Integrative Modelling

Language teaching has often raised the issue of students' overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students' mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students' needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.

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In this paper, we propose a computational model to investigate the coupling between cell's adhesions and actin fibres and how this coupling affects cell shape and stability. To accomplish that, we take into account the successive stages of adhesion maturation from adhesion precursors to focal complexes and ultimately to focal adhesions, as well as the actin fibres evolution from growing filaments, to bundles and finally contractile stress fibres. We use substrates with discrete patterns of adhesive patches, whose inter-patches distance can be modulated in order to control the location of the adhesions and the resulting fibres architecture. We then investigate the emergence of stable cell morphologies as a function of the inter-patches distance, for two different cell phenotypes generated from the model. Force generated by the stress fibres on the focal adhesions and specifically the influence of the cell contractility are also investigated. Our results suggest that adhesion lifetime and fibre growing rate are the key parameters in the emergence of stable cell morphologies and the limiting factors for the magnitude of the mean tension force from the fibres on the focal adhesions.

Mineral rich regions can pose particular land use planning challenges due to economic pressure to mine that can face strong opposition from those concerned about social and environmental impacts. While fundamentally opposing values cannot easily be resolved, progress has been made in developing GIS planning tools that provide a common ground for analysis of scenarios and options. However, the complexity of integrating models across disciplines such as hydrology and ecology poses a considerable challenge. This paper describes a GIS tool that highlights priority areas for biodiversity conservation and water provisioning services and then integrates both to characterize water provisioning ecosystem services (WPES). Biodiversity conservation priority areas were modelled with the spatial prioritization tool Zonation, and water provisioning services were assessed based on runoff, flow path length and the presence of vegetation. Zonation produces prioritisation in a balanced manner that maximises high quality habitats for all biodiversity features (e.g. species) in accordance to their rarity. The top priorities typically represent the full range of regional biodiversity within a relatively small area. These priorities were derived from spatial data describing the distribution of biodiversity features, including flora and fauna species and endangered ecological communities. Water provisioning services were calculated through modelling flow length with a digital elevation model in combination with runoff and spatial data on vegetation cover. Areas with longer flow length, in areas with higher runoff and vegetation cover, have higher values for water provisioning services. Spatial data for biodiversity and water provision services were then combined using a stream network to characterize the value of runoff generating areas in terms of their contribution to downstream riparian biodiversity. A case study of land use planning in the Greater Hunter region, a mining and agricultural area of New South Wales, Australia, is used to demonstrate our approach to quantifying WPES. The impacts of potential future locations of surface coal mining were assessed by examining the spatial overlap of a coal seam geological layer with WPES. Our analysis identified areas that have high WPES value that may be affected by mining in the future. The aim of this research is not to present an end-point for a planning process but to demonstrate the value of and ways forward for incorporating system interactions by combining outputs of modelling tools. We conclude by discussing future research and the challenge of considering jointly water impacts and biodiversity impacts, including the need to evaluate interactions among the various GIS layers.

Mineral rich regions can pose particular land use planning challenges due to economic pressure to mine that can face strong opposition from those concerned about social and environmental impacts. While fundamentally opposing values cannot easily be resolved, progress has been made in developing GIS planning tools that provide a common ground for analysis of scenarios and options. However, the complexity of integrating models across disciplines such as hydrology and ecology poses a considerable challenge. This paper describes a GIS tool that highlights priority areas for biodiversity conservation and water provisioning services and then integrates both to characterize water provisioning ecosystem services (WPES). Biodiversity conservation priority areas were modelled with the spatial prioritization tool Zonation, and water provisioning services were assessed based on runoff, flow path length and the presence of vegetation. Zonation produces prioritisation in a balanced manner that maximises high quality habitats for all biodiversity features (e.g. species) in accordance to their rarity. The top priorities typically represent the full range of regional biodiversity within a relatively small area. These priorities were derived from spatial data describing the distribution of biodiversity features, including flora and fauna species and endangered ecological communities. Water provisioning services were calculated through modelling flow length with a digital elevation model in combination with runoff and spatial data on vegetation cover. Areas with longer flow length, in areas with higher runoff and vegetation cover, have higher values for water provisioning services. Spatial data for biodiversity and water provision services were then combined using a stream network to characterize the value of runoff generating areas in terms of their contribution to downstream riparian biodiversity. A case study of land use planning in the Greater Hunter region, a mining and agricultural area of New South Wales, Australia, is used to demonstrate our approach to quantifying WPES. The impacts of potential future locations of surface coal mining were assessed by examining the spatial overlap of a coal seam geological layer with WPES. Our analysis identified areas that have high WPES value that may be affected by mining in the future. The aim of this research is not to present an end-point for a planning process but to demonstrate the value of and ways forward for incorporating system interactions by combining outputs of modelling tools. We conclude by discussing future research and the challenge of considering jointly water impacts and biodiversity impacts, including the need to evaluate interactions among the various GIS layers.

The present work shows a computer model for Risk Assessment of Basins by Ecotoxicological Evaluation (RABETOX), using a probabilistic approximation based on Monte Carlo analysis. This feature extends the forecasting capability of the model and provides the information needed to cover variability and uncertainty when supporting decision making. The model, based on system dynamics, has been developed on a spreadsheet (Microsoft Excel) under the following conditions: 1) The model comprises three subroutines: Volume Management, Hazard Management and Risk Forecasting. 2) The Volume Management block estimates flows for a variable number of segments settled on a constant time basis. Flow changes, inputs/outputs, and corrections based on measured data, are associated to the segments. Cumulative time an cumulative distance are also calculated. 3) The Hazard Management flow has as inputs, the effluent characteristics (Input position, flow, toxicity, half life and margin of safety) needed to calculate de hazard of each particular emission. The program calculates the initial hazard in the input points and their evolution downstream depending on the half life of each effluent. 4) The establishment of a general protocol for WEA, must deal with total hazard of effluents assessing not only toxicity but other parameters such persistence and bioaccumulation. These parameters have been introduced in the model through half live (persistence) and margin of safety (bioaccumulation). 5) The Risk Forecasting has been implemented by the Crystal Ball 2000 application (Decisioneering, Inc) based in Monte Carlo analysis. The risk probability distribution for the risk associated to each segment is presented. The RABETOX model is able to manage the whole risk of a complete basin, with different effluents inputs, informing about the risk characterization in every point of the basin and forecasting about the probability eds.

Language teaching has often raised the issue of students' overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students' mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students' needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.

Language teaching has often raised the issue of students' overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students' mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students' needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.

The present article aims at providing some empirical evidence on the important role student engagement plays in responding to student needs and in enhancing the quality of the teaching and learning environment in Moroccan universities. Student engagement happens at many levels that correspond to the “principles of good practice in undergraduate education” that were suggested by Chickering and Gamson (1987). This article tries to identify these aspects of student engagement and good practice in the English Studies Track (EST) program from the EST students’ perspective. The data were collected in three Moroccan universities: Abdelmalek Essaadi University in Tetouan, Ibn Tofail University in Kenitra, and Cadi Ayad University in Marrakech. An adapted version of Student Engagement Questionnaire (Kember, Leung & McNaught, 2009 in Kember…

In education and educational science there is a whole field that is invented, made or designed with innovation for people and their intention for the purpose of education and its support or development. In the literature, numerous definitions of terms for that education can be found: web-assisted learning, distance learning, e-learning, online learning, digital education. All of them are supported by technology and related to education. Those terms should be considered in the context of the time and learning paradigm, geographical areas and field from which authors worked.  In practice, news day and all around the Globe, we have online learning platforms that are big innovations as a form of new schools. In this paper, the concept of new schools will be presented and the role of UONEDU as an integrative model that is preparing educators for those schools. The paper will give a brief review of the results of development of one association – 2 years a case study - as a social innovation in the environment with basic, limited or without any digital support, from an idea to the basic methodology, its application and integration. Firstly, it will identify dimensions of this education and its manifestation online.
Secondly, what are some factors that influence the development of the main scales of sustainability of digital education in the practice? What kind of social changes they are bringing and what are the effects on education? Lastly, there would be identified communication models, channels, disturbance and barriers in communications between platforms and educators in one society. Results have shown that this education has three dimensions for formal, semi-formal and non-formal education on many different platforms for different purposes and roles. Each of these schools has its own rules of organization, frames, domains, and limitations. Those schools are bringing a new paradigm of learning and sharing knowledge, as well as interactions and social, psychological development of participants. Also, there are factors that influence on the development of platforms and sustainability of digital education in the practice: physiological readiness, technical-technological development of teachers/students/society, civilization-cultural milieu, administrative-legal and political condition, and language. Those factors also affect communication between educators and other participants of this education on platforms and out of it. Their communication depends on the preference of channels, leading style, role on the platform, experience level and integration level in one society. The paper discusses theoretical and practical aspects, as well as results that would be useful for digital policy makers, managers, developers, educators and other experts in the field of online education.

The paper aims to give the author’s reflection about the material development on Conditional Sentence material in Curriculum 2006 of Vocational High School. The study is interested because in the Curriculum 2006, especially in Vocational High School, the conditional sentence material is taught separately. The conditional sentence type 1 is taught in the first grade (Class X) meanwhile conditional sentence type 2 and 3 are taught in the third year (Class XII), the situation is complicated because the conditional sentence type 2 is taught indirectly through expression persuading and convincing people material in the second grade (Class XI). Then, this situation requires the teacher to be creative in develop the material without ‘breaking’ the syllabus’ guidance. Even, the academic Year 2018/2019 is the last year for Curriculum 2006 to apply in the Vocational School.

The present article aims at providing some empirical evidence on the important role student engagement plays in responding to student needs and in enhancing the quality of the teaching and learning environment in Moroccan universities. Student engagement happens at many levels that correspond to the "principles of good practice in undergraduate education" that were suggested by Chickering and Gamson (1987). This article tries to identify these aspects of student engagement and good practice in the English Studies Track (EST) program from the EST students' perspective.) was administered to 883 EST students. The data were submitted to a statistical analysis of frequencies using SPSS. The results of this study show that EST students experience a low level of engagement with their studies and that the EST program lacks some aspects of "good practice" in higher education. This study can help enhance the quality of university programs as it reveals some gaps and negative practices that need to be taken into account in the reform process Moroccan universities are going through. Another implication of this research is that students are aware of their needs and, hence, are able to provide useful feedback that can be used to improve the quality of the teaching and learning environment in Moroccan universities.

Digital education is education supported by technology. In the literature, numerous definitions of terms can be found: web-assisted learning, distance learning, e-learning, online learning. These terms should be considered in the context of the paradigm of time in which authors worked, as well as level of developmental degrees, geographical areas. In the practice, news day all around the Globe, we have online learning platforms as a form of new schools. Each of these schools has its own rules of organization, frames, domains, and limitations. From the other side, we do not have universities that are preparing students for new ways of teaching. In presentation will be give the concept of new schools and UONEDU integrative model that is preparing educators for that concept. The presentation will give the brief review of the results of the UONEDU case study of the development of digital education in the environment with basic, limited or without any digital support, from an idea of the basic methodology. It will be identified the factors that influence of development and the main scales of sustainability of digital education in the practice.

Kew words: online education, online learning platforms, new school, integrative model, UONEDU

. ‫البوعينين‬ ‫عبداللة‬ ‫هيفاء‬ ‫مشارك‬ ‫أستاذ‬ ‫األجنبية‬ ‫اللغات‬ ‫قسم‬ ‫باستمرار‬ ‫يواجهها‬ ‫مشكلة‬ ‫الدراسة‬ ‫هذه‬ ‫تناقش‬ ‫بج‬ ‫اإلنجليزية‬ ‫اللغة‬ ‫بقسم‬ ‫والمدرسين‬ ‫الطلبة‬ ‫امعة‬ ‫مقررات‬ ‫في‬ ‫الطلبة‬ ‫بأداء‬ ‫المشكلة‬ ‫ترتبط‬ ‫و‬ ‫قطر،‬ ‫الكتابة‬ ( ‫الكتابة‬ 1 ‫الكتابة‬ ‫و‬ 2 ‫المتقدمة‬ ‫الكتابة‬ ‫و‬ ) ، ‫تحليل‬ ‫و‬ ‫دراسة‬ ‫تمت‬ ‫قد‬ ‫و‬ 40 ‫امتحان‬ ‫إجابة‬ ‫ورقة‬ ‫لمقرر‬ ( ‫الكتابة‬ 1 ) ‫أخطاء‬ ‫تصنيف‬ ‫و‬ ‫وصف‬ ‫بهدف‬ ‫صياغ‬ ‫كيفية‬ ‫معرفة‬ ‫إلى‬ ‫الوصول‬ ‫اجل‬ ‫من‬ ‫الطلبة‬ ‫تها‬ ‫لتدر‬ ‫منهجية‬ ‫طريقة‬ ‫ايجاد‬ ‫من‬ ‫التمكن‬ ‫بالتالي‬ ‫و‬ ‫يس‬ ‫الكتابة‬ ‫مهارة‬ .

English is considered to be the Lingua Franca of the world, it has ridden the crest of globalization and technology to reach all of the countries of the globe. Wherever people go, they come across commercial brands, articles, Logos, TV Shows or Movies where actually English is mainly used. Likewise, Morocco is ,as all the other nations, now, a context where English is taught as a primary subject, and applied generally to follow the rhythm of the world development at many levels, In addition, Moroccans have become both developmentally motivated to learning English in such a way it enables them to carry on their higher studies, or apply for a job, and instrumentally motivated , by means of which they can use it as a communicative tool both with each other and with English Native speakers.

An Integrative Model of Grammar Teaching: from Academic to Communicative Needs



YAHYA DKHISSI
Chouaib Doukkali University El Jadida, Morocco




Abstract:
Language teaching has often raised the issue of students’ overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is premised on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students’ mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.
Keywords: Grammar Teaching, Needs Analysis, Exploration, Integrative Model