Техническая картина валютной пары EURUSD по .. Смотреть полное изображение. Технические данные: Старший канал линейной регрессии: направление – вверх. Младший канал линейной регрессии: направление – вниз. Скользящая средняя (2. СCI: - 1. 04. 3. 98. Пояснения: Курс евро на валютном рынке 1. Хайкен Аши. Старший канал направлен вверх, что свидетельствует о восходящем направлении движения глобального тренда. Младший канал направлен вниз, что означает нисходящее направление движения в менее долгосрочном плане.
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Учебник Английского Языка Easy English Галина Выборова: full version free software download10/30/2016 Из теории я даю очень мало – только самое основное. Все остальные нюансы будут отработаны, когда мы будем дифференцировать present Perfect и Past Simple. The Present Perfect Tense. Действие завершилось и результат его на лицо. Больше здесь ничего рассказывать не надо. Затем мы возвращаемся на первую страничку к вводной лекции и вписываем в схему. Образование очень простое. Вспомогательный глагол - have , если he, she, it, то has, и третья форма неправильных глаголов (третий столбик) или окончание –ed у правильных глаголов. Объясняете, что всегда, когда у неправильных глаголов вторая или третья форма (второй или третий столбик), то у правильных - всегда окончание –ed. Отметьте отдельной строкой, что глагол to have НЕ ПЕРЕВОДИТСЯ КАК ИМЕТЬ в данном случае, он вообще здесь никак не переводится. Просто вместе с окончанием –ed, или 3ей формы неправильного глагола, данное сочетание обозначает завершенность действия к настоящему моменту. Затем возвращаемся на ту страничку, где у нас уже записана тема “The Present Perfect Tense” и пишем пример с отрицанием, простым вопросом, альтернативным вопросом и спецвопросом.
Данный учебник является переработанным и дополненным изданием «Easy English».Учебник рассчитан на тех, кто начинает изучать английский язык, продолжает его изучать после. Учебник для гуманитарных специальностей педагогических вузов Светлана Русанова, Натэлла Балицкая, Галина Выборова, Наталия Левина, Галина Литвищенко 0.000. The Present Perfect Tense. Действие завершилось и результат его на лицо. I have drunk tea. Я выпил чай. I haven’t drunk tea. Have I drunk tea? Yes, I have. No, I haven’t. Have I drunk tea or coffee? What have I done? She has eaten an apple. Она съела яблоко. She hasn’t eaten an apple. Has she eaten an apple? Yes, she has. No, she hasn’t. Has she eaten an apple or an orange? What has she eaten? Сейчас нам необходимо указать обстоятельства времени, которые используются с Present Perfect и делать мы это будем на следующей странице. Мы разделим страницу тетради ученика пополам, и с левой стороны пропишем те обстоятельства времени, которые используются с Present Perfect, а с правой стороны мы напишем заглавие The Past Simple Tense, но пока ничего прописывать не будем. Вот будем проходить Past Simple, тогда и впишем туда обстоятельства времени, которые используются с Past Simple. Все это необходимо для того, чтобы, когда мы дойдем до самой сложной темы основных английских времен – дифференциация The Present Perfect Tense и The Pаst Simple Tense, ученику достаточно взглянуть на одну страницу и легко освежить в памяти, что используется с Present Perfect, а что – с Past Simple. The Present Perfect Tense. Действие завершилось и результат его на лицо. I have drunk tea. Я выпил чай. I haven’t drunk tea. Have I drunk tea? Yes, I have. No, I haven’t. Have I drunk tea or coffee? What have I done? She has eaten an apple. Она съела яблоко. She hasn’t eaten an apple. Has she eaten an apple? Yes, she has. No, she hasn’t. Has she eaten an apple or an orange? What has she eaten? Я только что закончил домашнюю работу. Тесты по грамматике английского языка / Татьяна. Николенко. Аракин и др.) ; под ред. Easy English: Базовый курс: Учебник для учащихся средней школы и студентов неязыковых вузов/Г. Е. Грамматика: Сборник упражнений. Учебник английского языка. Видеокурс “Look ahead”, 1. H/w 1. Perfect, упражнения из пункта 3 данного тренинга 2. Топ 1. 00 популярных игр на Андроид (Android)Топ сто самых популярных игр на нашем сайте по мнению пользователей. Здесь можно найти для себя много интересных игр для Android в которые Вы ещё не играли. Все игры можно скачать бесплатно ниже. Ищете во что бы поиграть - Топ игр вам в помощь. Выберите год или жанр игры и вам откроются 250 лучших игр по выбранному жанру или году выпуска. Бесплатная загрузка без регистрации. Топ 100 игр для Android. Популярные игры на андроид и лучшие игры на андроид. На странице представлены все лучшие компьютерные игры за последнее время по мнению профессиональных игровых изданий.
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In addition to the program requirements. Indiana State University offers a number of student services, including nonremedial tutoring, women's center, placement service, day care, health service, health insurance. Indiana State University also. Admission Requirements and Regulations Print. Indiana State University.Facebook. Entfernen. Wir verwenden Cookies, um Inhalte zu personalisieren, Werbeanzeigen ma. Wenn du auf unsere Webseite klickst oder hier navigierst, stimmst du der Erfassung von Informationen durch Cookies auf und au. Weitere Informationen zu unseren Cookies und dazu, wie du die Kontrolle dar. About - Comparative Religion Program. Founded in 1. 97. Program today counts faculty from Sociology, History, Asian Languages and Literature, Near East Languages and Civilization, Political Science, Anthropology, Classics, Comparative Literature as well as from the School of Law on campus as part of its core teaching faculty. Administratively, it is one of several interdisciplinary programs in the Jackson School of International Studies. Students completing the program requirements receive a Bachelor of Arts in Comparative Religion. The availability of a large number of courses in a broad range of religious traditions underscores the distinctive nature of the Comparative Religion curriculum at the Jackson School. Course offerings introduce students to several approaches to the study of religions, e. The curriculum is highly international and trans- cultural in character; from the start the Program was intended not to teach religion, but to teach about it. The faculty of the Comparative Religion Program offer excellent resources for students interested in the comparative study of religion, particularly in areas represented by the various regional programs within the Jackson School of International Studies. The expertise represented on the faculty covers a wide variety of religious traditions and issues.- James Wellman, Chair. Click here for information on the Bachelor of Arts in Comparative Religion. Click here for information on the Masters & Ph.
Studies in Comparative Religion. Four New Editions of Studies Now Available. The newest edition of Studies is titled Psychology & the Perennial Philosophy. It was edited by Samuel Bendeck Sotillos, whose book reviews and other writings have been appearing in Perennialist publications. This edition contains eighteen articles by noteworthy expositors of the perennial philosophy such as Huston Smith, Seyyed Hossein Nasr, and Frithjof Schuon. It's central objective is to present the spiritual psychology of the wisdom traditions as a much- needed antidote to the current impasse in modern psychology. The volume also contains an editorial by Bendeck Sotillos, three book reviews, and notes on the contributors. The contents of the main portion are organized into three sections titled . Readers can click here to open a new window with more information on this newest Studies edition or to purchase it. The third of the new editions is titled Education in the Light of Tradition, and it is now available. Edited by author, editor, and translator Jane Casewit, it examines many aspects of traditional education, as well as how it contrasts with modern educational concepts and practices. The traditions examined are extremely varied, and they include Native American, Hinduism, Islam, Buddhist, African, Christian, and more. Authors of the essays include Ananda K. Coomaraswamy, Titus Burckhardt, William Chittick, Lord Northbourne, Joe Medicine Crow and Charles Eastman (Ohiyesa), Martin Lings, James S. Cutsinger, Ghislain Chetan, Jean Bi. The volume also contains an editorial, book reviews, and notes on the contributors. The contents are organized into four sections: Education and the Human Condition, Education in Traditional Societies, Dilemmas of Modern Education, and Solutions for Education Today. The AAA’s Leadership Fellows program is. I would major in comparative. The Study of Religion draws upon social scientific and humanistic methods in order to interpret religious phenomena worldwide. Readers can click here to open a new window with more information on the new Studies edition or to purchase it. The second edition of the new Studies in Comparative Religion, Universal Dimensions of Islam, is also available through World Wisdom. Those interested in seeing more on the issue or purchasing it, can click here to open a new window with more on it. It is edited by Patrick Laude and includes articles by such figures as the Amir . Chittick, Eric Geoffroy, Ren. The sixteen articles in the volume address the deep universality of Islam, an aspect of its theology and civilization that is often surprising to those unfamiliar with it. The Midwest Book Review wrote, regarding the edition: . Universal Dimensions of Islam: Studies in Comparative Religion serves as a fascinating look into Islam as many writers delve into their own studies of faith, and how Islam and its culture can serve as a bridge connecting it to other faiths for a more understanding world. Oldmeadow agreed to edit a volume on one of the central topics of traditionalism and perennialism: the transcendent unity of religions, and what the implications of this are for our study of religions and for our practice of one. The articles explore the topic from many differenct angles, such as religious tolerance, ecumenism, interfaith dialogue, etc. The issue is organized into three sections: Principles, Perspectives, and Encounters. There are even some book reviews at the end (as in the old issues), as well as notes on the contributors. The late perennialist writer and scholar Algis U. This set of remarkable essays is indispensable for every contemporary student of traditional wisdom. This edition includes articles by Frithjof Schuon, Leo Schaya, William Stoddart, Kurt Almqvist, Jean- Louis Michon, Rama P. Coomaraswamy, James Cowan, Clara In. There is also an excerpt from The Golden Fountain, by Lilian Stavely. Summer- Autumn 1. Issue: featured authors include: Ren. Coomaraswamy, Frithjof Schuon, Guru Gampopa, Martin Lings, Rama P. Perry, Leo Schaya, and the Rev. Ian Herring. Winter- Spring 1. Issue: This special issue came out shortly after the death of Titus Burckhardt, and many of the articles celebrate his life and contributions to Traditional studies. Contributors include Titus Burckhardt (excerpts from his writings), Frithjof Schuon, Ren. Perry, Seyyed Hossein Nasr, Jean- Louis Michon, and Rama P. Coomaraswamy. Summer- Autumn 1. Issue - featured authors include: Lord Northbourne, Frithjof Schuon, Lilian Staveley, Ren. Coomaraswamy, Seyyed Hossein Nasr, Kurt Almqvist, and Gai Eaton. Winter- Spring 1. Issue: (Note: The original Studies series was interrupted after the Summer- Autumn 1. Winter- Spring 1. There are ten articles in the issue, including by Frithjof Schuon (2 articles), Ananda K Coomaraswamy (2 articles), Marco Pallis (2 articles), J Peter Hobson, Lord Northbourne, Douglas Halebi, and Joseph Epes Brown. Summer- Autumn 1. Issue: This issue features several articles on sacred art and includes authors such as: Ren. Perry, and Luc Benoist. The issue also has translations (with translators' comments) of poems by . This takes considerable effort in scanning the old issues, correcting scanning errors, formatting the text into web pages, writing abstracts, and so on. Many thanks to our volunteers who have helped us so much with these tasks. Each of these editions contains a full year's issues of the journal. The issues that are available are listed under . We hope that this will help avid readers fill in their collections and introduce others to the important traditionalist writing that first appeared in the original Studies issues. Look for more to come soon. Please give us your feedback. We are asking users of this site to share with us their impressions of the Studies web site. A quick and easy way to do this is to take a brief on- line survey. If you are interested in helping us out in this way, please click here to take the survey, with our thanks. The Old and New Studies in Comparative Religion. Studies in Comparative Religion, which is now located in Bloomington, Indiana and sponsored by World Wisdom. Studies in Comparative Religion was founded in Britain in 1. Francis Clive- Ross (1. The journal was published under the name Tomorrow until 1. Four quarterly issues per year, containing around 9. Studies in Comparative Religion. William Stoddart served as the assistant editor for most of these years. F. Clive- Ross clearly explained the journal. It is not sectarian and, inasmuch as it is not tied to the interests of any particular religious group, it is free to lay stress on the common spirit underlying the various religious forms. One of our primary aims is to meet the need for accurate information created by the now world- wide interest in the question of . If there is to be an effective measure of this understanding at any level this can only be on the basis of accurate presentation both of teachings and facts. An ill- informed benevolence is no substitute for genuine insight, based on information that is neither willfully distorted nor confined to the surface of things. In this manner we think that we are best serving the interest of our readers in their search for truth. This second phase includes this online journal archive, the bound commemorative annual editions noted in the lefthand bar, and the new bound editions of the journal, of which several editions have already appeared (as noted at the top of this page). Free On- line Journal and Comprehensive Archive: The free on- line journal and comprehensive archive contains the following features. A free on- line archive of all the issues of Studies in Comparative Religion dating back to 1. All of the approximately 9. Additional articles will be posted on- line as the proofreading and formatting for the internet is completed. Database search functions by subject or author. The . Standing in front Pates Manor are, from left: Francis Clive- Ross, Catherine Schuon, Frithjof Schuon, Martin Lings, Leslie Lings, Whitall Perry, Barbara Perry and Olive Clive- Ross. Adams Equity Motivation Theory - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Stacey Adams equity theory . It also explains why giving one person a promotion or pay- rise can have a demotivating effect on others. When people feel fairly or advantageously treated they are more likely to be motivated; when they feel unfairly treated they are highly prone to feelings of disaffection and demotivation. Adams’ Equity Theory calls for a fair balance to be struck between an. Equity Theory of Motivation. Equity theory is based on the premise that employees will put forth a particular level of effort that they feel compares to the reward potential. Equity Theory proposes that a person's motivation is based on what he or she considers to be fair when compared to others (Redmond, 2010). As noted by Gogia (2010), when applied to the workplace, Equity Theory focuses on an. Equity theory focuses on determining whether the. Much like other prevalent theories of motivation. A New Perspective on Equity Theory: The Equity Sensitivity Construct.Employees seek to maintain equity between the inputs that they bring to a job and the outcomes that they receive from it against the perceived inputs and outcomes of others. The belief in equity theory is that people value fair treatment which causes them to be motivated to keep the fairness maintained within the relationships of their co- workers and the organization. Words like efforts and rewards, or work and pay, are an over- simplification - hence the use of the terms inputs and outputs. Inputs are logically what we give or put into our work. Outputs are everything we take out in return. Inputs. This equity theory term ecompasses the quality and quantity of the employees contributions to his or her work. Typical inputs include time, effort, loyalty, hard work, commitment, ability, adaptability, flexibility, tolerance, determination, enthusiasm, personal sacrifice, trust in superiors, support from co- workers and colleagues, skill.. Outputs. Outputs in equity theory are defined as the positive and negative consequences that an individual perceives a participant has incurred as a consequence of his/her relationship with another. Outputs can be both tangible and intangible. Typical outcomes are job security, esteem, salary, employee benefits, expenses, recognition, reputation, responsibility, sense of achievement, praise, thanks, stimuli.. It's all about the money. Payment however, is the main concern and therefore the cause of equity or inequity in most cases. In any position, an employee wants to feel that their contributions and work performance are being rewarded with their pay. According to equity theory, if an employee feels underpaid then it will result in the employee feeling hostile towards the organization and perhaps their co- workers, which may result the employee not performing well at work anymore. It's the subtle variables that also play an important role for the feeling of equity. Just the idea of recognition for the job performance and the mere act of thanking the employee will cause a feeling of satisfaction and therefore help the employee feel worthwhile and have more outcomes. Perception of equity. But Adams' Equity Theory is a far more complex and sophisticated motivational model than merely assessing effort (inputs) and reward (outputs). Equity Theory adds a crucial additional perspective of comparison with 'referent' others (people we consider in a similar situation). We form perceptions of what constitutes a fair ratio (a balance or trade) of inputs and outputs by comparing our own situation with other 'referents' (reference points or examples) in the market place as we see it. Systems of equity will evolve within groups, and members will attempt to induce other members to accept and adhere to these systems. The only way groups can induce members to equitably behave is by making it more profitable to behave equitably than inequitably. Thus, groups will generally reward members who treat others equitably and generally punish (increase the cost for) members who treat others inequitably. When individuals find themselves participating in inequitable relationships, they become distressed. The more inequitable the relationship, the more distress individuals feel. According to equity theory, both the person who gets . The person who gets too much may feel guilt or shame. The person who gets too little may feel angry or humiliated. Individuals who perceive that they are in an inequitable relationship attempt to eliminate their distress by restoring equity. The greater the inequity, the more distress people feel and the more they try to restore equity. People respond to a feeling of inequity in different ways. Generally the extent of demotivation is proportional to the perceived disparity with other people or inequity, but for some people just the smallest indication of negative disparity between their situation and other people's is enough to cause massive disappointment and a feeling of considerable injustice, resulting in demotivation, or worse, open hostility. Other people seek to improve the outputs by making claims or demands for more reward, or seeking an alternative job. Equity Theory in companies. Equity Theory in business introduces the concept of social comparison, whereby employees evaluate their own input/output ratios based on their comparison with the input/outcome ratios of other employees. Employees who perceive inequity will seek to reduce it, either by distorting inputs and/or outcomes in their own minds (. Thus, the theory has wide- reaching implications for employee morale, efficiency, productivity, and turnover. Assumptions of Equity Theory applied to business. The three primary assumptions applied to most business applications of Equity Theory can be summarized as follows: Employees expect a fair return for what they contribute to their jobs, a concept referred to as the . This means a working mother may accept lower monetary compensation in return for more flexible working hours. Different employees ascribe personal values to inputs and outcomes. Thus, two employees of equal experience and qualification performing the same work for the same pay may have quite different perceptions of the fairness of the deal. Employees are able to adjust for purchasing power and local market conditions. Thus a teacher from Alberta may accept lower compensation than his colleague in Toronto if his cost of living is different, while a teacher in a remote African village may accept a totally different pay structure. Although it may be acceptable for more senior staff to receive higher compensation, there are limits to the balance of the scales of equity and employees can find excessive executive pay demotivating. Staff perceptions of inputs and outcomes of themselves and others may be incorrect, and perceptions need to be managed effectively. An employee who believes he is over- compensated may increase his effort. However he may also adjust the values that he ascribes to his own personal inputs. It may be that he or she internalizes a sense of superiority and actually decrease his efforts. Relation of Equity Theory to other theories. The comparative aspect of Equity Theory provides a far more fluid and dynamic appreciation of motivation than typically arises in motivational theories and models based on individual circumstance alone. There are similarities with Maslow and Herzberg in that the theory acknowledges that subtle and variable factors affect each individual's assessment and perception of their relationship with their work, and thereby their employer. However, awareness and cognizance of the wider situation - and crucially comparison - feature more strongly in Equity Theory than in other earlier motivational models. Implications of Equity Theory for financial rewards. People may feel guilty because they feel they don't deserve the bonus. Or they may feel undervalued because someone else did get one, and they perceive their inputs to be superior to the person that got the bonus. There are limits to the balance of the scales of equity and employees can find excessive executive pay demotivating. Staff perceptions of inputs and outcomes of themselves and others may be incorrect, and perceptions need to be managed effectively. An employee who believes he is over- compensated may increase his effort. However he may also adjust the values that he ascribes to his own personal inputs. It may be that he or she internalizes a sense of superiority and actually decrease his efforts. Employee motivation ebook. For the first time ever, practice meets theory in a concise report on how people get (de)motivated, and exactly what you can do to get them back on track. More about the employee motivation ebook. Adams Equity Motivation Theory; Put Workplace Psychology Into .. Adams Equity Motivation Theory; Put Workplace Psychology Into Action and Increase Motivation By Lyndsay Swinton. John Stacey Adams' Equity Motivation Theory allows you to put workplace psychology into action and increase your own or your team's motivation. Adams' equity theory builds on Maslow's Hierarchy of Needs and Herzberg's Two Factor Theory, and was first presented in 1. In short, Adam's Equity Theory means that employees will become de- motivated if their perceived input is greater than the output from the company. Motivation can be expressed in many ways; . Outputs are both tangible such as salary, benefits and expenses, and intangible such as . Remember, to your team, you are . Making sure you hold regular one to one meetings to discuss goals and personal development is a valuable investment in time. Set goals for your team and help them to create their own personal development plan. Make sure you give feedback and welcome feedback yourself - both positive feedback and the much dreaded negative feedback. Have a laugh at work by introducing group team building activities. Implement a reward and recognition scheme to make sure that good performance is noticed and shared. 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