Answer:
True
Explanation:
He led the first five expeditions to the North Pole. And also a few to Greenland.
What Aidan can do to improve his delivery of his extemporaneous speech on diversity in literature is the following:
- Since extemporaneous speeches do not allow for much preparation, Aidan will need to change his delivery in order to make it more interesting.
- He should try to speak to the audience, not at them - that is, he should make the speech more conversational. If the audience thinks he is talking directly to them, they will pay more attention.
- Including anecdotes or even some light jokes may also help bright up the general mood or make the experience more enjoyable.
- Extemporaneous speeches are given in competitions where the speakers are evaluated for the quality of their delivery.
- Speakers are given some time to prepare on a topic, usually about 30 minutes. Then, they must speak for about 7 minutes on that subject.
- The style of the speech should reflect spontaneity, which should make it more conversational, less formal.
- In Aidan's case, if the conversational style is not enough to keep the audience interested, perhaps he could try and change the mood a bit.
- Most subjects allow for the use of personal anecdotes. If he can tell a funny or compelling story, he will most likely grab people's attention.
Learn more about the topic here:
brainly.com/question/11120532
Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
Well tell him to go to you state county and zip and address and what not weee are not giving u our address
