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- ViewSonic VX2250WM-LED 22-Inch (21.5-Inch Vis) Widescreen Full HD 1080p LED Monitor with Integrated Stereo Speakers Reviews
- Speakers of the House of Representatives, 1789-2009
- Electronic Music: Systems, Techniques, and Controls
- The Use of Audio Aids in the Efl Class at the Tertiary Level: a Plus or a Minus?
- Coby CSP96 300-Watt 5.1-Channel Home Theater Speaker System (Black)
- Klipsch LightSpeaker System 5.2.2 Wireless Sound and Efficient LED Lighting Reviews
- Klipsch Speaker Bundle, Denon AVR-3311CI Receiver & Klipsch SW-311 Subwoofer BDL Reviews
| Posted: 24 Aug 2011 12:54 PM PDT ViewSonic VX2250WM-LED 22-Inch (21.5-Inch Vis) Widescreen Full HD 1080p LED Monitor with Integrated Stereo Speakers
ViewSonic's VX2250wm-LED features an LED backlight 22-Inch (21.5-Inch Vis) widescreen monitor with up to 40% energy saving compared to a regular 22-Inch monitor. Environmentally friendly mercury free VX2250wm-LED offers a Full HD 1920×1080 resolution, 5ms response time, 10,000,000:1 MEGA Dynamic Contrast Ratio, digital and analog inputs and integrated stereo speakers. Ideal for both home and office with the piano black finish, VX2250wm-LED can be mounted on a VESA compliant stand or wall mount bracket. It also has an automatic aspect ratio adjustment so when your input is a 4:3 signal, the image will not be stretched but instead it will be positioned in the middle of the screen with side bars. 3 year warranty, industry's best pixel performance policy and Windows 7 certification make VX2250wm-LED a great long term investment.Environmentally friendly, incredible picture quality. ViewSonic's VX2250wm-LED features a mercury free LED backlight 22" (21.5" Vis) widescreen display with up to 40% energy savings compared to traditional CCFL backlit LCD monitors. The VX2250wm-LED offers Full HD 1920×1080 resolution, 5ms response time, an incredible 10,000,000:1 MEGA Dynamic Contrast Ratio, digital and analog inputs and integrated stereo speakers. Ideal for both the home and office with its piano black finish, the VX2250wm-LED is an elegant fit to any décor. Should you choose to mount the display, it can be mounted on a VESA compliant stand or wall mount bracket. Another great feature is the display's automatic aspect ratio adjustment, that allows inputs from 4:3 signals to be accurately represented in the center without stretching. Combined with a 3 year limited warranty, an industry best pixel performance policy and Windows 7 certification, the VX2250wm-LED is a great long term investment for any display user.
What’s in the Box
 List Price: $ 279.99 Price: $ 279.99 Find More Stereo Speakers Products Posts Related to ViewSonic VX2250WM-LED 22-Inch (21.5-Inch Vis) Widescreen Full HD 1080p LED Monitor with Integrated Stereo Speakers Reviews
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| Speakers of the House of Representatives, 1789-2009 Posted: 24 Aug 2011 11:38 AM PDT Speakers of the House of Representatives, 1789-2009
List Price: $ 135.00 Price: $ 55.00 Posts Related to Speakers of the House of Representatives, 1789-2009
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| Electronic Music: Systems, Techniques, and Controls Posted: 24 Aug 2011 06:40 AM PDT Electronic Music: Systems, Techniques, and ControlsList Price: $ 35.40 Price: Posts Related to Electronic Music: Systems, Techniques, and Controls
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| The Use of Audio Aids in the Efl Class at the Tertiary Level: a Plus or a Minus? Posted: 24 Aug 2011 04:56 AM PDT The Use of Audio Aids in the Efl Class at the Tertiary Level: a Plus or a Minus? Introduction It is sometimes time-consuming and/or exhausting to make second/foreign language materials (either newly constructed or adapted) suitable and acceptable to the learner because he/she may feel uninterested in and even disappointed with them as he/she finds them unfamiliar, difficult, problematic, mechanical, unattractive and so forth. Besides, the teaching methods and techniques the teacher employs may not be in consonance with the learner's needs, interests, level and aptitude. Hence, as opposed to the traditional approach to L2 teaching including the chalk and talk method, the communicative language teaching approach encourages the teacher to act as a facilitator by helping the learner become an interested, active and efficient participant in the whole learning process (Richards and Rodgers 2002). To carry out his/her job successfully and ensure the learner's maximal benefit, the teacher has to use his/her teaching methods, techniques as well as materials in a manner that is consistent with the learner's needs and interest. And the appropriate use of audio aids can be substantially helpful in this respect (Kamal and Afteb 1993) since such learning aids and teaching machines stimulate, motivate and arrest the learner's attention during the instructional process. Audio-aids can be defined as models and devices that can be heard and give an image of something, somebody and some situations. They include recorded materials, radios, cassette players, cassettes and the like which are relatively cheap and available and which the language teacher with a little training can use in the L2 class so as to make the teaching methods, techniques and materials considerably effective and interesting, and to help the learner have maximum benefit (Akanbi 1988). Unlike most other types of aids and means used in the language class, on the one hand, this type of aid enables the teacher to modify the teaching method and technique, and change the classroom situation quickly and immediately as necessary; and on the other, it attracts the learner's attention, stirs his/her imagination, reduces his/her exhaustion, motivates him/her to be engaged in the learning process, and thus helps him/her to acquire expected proficiency in the language skills especially listening and speaking. Different teaching aids devised and recommended by language experts are intended to make the learner interested and motivated. The native speaker's voice and accent through the audio tape make the learner enthusiastic and excited. This greatly facilitates the learner's understanding of the linguistic as well as the communicative aspects. Audio aids add a life-like effect to the text book and other printed materials used to teach the target language. For example, as soon as a cassette player is played and the material is presented, the learner is immediately drawn to it. He/she feels the presence of another teacher in the classroom. With the help of audio aids, the teacher can, moreover, successfully deal with the weak and indifferent learner. These aids are seen to reduce the teacher talk and the chalk method, and reversely increase the learner's interaction and active participation. The teacher can also provide as much practice as is necessary by using audio tapes; but it is to be remembered that audio aids should be purpose oriented as well. Pike (1997) identifies some significant reasons for carefully designing and using audio aids: motivating the learner, attracting and maintaining the learner's attention, reinforcing the main ideas of the lesson, illustrating and supporting the spoken literature, minimizing misunderstanding of the learner, increasing retention, adding a touch of realism, saving both class time and expenses, helping the teacher to communicate more dearly and quickly so that the learner can understand the content clearly and easily, and helping the teacher clarify the thinking and provide a logical path for communication. Though audio aids are found to be greatly helpful in teaching an L2 and continually expanding their scope with the availability and development of technology, their use in the EFL class especially at the tertiary level in Bangladesh is still limited. Therefore, the present study was designed to address and explore the following questions: a. Are audio aids used in the class? b. If yes, how much are they useful? c. If no, why are they not used? d. What does the teacher think of using audio aids? e. What does the student think of using audio aids? Research design and methodology Subjects This study was conducted with 32 university teachers and 120 tertiary level students randomly selected from two public universities ?University of Dhaka and Jahangirnagar University, and eight private universities ? Daffodil International University, Stamford University, State University, Northern University, Darul Ihsan University, Northern University, Eastern University and University of Development Alternative (UODA) in Dhaka. The teachers being Bangla speaking had at least a postgraduate degree in English language and/or literature. And all the students possessed the same mother tongue Bangla, and were learning English as a foreign language.
Instruments To address and explore the research questions, a quantitative method including two questionnaires, one for the teachers (see Appendix-I) and the other for the students (see Appendix-II), was exploited. The present researchers designed the questionnaires on the basis of their first-hand experience of using audio aids for teaching EFL especially EFL listening and speaking skills at the tertiary level in Bangladesh. Each of the questionnaires consisted of eight items related to the research problems stated in the introduction. The first items in both the questionnaires were related to the question 'Are audio aids used in the class?'. The second and the fourth items in both the questionnaires were concerned with 'If yes, how much are they useful?'. The fifth and the eighth items in both the questionnaires were linked to 'If no, why are they not used?'. The third, sixth and seventh items in Teacher Questionnaire had relations to the question 'What does the teacher think of using audio aids?'. And, the third, sixth and seventh items in Student Questionnaire were connected to 'What does the student think of using audio aids?'. It is worth mentioning that the questionnaires contained almost identical items chosen with a view to comparing and contrasting the opinions of the two groups of respondents. Data collection and analysis The data for the study were collected from 32 English teachers as well as from 120 students learning English as a foreign language at the tertiary level. To tap the teachers' responses to the use of audio aids in the EFL class, the second researcher personally contacted each of the teachers and requested them to respond to the items in the questionnaire. And to collect the students' responses to the use of audio aids in their EFL class, the researchers received cooperation of the teachers who administered the questionnaire after an explanation of the purposes of the study and some preliminary instructions. The data collected from the teachers and the students were then scored by hand. Presentation and interpretation of findings Teacher questionnaire The teacher questionnaire contained eight items which were concerned with the teachers' opinions on the different aspects of the use of audio aids in their EFL classes. The responses of the 32 English teachers to the questionnaire are recorded and discussed itemwise as follows: The first question to the teachers was posed as 'Do you use audio aids in your English classes?' Teacher Table: 1 Question Choices Scores Percentage Do you use audio aids in your English classes? Yes 32 100% No 0 00% N=32 Teacher Table: 1 above indicates that all the teachers answered the question in the affirmative. That is, 100% of the subjects used audio aids in their EFL classes. This finding indicates the acquaintance of the teachers at the tertiary level in Bangladesh with modern language teaching equipment and aids which make EFL teaching and learning relatively more scientific as well as more effective. It also shows that the teachers have expertise in using audio aids for teaching EFL, which the students find attractive and useful. Further, this phenomenon is consistent with the widely prevailing and popular communicative language teaching approach (Richards and Rodgers 2002). The second question to the teachers was put as 'Do you think that audio aids are useful for teaching English?' Teacher Table: 2 Question Choices Scores Percentage Do you think that audio aids are useful for teaching English? Yes 28 87.5% No 4 12.5% N=32 As Teacher Table: 2 shows, 28 out of 32 teachers ticked 'Yes' while 4 teachers ticked 'No'. In other words, 87.5% teachers thought that audio aids were useful for teaching English as a foreign language; but only 12.5% found that it was not useful to use audio aids in their English classes. The result clearly uncovers that a great majority of the teachers find it useful to use audio aids for teaching EFL at the tertiary level in Bangladesh as is seen in other settings, for example, Nigeria (Agun and Okunrotifa 1977). The third question to the Posts Related to The Use of Audio Aids in the Efl Class at the Tertiary Level: a Plus or a Minus?
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| Coby CSP96 300-Watt 5.1-Channel Home Theater Speaker System (Black) Posted: 23 Aug 2011 09:49 PM PDT Coby CSP96 300-Watt 5.1-Channel Home Theater Speaker System (Black)
Immerse yourself in your movies and music with Coby’s 5.1-channel home theater speaker system. Fill your room with 300 watts of surround sound from five 3-inch satellite speakers and a floor-rattling subwoofer. The integrated amplifier and switch allows you to easily change between two source connections. Independent volume/treble/bass control and magnetic shielding also included. Enjoy an immersive cinema experience at home with the affordable Coby CSP96 5.1-channel home theater speaker system, which includes a floor-rattling subwoofer and five 3-inch satellite speakers that fill a room with 300 watts of surround sound. The integrated amplifier and switch allows you to easily change between two source connections, and it also features independent volume/treble/bass control and magnetic shielding that allow for speaker placement in close proximity to your TV without interfering with the picture quality.  See larger image. Key Features
What’s in the BoxSubwoofer, 5 satellite speakers, 3 RCA audio input cords, operating instructions List Price: $ 54.99 Price: $ 54.99 Premium iP2 Speaker System With Bongiovi Acoustics DSP And iPod/iPhone Dock
List Price: $ 223.79 Price: $ 126.95 Posts Related to Coby CSP96 300-Watt 5.1-Channel Home Theater Speaker System (Black)
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| Klipsch LightSpeaker System 5.2.2 Wireless Sound and Efficient LED Lighting Reviews Posted: 23 Aug 2011 04:58 PM PDT Klipsch LightSpeaker System 5.2.2 Wireless Sound and Efficient LED Lighting
Wireless speaker system installs in minutes like a ceiling light bulb and allows enjoyment of music anywhere while saving energy & money List Price: $ 599.99 Price: $ 298.95 Posts Related to Klipsch LightSpeaker System 5.2.2 Wireless Sound and Efficient LED Lighting Reviews
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| Klipsch Speaker Bundle, Denon AVR-3311CI Receiver & Klipsch SW-311 Subwoofer BDL Reviews Posted: 23 Aug 2011 04:53 PM PDT Klipsch Speaker Bundle, Denon AVR-3311CI Receiver & Klipsch SW-311 Subwoofer BDL
List Price: $ 4,923.00 Price: $ 3,324.00 Klipsch Speaker Bundle, Denon AVR-991 Receiver, & Klipsch SW-112 Subwoofer BDL
Price: $ 2,878.99 Klipsch Speaker Bundle, Denon AVR-3311CI Receiver & Klipsch SW-311 Subwoofer BDL
Price: $ 3,499.00 More Klipsch Speakers Products Posts Related to Klipsch Speaker Bundle, Denon AVR-3311CI Receiver & Klipsch SW-311 Subwoofer BDL Reviews
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