video to support pre- sessional students set an assignment to write a case study report, including use of flax corpus tool, samples of business reports, and reference to business analysis tools including SWOT, Boston Matrix, five forces, etc., reference to UEFAP site, and research paper on the use of hedging and boosting and its use in case study reports in NS and NNS writing.

In this video, Richard Galletly (Academic English lecturer at Aston University) presents a guide to avoiding plagiarism in your writing, and introduces some ideas to help with your referencing. This guide is intended for students at UK universities in undergraduate and postgraduate courses. The ideas found here are a synthesis of the current research into plagiarism and how to avoid it, including ideas from East (2009), Ellery (2008) and Hyland (2010). The concept of using summarising and parpaphrasing to avoid accidental plagiarism is questioned here, and the use of effective reflection, discussion, critical evaluation and commentary on sources is encouraged. This video is available as part of a collection of shared open educational resources for the FAVOR project and available in languagebox.ac.uk/profile/1239 . For further contact information please visit www1.aston.ac.uk/lss/ or alternatively uk.linkedin.com/in/richardgalletly Bailey, S. (2011) Academic Writing for International Business Students. Oxon: Routledge. Ballantine, J. & Larres, P. (2012): Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism, Accounting Education: An International Journal, 21:3, 289-306 Cottrell, S. (2008) The Study Skills Handbook. Basingstoke: Palgrave Macmillan. Ellery (2008): Undergraduate plagiarism: a pedagogical perspective, Assessment & Evaluation in Higher Education, 33:5, 507-516 Fitzpatrick, M. (2011) Engaging Writing. NY: Pearson Longman. Greetham, B. (2008) How to Write Better Essays. Basingstoke: Palgrave Macmillan. Hudd Suzanne S.,Sardi Lauren M.,Lopriore Maureen T.(2013). "Sociologists as Writing Instructors: Teaching Students to Think, Teaching an Emerging Skill or Both?" Teaching Sociology. Humphris, R. (2010): Developing Students as Writers Through Collaboration, Changing English: Studies in Culture and Education, 17:2, 201- 214 McCarter, S. (2009) Uncovering EAP. Harlow: Macmillan. McMillan, K. (2010) How to Write Essays and Assignments. Harlow: Prentice Hall. Price, G. & Maier, P. (2007) Effective Study Skills. Harlow: Pearson. Reinders, H. (2008) The International Student Handbook. Basingstoke: Palgrave Macmillan. Saunders, M. (2009) Research Methods for Business Students. Harlow: Prentice Hall. Swales, J. M. & Feak, C.B. (2007) Academic Writing for Graduate Students. Michigan: University of Michigan Press. Thorne, M. M. (2012). The Destinee project: Shaping meaning through narratives. International Journal of Education & the Arts, 13(3). Tissington, P. (2009) How to Write Successful Business and Management Essays. London: Sage. Tripp, T. and Rich, P. (2012), Using video to analyze one's own teaching. British Journal of Educational Technology, 43: 678--704 Using English for Academic Purposes [online]. Available at: www.UEFAP.com [accessed 181011] Vardi (2012): Developing students' referencing skills: a matter of plagiarism, punishment and morality or of learning to write critically?, Higher Education Research & Development, 31:6, 921-930 Zafron, M.L. (2012): Good Intentions: Providing Students with Skills to Avoid Accidental Plagiarism, Medical Reference Services Quarterly, 31:2, 225-229

designed for an hour's class on plagiarism, this lecture introduces the concepts of plagiarism and Harvard/ APA referencing styles, the importance of correct referencing and most importantly: the use of an authentic authorial voice. This concept is introduced by giving three extracts from journals on fair trade, and a slide on the fair trade of chocolate, using the supplier Askinosie as an example. Students then discuss, critically evaluate, reflect and debate the concept of Fair Trade. When I tried this out on a group of first year undergraduates they performed very well at this task, and I was able to explain to them how they might use the extracts to inform and inspire discussion in their essays, and to avoid the common mistakes of summarising and paraphrasing too closely to the originals, so that they avoid patchworking in their essays.

a guide for writing research proposals for postgraduate international students of business.

academic writing: how to plan your assignments and essays.

help on writing dissertations, for postgraduates

how to write stylishly ;)

1 - Using Literature in Your Writing: Avoid Plagiarism by using your Authentic Voice and an Effective Narrative Understand what plagiarism is, the importance of avoiding it; how to find your own 'voice' in your writing, how paraphrasing, summarising and synthesising are used; also where to find journals for your essays and finally how to reference those materials the easy way. This video will help you to avoid plagiarism when writing essays at University, by showing you what plagiarism is, how to reference, and the importance of developing your 'voice' and the practice of building a narrative into your text. Videos to follow this will develop the idea of a 'stance' taken in your argument, and the importance of playing fair, but playing to win.

Speak! is a 15-minute film with 14 follow up episodes featuring pupils who dropped languages after GCSE but now have the chance to win a summer work placement abroad. The short episodes can be shown during lessons or watched at home and each one has additional resources including lesson plans, vocabulary and ideas devised by teachers.

This booklet contains detailed case studies of six West Midlands schools who were awarded funding to pilot projects combining sports and languages in the curriculum. The schools involved have worked hard to turn their plans into reality and to raise the profile of languages by encouraging pupils to use languages in new contexts, giving them a new purpose and meaning. Their commitment and dedication has resulted in creative and interesting projects which have produced amazing results they are keen to share. The schools have provided information on the reasons for developing their projects, how they went about it and the amazing outcomes. Each school has been able to imbed their Active Languages project into the curriculum with plans to develop further and include other subjects in coming years. If you are looking for new ways to motivate learners, we hope you will find inspiration, resources and support to get started in this booklet. You can download the pdf here or contact us at routes@aston.ac.uk to request hard copies.

Working with colleagues at The Sixth Form College, Solihull and Foreign Language Assistants based in the West Midlands we have produced these recordings related to the A-level curriculum. The recordings are natural unscripted dialogues between natives and are transcribed. The FLAs also produced gap fill activities and question exercises to accompany the recordings.

Thinking of holding a language event at school but don’t know where to start? We have created "How to..." guides from our most popular events to help you replicate them back in school. Each guide contains a full description of how to run the event including essential considerations, some sample programmes and task lists to give you an idea of what needs to be done and how to plan out the day. We also have some workshop ideas and resources which can be adapted for use with any language. You may find some the activities can be adapted to deliver during class time rather than as a formal event - please feel free to use them as you wish!

Thinking of holding a language event at school but don’t know where to start? We have created "How to..." guides from our most popular events to help you replicate them back in school. Each guide contains a full description of how to run the event including essential considerations, some sample programmes and task lists to give you an idea of what needs to be done and how to plan out the day. We also have some workshop ideas and resources which can be adapted for use with any language. You may find some the activities can be adapted to deliver during class time rather than as a formal event - please feel free to use these guides as you wish!

Thinking of holding a language event at school but don’t know where to start? We have created "How to..." guides from our most popular events to help you replicate them back in school. Each guide contains a full description of how to run the event including essential considerations, some sample programmes and task lists to give you an idea of what needs to be done and how to plan out the day. We also have some workshop ideas and resources which can be adapted for use with any language. You may find some the activities can be adapted to deliver during class time rather than as a formal event - please feel free to use these guides as you wish!

Thinking of holding a language event at school but don’t know where to start? We have created "How to..." guides from our most popular events to help you replicate them back in school. Each guide contains a full description of how to run the event including essential considerations, some sample programmes and task lists to give you an idea of what needs to be done and how to plan out the day. We also have some workshop ideas and resources which can be adapted for use with any language. You may find some the activities can be adapted to deliver during class time rather than as a formal event - please feel free to use these guides as you wish!

The booklet contains an outline of the different options givinging specific examples and illustrative case studies. The Teachers' Notes which accompany the booklet give some ideas about how to use this resource to help communicate the message to Sixth Form students in the process of making their future study choices. You can download the pdf here or contact us at routes@aston.ac.uk to request hard copies.

This is a recording of a presentation delivered at a Sixth Form conference in March 2012. The presentation focuses on the key pathways for continuing (and starting!) language study at university.

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish*, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. (*Modules 3 and 5 in Spanish coming soon). Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish*, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. (*Modules 3 and 5 in Spanish coming soon). Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish*, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. (*Modules 3 and 5 in Spanish coming soon). Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish*, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. (*Modules 3 and 5 in Spanish coming soon). Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

UNSPECIFIED

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED