as possible. I believe that giving clear examples and instructions to children is useful for them to do the assignments in a better way using technology, realia, and real situations. The main objectives in my classes will be the interaction and integration with all learners, with the teacher, and mostly the integration and participation of the parents in English classes. In my classroom, students will experience the opportunity to share a demonstration class in which parents will be participating as students too in order to show their children that they will help them inside and outside the class for at least twice in the school period. In conclusion, my educational philosophy will be not only to share information, but also to help students to develop themselves people with further goals in every stage of their lives by providing them important tools like a second or foreign language.
Formal E-mail (5° Assigment)
Re: Meeting about permission with Mr. Davis
Dear Mr.Davis:
First of all, I appreciated that you had accepted the meeting we had last Monday (September 19) in which we talked about the possibility to become the English teacher's assistant in your elementary school, "Jean Piaget". This e-mail is to confirm that the permission will be from October to December of the present year.
The next meeting to present you the necessary documentation would be either next Wednesday (September 28) or Friday (September 30) at noon. The day you prefer will be good for me.
In the attachment below, my teacher's letter set the aspects and processes I would follow in classes if you accept me as the English teacher's assistant in your school, and will send you my lesson plans for further classes as soon as I complete them.
Hoping to see you in the next meeting with a positive answer.
Best regards,
Diana Rosalba Pérez
English Language Teaching Student
U.A.A.
[email protected]
Dear Mr.Davis:
First of all, I appreciated that you had accepted the meeting we had last Monday (September 19) in which we talked about the possibility to become the English teacher's assistant in your elementary school, "Jean Piaget". This e-mail is to confirm that the permission will be from October to December of the present year.
The next meeting to present you the necessary documentation would be either next Wednesday (September 28) or Friday (September 30) at noon. The day you prefer will be good for me.
In the attachment below, my teacher's letter set the aspects and processes I would follow in classes if you accept me as the English teacher's assistant in your school, and will send you my lesson plans for further classes as soon as I complete them.
Hoping to see you in the next meeting with a positive answer.
Best regards,
Diana Rosalba Pérez
English Language Teaching Student
U.A.A.
[email protected]
Recomendation Letter (4° Assigment)
Michael Schmitt, PhD
International House
435 Norfolk Street
Carlisle CA2 5GX, United Kingdom
www.ihuk.com
+44 9876 543214
[email protected]
Dear Mr. Schmitt:
My name is Vanessie Maltteren Pear, and I work as an English teacher in the "Jean Piaget" elementary school of Aguascalientes for about two months. My previous job was as a private English teacher for basic levels. I am studying to be a professional English teacher in the UAA in the ELT major, where I met Brenda Elizabeth López Gómez a friend and classmate of mine for about three years.
Brenda has been a private English teacher for basic and intermediate levels for about four months. She wants to apply to be an English teacher in your school. During the time I have knowing her, she has developed her skills using different methods and strategies that are interesting for students and teachers in the major, and her sense of responsibility and respect is really big. She is honest, she has a big love for her classes, her dedication to prepare classes and to improving them is to admire, and she had demonstrated to be engaged with the major. Every time she is planning, she tries to be really creative with the topics using different contexts students liked. Her lesson plans are clear and her objectives are achieved. Brenda is a good element to take into consideration.
The reasons given above are some of the aspect Brenda could add to your school if you hire her as an English teacher. Her personality and dedication will increment your status as an English school. I hope you feel free to contact me if any doubt emerges about her.
Sincerely,
Vanessie Maltteren Pear
[email protected]
Camino al cobano 234
Trojes del cobano
55.654.3456
International House
435 Norfolk Street
Carlisle CA2 5GX, United Kingdom
www.ihuk.com
+44 9876 543214
[email protected]
Dear Mr. Schmitt:
My name is Vanessie Maltteren Pear, and I work as an English teacher in the "Jean Piaget" elementary school of Aguascalientes for about two months. My previous job was as a private English teacher for basic levels. I am studying to be a professional English teacher in the UAA in the ELT major, where I met Brenda Elizabeth López Gómez a friend and classmate of mine for about three years.
Brenda has been a private English teacher for basic and intermediate levels for about four months. She wants to apply to be an English teacher in your school. During the time I have knowing her, she has developed her skills using different methods and strategies that are interesting for students and teachers in the major, and her sense of responsibility and respect is really big. She is honest, she has a big love for her classes, her dedication to prepare classes and to improving them is to admire, and she had demonstrated to be engaged with the major. Every time she is planning, she tries to be really creative with the topics using different contexts students liked. Her lesson plans are clear and her objectives are achieved. Brenda is a good element to take into consideration.
The reasons given above are some of the aspect Brenda could add to your school if you hire her as an English teacher. Her personality and dedication will increment your status as an English school. I hope you feel free to contact me if any doubt emerges about her.
Sincerely,
Vanessie Maltteren Pear
[email protected]
Camino al cobano 234
Trojes del cobano
55.654.3456
Purpose Statement (3° Assigment)
My dream job is to be an English teacher for children from about 7 to 11 years old in the ECA school here in Aguascalientes because of the good references associating with the language department and the level given there. This job that I dreamt to have could be one in which the rapport between teachers has respect using this as an example for my students in order to create a good rapport with them too. Also, to get new experiences as a teacher, I can create attractive activities every time I learn something new about my students to make them feel interested for the English classes. Furthermore, a fair retribution for the things I know could be good so in that way I feel more engaged with the job.
Compare- Contrast Essay (2° Assigment)
Teaching English to Children and Adults
How does Teaching English as a Second Language (ESL) to adults differ from teaching English to children? New English teachers believe that teaching a foreign language only differs from the level that will be given but, the age has a big aspect in teaching. For a new teacher adults and children seem different when they learn English, even if they had the same level. Teaching English to children and adults state markable differences and similarities because of the students motivations, the characteristics as learners such as how they learn in a better way, and the second language acquisition depending on the age each one had.
One of the principal characteristics to acquire a new language is motivation. A definition of motivation is set as the feeling the learner has when students desire to learn the language correctly (Ushida, 2005). This means that motivated students really want to learn because they have their personal reasons to do it that motivates them to achieve this goal. But, these type of learners are identify because of their “eager to learn the language, willing to expend effort on the learning activity, and willing to sustain the learning activity” (Gardner, 1985, as cited in Ushida, 2005, p. 52). The differences in age makes adults and children have different necessities that are consider as motivations. Adults’ learners would have specific motivation to learn a new language (Kerns; Knight-Mendelson, 2006). Examples of specific motivations are the fact that they want to get a job in which speaking English as a Second Language is a requirement, so they get motivated by the fact to get that job. On the other hand, children seem to be the ones who are motivated by rewards and punishments from the outside (Guffey and Rampp, 1997 and Sipe, 2001, as cited in Kerka, 2002). Children do not notice when this happen to them; children only want the reward. Both of them are motivated students because of different reasons that will help them to learn the new language. When the motivation is enough, then, the way they learn is the next step.
Students have different characteristics they as learners while learning a second language mostly if they had different ages. The definition of learning has been set as “the change in behavior that is due to experience” (Lachman as cited in Barns-Holmes; Houwer; Moors, 2013). These changes allow teachers to realize about how students learn in their different ages. At some point, children develop their own characteristics to learn a second language until these characteristics changed again to a better learning as an adult. Some of adults characteristics that children do not have are independence; the learning must be meaningful for them and the participation is voluntary (Draper, 1998, Sipe, 2001, Tice, 1997 and Titmus, 1999, as cited in Kerka, 2002). In contrast, children are depended to others; their experiences are too limited, and they are pushed to learn certain subjects, and so much more (Guffey and Rampp, 1997, and Sipe, 2001; as cited in Kerka, 2002). These factors are combining to create a student’s profile in which teachers take into account the level and the age of the learners. The previous statements show how closely tied are the characteristics as a learner with the language acquisition.
The language acquisition varies depending on the learner's age. In the learning acquisition the relation between the age and the susceptibility to the second language is non-linear (Vanhove, 2013). This means there is no relation on the amount of knowledge a student has of the language with the age of when it is learnt. Another concepts said that the age of acquisition demonstrate that older learners actually learn the language, while the younger learners reach a native-like profiency (Pallier, 2007).It exist a mite in which the society express their thought that older people learn a second language slower than children in the school, and taking a lot of time. Having these factors and society belief in consideration, older students prefer to take their time to learn a new language without pressure; while the younger students take in advantage this belief to acquire more languages. Showing these hypotheses, the age influences in a long way the learning acquisition.
After the evidence shown, the differences and similarities of teaching English to Adults and children does not differ a lot as we might think. Having this knowledge, as students of the English Language Teaching major, now I have a better understanding and a general overview of what I should consider if I decided to teach both generations. Having children as a group to teach won’t be easier, because you will never know what you would expect for. Adults and children may differ a lot, but their similarities help us to identify them.
References
Draper J. A., 1998, Sipe. E, 2001, Tice, E. T.,1997, Titmus, C., 1999, as cited in Kerka, S. (2002). Teaching adults: is it difficult? Myths and Realities. 21. Retrieved from: http://www.calpro-online.org/eric/docs/mr00036.pdf
Guffey, J.S., Sipe, E., as cited in Kerka, S. (2002). Teaching adults: Is it difficult? Myths and Realities. 21 Retrieved from: http://www.calpro-online.org/eric/docs/mr00036.pdf
Kerns, T.; Knight-Mendelson, M., (2006). ESL new teacher resource guide. Retrieved from: http://www.lasc.edu/students/bridges-to-success/documents/newinstructorcalpro.pdf
Lachman, S.J.,1997 as cited in Barns-Holmes, D.; Houwer, J.; Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Retrieved from: http://www.liplab.ugent.be/pdf/learningpreprint.pdf
Pallier, C., (2007). Critical periods in language acquisition and language attrition. Retrieved from: http://www.pallier.org/papers/Pallier.critical.period.attrition.chapter.2007.pdf
Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. Calico Journal. 23(1), 49-78. Retrieved from: http://calico.org/html/article_131.pdf
Vanhove J. (2013). The critical period hypothesis in second language acquisition: A statistical critique and a reanalysis. PLoS ONE 8(7): e69172.doi:10.1371/journal.pone.0069172. Retrieved from: http://journals.plos.org/plosone/article/asset?id=10.1371/journal.pone.0069172.PDF
One of the principal characteristics to acquire a new language is motivation. A definition of motivation is set as the feeling the learner has when students desire to learn the language correctly (Ushida, 2005). This means that motivated students really want to learn because they have their personal reasons to do it that motivates them to achieve this goal. But, these type of learners are identify because of their “eager to learn the language, willing to expend effort on the learning activity, and willing to sustain the learning activity” (Gardner, 1985, as cited in Ushida, 2005, p. 52). The differences in age makes adults and children have different necessities that are consider as motivations. Adults’ learners would have specific motivation to learn a new language (Kerns; Knight-Mendelson, 2006). Examples of specific motivations are the fact that they want to get a job in which speaking English as a Second Language is a requirement, so they get motivated by the fact to get that job. On the other hand, children seem to be the ones who are motivated by rewards and punishments from the outside (Guffey and Rampp, 1997 and Sipe, 2001, as cited in Kerka, 2002). Children do not notice when this happen to them; children only want the reward. Both of them are motivated students because of different reasons that will help them to learn the new language. When the motivation is enough, then, the way they learn is the next step.
Students have different characteristics they as learners while learning a second language mostly if they had different ages. The definition of learning has been set as “the change in behavior that is due to experience” (Lachman as cited in Barns-Holmes; Houwer; Moors, 2013). These changes allow teachers to realize about how students learn in their different ages. At some point, children develop their own characteristics to learn a second language until these characteristics changed again to a better learning as an adult. Some of adults characteristics that children do not have are independence; the learning must be meaningful for them and the participation is voluntary (Draper, 1998, Sipe, 2001, Tice, 1997 and Titmus, 1999, as cited in Kerka, 2002). In contrast, children are depended to others; their experiences are too limited, and they are pushed to learn certain subjects, and so much more (Guffey and Rampp, 1997, and Sipe, 2001; as cited in Kerka, 2002). These factors are combining to create a student’s profile in which teachers take into account the level and the age of the learners. The previous statements show how closely tied are the characteristics as a learner with the language acquisition.
The language acquisition varies depending on the learner's age. In the learning acquisition the relation between the age and the susceptibility to the second language is non-linear (Vanhove, 2013). This means there is no relation on the amount of knowledge a student has of the language with the age of when it is learnt. Another concepts said that the age of acquisition demonstrate that older learners actually learn the language, while the younger learners reach a native-like profiency (Pallier, 2007).It exist a mite in which the society express their thought that older people learn a second language slower than children in the school, and taking a lot of time. Having these factors and society belief in consideration, older students prefer to take their time to learn a new language without pressure; while the younger students take in advantage this belief to acquire more languages. Showing these hypotheses, the age influences in a long way the learning acquisition.
After the evidence shown, the differences and similarities of teaching English to Adults and children does not differ a lot as we might think. Having this knowledge, as students of the English Language Teaching major, now I have a better understanding and a general overview of what I should consider if I decided to teach both generations. Having children as a group to teach won’t be easier, because you will never know what you would expect for. Adults and children may differ a lot, but their similarities help us to identify them.
References
Draper J. A., 1998, Sipe. E, 2001, Tice, E. T.,1997, Titmus, C., 1999, as cited in Kerka, S. (2002). Teaching adults: is it difficult? Myths and Realities. 21. Retrieved from: http://www.calpro-online.org/eric/docs/mr00036.pdf
Guffey, J.S., Sipe, E., as cited in Kerka, S. (2002). Teaching adults: Is it difficult? Myths and Realities. 21 Retrieved from: http://www.calpro-online.org/eric/docs/mr00036.pdf
Kerns, T.; Knight-Mendelson, M., (2006). ESL new teacher resource guide. Retrieved from: http://www.lasc.edu/students/bridges-to-success/documents/newinstructorcalpro.pdf
Lachman, S.J.,1997 as cited in Barns-Holmes, D.; Houwer, J.; Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Retrieved from: http://www.liplab.ugent.be/pdf/learningpreprint.pdf
Pallier, C., (2007). Critical periods in language acquisition and language attrition. Retrieved from: http://www.pallier.org/papers/Pallier.critical.period.attrition.chapter.2007.pdf
Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. Calico Journal. 23(1), 49-78. Retrieved from: http://calico.org/html/article_131.pdf
Vanhove J. (2013). The critical period hypothesis in second language acquisition: A statistical critique and a reanalysis. PLoS ONE 8(7): e69172.doi:10.1371/journal.pone.0069172. Retrieved from: http://journals.plos.org/plosone/article/asset?id=10.1371/journal.pone.0069172.PDF
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