Journal articles on the topic 'One-to-one writing conferences'
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Fitzgerald, Jill, and Carol Stamm. "Variation in Writing Conference Influence on Revision: Two Cases." Journal of Reading Behavior 24, no. 1 (March 1992): 21–50. http://dx.doi.org/10.1080/10862969209547761.
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The purpose of the study was to describe the influence of conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Using both quantitative and descriptive analyses, data from three baseline points and seven conference points were summarized. At conference information collection points, the children wrote, groups conferenced, children were interviewed about potential revisions, and students revised. At baseline points, there were no conferences. For analyses, we (a) read all of the writing and transcripts of interviews and conferences; (b) determined quality of first and last draft of each composition; (c) coded conference talk; (d) traced comments between conferences, interviews, and revisions carried out; (e) calculated counts of revisions the children talked about in interviews and revisions they carried out; and (f) reviewed the teacher's observations about the two children's behavior in the classroom. Conference influence was variable, both within and across children. Further, dramatic differences were noted between the two children in conference influence, with only the initially naive writer profiting significantly from conferences and evidencing clear developmental progress in revision.
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Nickell, Samila S. "WRITING CONFERENCES ON THE COMPUTER." CALICO Journal 3, no. 3 (January 14, 2013): 29–31. http://dx.doi.org/10.1558/cj.v3i3.29-31.
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Computer-assisted writing conferences help overcome one of the major problems associated with CAI—how to get students to write effectively on computers. Computer conferences allow the teacher to spot the level at which the student is having difficulty, whether it be at the word, sentence or conceptualization level. Not only does the computer conference help spot such problems, but with the student present the teacher can actually see his/her writing "in process" and help the student make changes.
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Nadelia, Febrina, Desi Indrawati, and Yella Dezas Perdani. "Penulisan Esai Akademik dan Strategi untuk Lolos Konferensi Internasional." Social Economics and Ecology International Journal (SEEIJ) 4, no. 1 (March 30, 2020): 14–21. http://dx.doi.org/10.21512/seeij.v4i1.7350.
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Academic writing activities for students are to convey ideas, arguments, and be involved in scientific activities. In academic writing, it is always classified by evidence-based arguments, correct word choice, logic, and structure. Although it is sometimes considered wordy, proper academic writing is one that informs, analyzes, and engages readers directly and critically. Moreover, knowing the stages of academic writing and how to write correctly is also needed in writing essays and motivation letters to pass international conferences selection. Every international conference usually demands conference applicants to prepare their essays and motivation letters comprehensively. Therefore, if students are interested in participating in international conferences, they should try to make interesting essays and motivation letters, both in terms of titles, innovations, and solutions that give new colors in the fields they participate. The purpose of this service through the webinar on academic essay writing and strategies for passing the international conference selection is to provide education and knowledge of writing and scientific thinking skills for students and to motivate and expand their insights to participate actively in international conferences by preparing their essays and motivation letters as the requirements for participating in international conferences. Participants who took part in this webinar were 61 students from Bina Nusantara University Bandung Campus, Pasundan University, UNIBI Bandung, and STIEPAR YAPARI Bandung. There are several series of events held in this webinar. The results of this service showed optimism and positive responses from the participants to make proper and structured writing and encourage their urge to participate actively in international conferences with the initial stages of writing essays and motivation letters.
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Hou, Yu-Ju, and Ming-Fang Hsieh. "Helping parents reexamine children’s emergent writing performance through parent–teacher portfolio sharing conferences." Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 378–91. http://dx.doi.org/10.1177/1836939119870924.
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This study documented how the teacher conducted one-on-one portfolio sharing conferences with the parents to help them understand their children’s emergent writing performances. Data included the selection and analysis of children’s writing samples, parent–teacher conferences, and teacher interviews. The results indicated that parents’ perspectives on children’s writing reflect their concerns regarding their children’s transition to elementary education and limited understanding of emergent writing development. After the parent–teacher conferences, the parents demonstrated better understanding of emergent writing, became more confident about their children’s writing performance, and affirmed the benefits of parent–teacher sharing conferences. Lastly, the study increased teachers’ understanding about parents’ perspectives and improved the teacher–parent relationship.
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Yang, Luxin. "Focus and Interaction in Writing Conferences for EFL Writers." SAGE Open 12, no. 1 (January 2022): 215824402110582. http://dx.doi.org/10.1177/21582440211058200.
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It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students’ essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.
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Margawati, Prayudias. "TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 187. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.724.
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Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.
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Jalode, Alian Abdefatah Mohamd. "The Bilad al-Sham Conferences: Their Role in The Development of Historical Writing." Jordan Journal for History and Archaeology 16, no. 3 (October 31, 2022): 89–111. http://dx.doi.org/10.54134/jjha.v16i3.656.
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Conferences on the History of Bilad al-Sham have been held at the University of Jordan since the first one in 1974. The conferences examined various topics in the history of Bilad al-Sham through different historical periods, shedding light on various aspects of the political, economic, and social history of Bilad al-Sham, and studying the development of systems and institutions related to Bilad al-Sham across Jordan, Palestine, Syria, and Lebanon. Hundreds of researchers have participated in these conferences, representing various Jordanian and international academic institutions and universities. In addition to the conferences and the publication of their proceedings, the History of Bilad al-Sham Committee has published many specialized studies and analytical indexes related to the history of the Bilad al-Sham in general and the history of Jordan in particular. This paper introduces those conferences and the studies about Bilad al-Sham that have been published, as well as traces the contributions of Jordanian researchers in those conferences and their impact on the development of historical writing about Jordan.
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Magonet, Jonathan. "Editorial." European Judaism 51, no. 2 (September 1, 2018): vi. http://dx.doi.org/10.3167/ej.2017.510201.
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One of the opportunities that we can offer as a journal is to publish papers delivered at conferences whose subject matter fits our overall remit. They may appear as a section within an issue of the journal which otherwise covers a miscellaneous range of topics. Sometimes, when there are sufficient materials, we invite the organizers to consider providing someone to be a guest editor so that the entire issue can be devoted to the particular conference. Some recent examples are: The State of Ladino Studies 2010/11; German Rabbis Abroad 2012; Writing Jews in Contemporary Britain 2014; Rabbis and the Great War 2015.
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Gardner, Susan A., Lorena M. Salto, Matt L. Riggs, Carlos A. Casiano, and Marino De Leon. "Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention." CBE—Life Sciences Education 17, no. 3 (September 2018): ar45. http://dx.doi.org/10.1187/cbe.16-12-0350.
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Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.
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Rahmat, Noor Hanim, Norhartini Aripin, Zarina Razlan, and Zulaikha Khairuddin. "The Influence of Metacognitive Scaffolding on Learning Academic Writing Online." International Journal of Education 13, no. 3 (September 12, 2021): 48. http://dx.doi.org/10.5296/ije.v13i3.18902.
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The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.
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Nikolaeva, Sofiya, and Valentyna Chernysh. "Teaching young scientists how to write abstracts for presentations at conferences." Scientific and methodological journal "Foreign Languages", no. 1 (May 30, 2022): 3–8. http://dx.doi.org/10.32589/1817-8510.2022.1.257861.
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The article is devoted to the description of a set of tasks for teaching bachelor, master and postgraduate students to write abstracts of speeches at scientific and scientific-practical conferences. Studies and publications on the formulated problem are analyzed, and a conclusion is made about insufficient attention of researchers to the practical side of the issue. Three stages have been introduced in the preparation of young scientists for writing abstracts in accordance with the qualification levels recorded in the National Qualifications Framework: preparatory (providing conceptual and methodological knowledge in the field of abstracts writing), main (development of special skills in the field of writing abstracts in the sphere of teaching foreign languages methods) and the final one (development and improvement of the skills of editing and text design, compliance with the norms of academic integrity, self-analysis). Each of the stages includes a series of tasks. In general, the tasks are developed from providing knowledge about the types of abstracts to teaching self-analysis of the prepared for publication abstracts quality. Completion of tasks involves the widespread use of various Internet services.
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Walker, Rosie. "Walking Several Inches Taller: Student Reflections on a University Conference on the Lived Experience of Refugee Children and Families." Journal of Learning and Teaching in Higher Education 1, no. 2 (December 20, 2018): 151–64. http://dx.doi.org/10.29311/jlthe.v1i2.2815.
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The development of higher order thinking skills is an important pedagogic outcome of Foundation and BA degrees within the UK as it enables students to work positively with complex issues within early years practice. Our annual conference, held at a university within the West Midlands, is one strategy for this development. The conference under consideration was held in 2017 and was entitled ‘Lived Experience of Refugee Children and their Families.’ This offered students an experience of understanding at first hand the plight of refugee children and families and the implications for practice. At the end of the conference the students were asked to critically reflect on their experience and to present this as a 500 word piece of writing during the fortnight after the conference. Using a hermeneutic and interpretive approach to analyse the writing, three key themes emerged which included: the impact of learning through first-hand experience, changes in perspective previously informed by negative media coverage and developing politicisation and positioning of self as a result of the conference. Students identified a number of actions they would take as a result of their learning. The value of a critically reflective opportunity after conferences was highlighted as an essential part of developing higher order thinking and gaining maximum impact for the student learning from the experience.
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Oldstone-Moore, Christopher. "The Forgotten Origins of the Ecumenical Movement in England: The Grindelwald Conferences, 1892–95." Church History 70, no. 1 (March 2001): 73–97. http://dx.doi.org/10.2307/3654411.
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Ruth Rouse, writing in A History of the Ecumenical Movement, made an extraordinary claim about the origins of modern ecumenism. She identified two factors in the 1890s that, in her words, “changed the course of Church history and made possible the modern ecumenical movement.” One was the Student Christian Movement, established in 1895 by the American Methodist layman, John R. Mott. The other factor was the Grindelwald (Switzerland) Reunion Conferences, an assembly mostly of English church leaders organized by a Methodist minister, Henry Lunn, between 1892 and 1895. Mott's movement is very well known to modern readers. The Grindelwald Conferences, by contrast, are utterly obscure in spite of Rouse's conclusion that they “began a new phase in the growth of the ecumenical idea.”
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Kurambayev, Bahtiyar, and Eric Freedman. "Central Asian Journalism Studies: Is There a Pathway From Conference Paper to Journal Publication?" Asia Pacific Media Educator 31, no. 1 (May 6, 2021): 63–78. http://dx.doi.org/10.1177/1326365x211009644.
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This exploratory study analyses growing pressures on faculty in Central Asia to publish research in high-quality international journals and how faculty attempt to meet publishing mandates from institutions and ministries motivated to join world rankings. This is important because of the scarcity of Central Asian scholarship in peer-reviewed journalism and mass communication (J&MC) journals due to the exceptional challenges faculty face publishing their work internationally. This study, the first of its kind for international J&MC scholarship, draws on a survey and qualitative interviews with faculty who presented research on J&MC topics at one or more Central Eurasian Studies Society (CESS) conferences from 2015 to 2019. The study selected CESS because it is one of the few academic and international venues focused on the region. It found that a third of conference papers were subsequently published. Among paper authors who did not publish, many cite heavy teaching and administrative workloads, weak methodological and theoretical exposure, and unfamiliarity with international standards of research writing. The article discusses the findings in relation to the growing number of predatory journals, escalating demands on faculty to publish internationally, Western-centric disciplinary journals, and insufficient research support from their institutions and ministries.
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North, Stephen M., and Muriel Harris. "Teaching One-to-One: The Writing Conference." College Composition and Communication 38, no. 3 (October 1987): 361. http://dx.doi.org/10.2307/357762.
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Torto, Nelson. "Preface." Pure and Applied Chemistry 85, no. 12 (December 1, 2013): iv. http://dx.doi.org/10.1351/pac20138512iv.
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The fourth conference of the African Network for Analytical Chemists (SEANAC) took place in Maputo, Mozambique, 8-11 July 2012. The SEANAC conferences are always characterized by pre-symposium workshops that are meant to address various aspects for students. In Maputo, on day one, a workshop on "Sample preparation" was given by Dr. Ron Majors of Agilent Technologies. On day two, Dr. Sharon Neal of the National Science Foundation (USA) gave a workshop on "Writing effective grants". On the same day, Dr. Jean Pemberton of Arizona University (USA) gave a workshop on "The basics of writing a good manuscript" and Dr. Jorge Gardea-Torresdey of Texas University at El Paso (USA) gave a workshop on "How to get published in scientific journals". Five keynote lectures were given: "Electrospun sorbents and colorometric probes", Prof. N. Torto, Rhodes University (South Africa); "Pressurized fluid technology in green analytical chemistry", Prof. Charlotta Turner, Lund University (Sweden); "The speciation of mercury in soil, water and ambient air: Analytical protocols and detection", Prof. Andrew Crouch, University of Witwatersrand (South Africa); "Advances in biological and food sample method development by GCxGC/TOF-MS", Prof. Jean-Marie Dimandja, LECO (USA); and "Use of synchrotron techniques to study the environmental implications of nanoparticles in the environment: The case of terrestrial plants", Prof. Jorge Gardea-Torresdey, University of Texas at El Paso (USA). In the main conference, 5 plenary as well as 40 lectures were presented. The papers published in this issue reflect the main areas of focus at the conference, as they covered aspects of agriculture, environment, health, and emerging applications based on nanotechnology.Nelson Torto Conference Editor
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Woodward, John B. "Titanic Defended." Marine Technology and SNAME News 34, no. 02 (April 1, 1997): 119–24. http://dx.doi.org/10.5957/mt1.1997.34.2.119.
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Authors of popular books on the Titanic tragedy often criticize the design of the ship, e.g., writing that it was deficient in that it lacked watertight decks and longitudinal subdivision. On the other hand, experts in ship design spoke quite differently in the public evaluations of the ship that followed, particularly in the Board of Trade investigation of 1912, and in the SOLAS conferences of 1914 and 1929. Pertinent excerpts from their findings and rule-makings are quoted, and discussed with respect to their posthumous application to the Titanic. With one exception, this process supports the present author's assertion that the Titanic was neither an unsafe nor poorly designed ship.
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Mishima, Masakazu. "RE-CONCEPTUALIZING L2 WRITING REVISION STRATEGIES FROM AN ECOLOGICAL PERSPECTIVE: AN INTERVIEW BASED INQUIRY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 1. http://dx.doi.org/10.25134/erjee.v7i2.1771.
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This study examines an ESL writer�s revision activity in composing an argumentative essay from an ecological perspective. The study aimed to explore how sociomaterial conditions present in the pedagogical context lead to the writer�s use of revision strategies in responding to instructor feedback. By using an interview-based case study approach, data were collected from one ESL writer and instructor in an ESL freshman composition class at a large public university in the US. Based on the analysis of field-notes, transcripts from interviews and writing conferences, and various cultural artifacts, the study found that the writer�s goal-oriented agency foregrounded his engagement with instructor feedback, which narrowed down the problem space perceived to be important by the writer to achieve his goal in writing. The writer�s selective attention to the specific writing issues to be attended in his revision attempt provided an essential perceptual pretext for the concoctions of several sociomaterially-afforded revision strategies. The study also found that sociomaterial interactions inherent within one strategy use conditioned the emergence of another strategy while showcasing that the writer�s strategy use could be emergent and generative in nature. Based on the findings, the study discusses the emergence of the revision strategies as a result of collective interplay of student agency and student-perceived sociomaterial affordances in the writer�s attempt to establish sociocognitive alignment with the instructor�s expectations delivered through feedback. Implications for ecologically-oriented L2 revision strategy research are discussed.
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KANDINSKAIA, Olga. "Developing Case Writing in Smaller Universities." Central European Review of Economics and Management 6, no. 2 (June 20, 2022): 7–35. http://dx.doi.org/10.29015/cerem.940.
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Abstract: Study programmes in economics and management should be more focused on developing students’ critical thinking skills and the capabilities to solve practical problems. Case method is admittedly one of the best techniques to accomplish these goals. Thus, disseminating the benefits of case method in academic teaching as well as supporting case writing among scholars is of great importance. Despite the many proven benefits of the case method and the growing use of cases in teaching management and economics, it seems that the writing of cases is undertaken by not so many academics. There is evidence of the lack of support at smaller schools to potential case writers from administrators, in terms of motivation, recognition, training, time, and funding, and on the other hand, there is little awareness among faculty about international scholarships, available peer-reviewed publishing opportunities for cases, and peer support via international case conferences. This paper attempts to fill in the existing information gap and offer helpful guidance to faculty and school administrators.
Aim: The aim of this paper is to support the development of case writing in the management and economics subjects by faculty of smaller universities where typically the local peer support is limited or non-existent, while the value of such academic research activity may be underestimated by school deans. The paper offers practical guidance on how to get international support while developing teaching cases.
Design / Research methods: This paper is a policy analysis type of research. It is based on secondary sources as well as primary sources such as personal observations and experience of the author who has been teaching finance and business since 1995, has published the first case in 2015, has authored 10+ cases by early 2022, has received 3 international case writing awards, and has been elected to the Board of NACRA, the leading case research association in the U.S.
Conclusions / findings: The use of case method in teaching management and economics has multiple benefits, including its virtuous role in school accreditations and industry-academia collaboration, as well as its powerful boost to the professional development of faculty. Faculty involvement however will remain limited unless the school deans and the accrediting bodies apply proper motivation to support academic case writing. The paper lists specific policy recommendations for promoting case research and case writing, which are feasible to implement in small universities with a limited budget.
Originality / value of the article: There are currently no papers that present such an overview of the current academic case writing scene, case conferences, funding, peer-reviewed case publication opportunities, as prepared by the author based on the personal experience as finance professor and case writer. It is a unique and valuable practical guidance for faculty members who are looking to get involved in case writing or for deans who are thinking of feasible measures to promote case writing and case research by tapping into the existing global resources and opportunities.
JEL: A21, A22, A23
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Dyson, Anne Haas, and Geneva Smitherman. "The Right (Write) Start: African American Language and the Discourse of Sounding Right." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (April 2009): 973–98. http://dx.doi.org/10.1177/016146810911100408.
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Background Both academic research and educational policy have focused on the diverse language resources of young schoolchildren. African American Language (AAL) in particular has a rich history of scholarship that both documents its historical evolution and sociolinguistic complexity and reveals the persistent lack of knowledge about AAL in our schools and the continuing negative stereotypes about its speakers. Currently, federal funds for early schooling target the literacy learning of low-income children, who are disproportionately children of color; these programs, though, assume, as a literacy “basic,” a singular correct way of using language. The stage is set, then, for communicative disconnects between teachers and children during literacy instruction. Purpose In early literacy studies, such communicative disconnects between teachers and children have been discussed primarily in relation to reading. Our focus is on teacher-student interactions about children's writing, that is, about their efforts to make a voice visible on paper. Writing is a rich context for studying how AAL figures into early literacy teaching and learning. Teachers urge children to listen to how their words sound in order to compose their message. But what sounds “right” to young children will vary for developmental, situational, and, as emphasized herein, sociocultural reasons. We illustrate how, in the course of teacher-student interaction, young children's major resources for learning to write—their very voices—may become a source of problems. Research Design The article draws on data collected in an ethnographic project on child writing in a test-monitored and basics-focused elementary school in a midsized urban school district. Most of the school's children were from low-income homes of diverse ethnic and cultural backgrounds. One important pedagogical site for teaching basic literacy skills in the observed first grade was teacher-led editing conferences, in which the classroom teacher focused on written conventions, including standardized usage. These conferences (and all afternoon activities) were documented over the course of an academic year primarily through observation accompanied by audiotaping and collection of children's products. This article features the writing experiences of one focal child, Tionna. Recommendations We conclude with a consideration of the goals of language arts programs in contemporary times. Certainly, assisting children in extending their communicative repertoire to include the Language of Wider Communication (LWC) is a worthy curricular goal for the school years. At the same time, we question U.S. monolingualism and monodialectalism in a multilingual world demanding communicative flexibility.
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Lemieux, Vincent. "The Scholar and the Expert." Canadian Journal of Political Science 25, no. 4 (December 1992): 651–60. http://dx.doi.org/10.1017/s0008423900004431.
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AbstractMany political scientists are adding the role of expert to their role as university professors. They are consultants for various organizations, committees or commissions, and they express themselves through the media or they participate in meetings or conferences oriented toward problem-solving. There are some disconnected experts and some naive technocrats among them. There are also alleged experts who are openly partisan. Fortunately some political scientists while acting as experts remain true scholars. They limit themselves to highlight the choices to be made rather than trying to impose one of them. Their experiences as experts enrich their teaching, research and writing activities as well as the training of young researchers. Somewhat like the presidents of the Canadian Political Science Association they are not in place for too long. And it is a good thing, too.
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Ali, Shokhan Abubakr. "Forms of Public Communication That are Written to Build Relations Between The Audience and Governmental Institutions: A Case Study of Governmental Institutions' Electronic Sites." Journal of University of Raparin 8, no. 4 (December 28, 2021): 250–74. http://dx.doi.org/10.26750/vol(8).no(4).paper12.
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The electronic site is one of the latest forms of communication facilities that governmental institutions use to establish public relations with their audiences. Governmental institutions utilize a variety of services and initiatives to develop good relationships with their audiences. To bring their work and actions to the majority of the public, they use various forms of mass media. The title of this research (Forms of public communication that are written to build relations between the audience and governmental institutions: a case study of governmental institutions' electronic sites). The significance of this research has focused on all of the subjects reported on the official websites of governmental institutions, as well as the review of the subjects and all of the aspects to know how to write the subjects and to be aware of all of the activities that the institutions conduct. Thus, all organizations must maintain their main sites and be able to better guide their matters to the public, which is one of the most critical circles of contact between governmental institutions and local and international audiences. The main question of this study is to determine what type of public relations writing is used, in which area, and what governmental institutions' activities are. The study aims to demonstrate the most popular writing styles and genres for public relations, as well as to be aware of the principles of writing, and to illustrate the subjects and actions that the institution does. Knowing the details and specifics of the topics published on the institution's website is also essential. This thesis is a descriptive study using the content analysis approach, intending to analyze the subjects of the main site of the governmental institutions in Sulaimaniyah. For this reason, the Directorate of the Sulaimaniyah Appeals Court, the Passport Office of Sulaimaniyah Province, and the Sulaimaniyah Traffic Directorate have set out all matters for six months from December ١, ٢٠١٩ to January ٦, ٢٠٢٠. As a consequence, the working style is one of the methods that the three institutions have used most often, and the articles written adhere to the standards of public relations writing. The majority of their activities included (visiting, conferences, courses, gathering) the majority of their publications, and then mentioning the institution's services, which were solely focused on news.
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Sudirman, Sudirman, Aliefman Hakim, and Hamidi Hamidi. "Performance Assessment Comprehensively Based on Project Learning Related to Critical Thinking: A Bibliometric Analysis." Jurnal Penelitian Pendidikan IPA 9, no. 1 (January 31, 2023): 171–79. http://dx.doi.org/10.29303/jppipa.v9i1.2518.
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This study aims to find out a comprehensive performance assessment using project-based learning and improving critical thinking. The method of writing articles through literature studies published in 2010-2022 uses descriptive qualitative bibliometric analysis with the Perish 8 and VOSviewer applications, from 1000 articles sourced from journals, books, conferences, proceedings, and other literature sources that have been screened in the Google Scholar (GS) and Scopus databases with the Perish 8 application, researchers only take articles sourced from journals, namely 343 articles and only 1 09 articles are Scopus with 45 articles that are on quartile one (Q1), 34 articles on quartile two (Q2), 23 Articles at quartile level three (Q3) and 7 articles are at level quartile four (Q4) to be used as a reference for literature studies in conducting further article reviews. The results of the bibliometric analysis qualitatively found that there was a relationship between comprehensive performance assessment based on project-based learning and critical thinking.
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Tortchynska, Nataliia, and Mychaіlo Torchynskyі. "FORMATION OF SCIENTIFIC SPEECH COMPETENCES AMONG STUDENTS OF PHILOLOGY." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 255–60. http://dx.doi.org/10.36550/2415-7988-2022-1-204-255-260.
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The article characterizes the main problems of the formation of written scientific speech competences among students- philologists. Also, the article describes ways to overcome the difficulties in the process of studying such disciplines: «Methodology and organization of scientific research» and «The theory and practice of philological research». The major task of the work programs of the disciplines is to master scientific speech skills among students, which is an existing competences representative that allows sharing own achievements and gaining experiences in approbation (printing articles, presentations on seminars and conferences, writing a thesis). In modern higher educational establishments, one of the tasks is to develop scientific – research competences among students. Therefore, teachers have an additional task: not only to train to write and to put works into shape, but first of all they have to motivate to work themselves, to offer relevant, interesting for students research topic without duplication any titles of already existing articles and websites, etc. The article describes the specific of preparation philologists ukrainists and polonists of Khmelnytskyi National University to write scientific articles, term papers, and diploma works. It was suggested algorithms for work with students, which teachers follow during forming scientific speech competences; the peculiarities of the research results presentation was highlighted through speeches at conferences and the publications of articles in student assemblies. It is these types of work that allow to test the results of research and teach students to public speaking, develop skills to lead a discussion. Acquisition of scientific speech competencies will help certified philologists, who can later work in educational institutions, together with students to participate in various scientific activities, including competitions, olympiads, conferences, etc. All participants of the scientific-educational process must follow academic decency. It is obligatory and emphasized. Because this is one of the conditions for Ukraine's educational European integration. In the longer term, we have tentative plans for other issues to be considered, issues related to organizing scientific work in higher educational establishments, including the application preparation, project activities, participation in competitions and contests, etc.
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Kimambo, Isaria N. "Historical Association of Tanzania." Tanzania Zamani: A Journal of Historical Research and Writing 9, no. 2 (December 1, 2017): 218–47. http://dx.doi.org/10.56279/tza20210925.
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This is a description of activities of the Historical Association of Tanzania, which was founded in 1966 at the University College, Dar es Salaam. It is divided into six sections. Section One dwells on how higher education institutions around the world enabled their history departments to form historical associations that connected them with the masses of people in the respective countries. Section Two describes the most successful beginnings for the Historical Association in Tanzania marked by, among other things, setting up of an Executive Committee elected through meetings of representatives of history teachers from various regions in the country; production of reading materials for schools; and holding of annual conferences that resulted in publication of books based on papers presented during the conferences. The third section gives a picture of decline in the years from the late 1970s, as manifested in the ceasing of production of paper series, irregularity of meetings and a major drawback in publication of books. Section Four discusses some aspects of revival as witnessed in the period from1983 to 1986, including the resumption of the annual conferences that had stopped for a number of years. The fifth section looks at the period from 1998 to 2001, during which an aspiration for growth was signaled although no practical outcomes were registered. Despite the registration of HAT as an NGO in 1999 the state of ‘dementia’ continued till 2015, when the Department of History at the University of Dar es Salaam started taking promising measures that were still continuing at the time of writing of this article.
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Majstorović, Danijela. "Comments on Gerard Toal's “‘Republika Srpska will have a referendum’: The rhetorical politics of Milorad Dodik”." Nationalities Papers 41, no. 1 (January 2013): 209–13. http://dx.doi.org/10.1080/00905992.2012.754747.
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Writing about the rhetoric of Milorad Dodik, one certainly has to bear in mind his beginnings, especially as a 1998 RS prime minister whom Albright (1998) called a “breath of fresh air” and someone “determined to peacebuilding, reconciliation and connection of democratic alternative” in Bosnia and Herzegovina (henceforth BiH). Dodik's early rhetoric that brought him to power abounded in phrases such as “economic progress,” “debt return,” and “opening to the world,” while some media reports referred to him as the “America-supported man who occasionally attended Ambassador Miller's secret dinners” (Dani, 22 September 2000) (Majstorovic et al. 2010). In 1998, Dodik attended donors’ conferences and was given significant support to pursue the reforms he started, including normalization of relations with the BiH Federation and Croatia. In 1998, his results secured him between $400 million and $600 million in aid money (Beta, 13 May 1998).
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Kubiatko, Milan. "HOW TO ELIMINATE THE GAP BETWEEN THE WORLD OF ACADEMICIANS AND TEACHERS?" Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 5–6. http://dx.doi.org/10.33225/pec/15.67.05.
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I would like to thank the editor for the space to share my ideas about the selected problems of education. One of them is relative independence of college world and the world of elementary and high schools. There are in brief form described relative problems and suggested the possibilities how to solve them. What is the importance of research studies focused on the education for teachers or for future teachers? It is a very actual question, because the activity of researchers on education should also aim on the teachers and future teachers. But in many countries the world of academicians (in this case we are focused on the academicians working in the faculties of education) is detached from the world of teaching and problems of teachers. So, there is another question. Why the cooperation between academicians and teachers in some countries is functional and in some countries these two worlds are living separately? The mistake could be found in the activity of academicians. Their activity should also be focused on the improving of learning and teaching. The academicians have got many activities. They are teaching, predominantly future teachers, they are writing manuscripts (as we all are hoping), they are attending conferences, where they are changing kinds of information with their colleagues from other faculties. They are writing proposals of grants. They are working administrative and other kinds of jobs for department and other activities.
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Protopapa, Efrosini. "A Choreographer's Score: Fase, Rosas Danst Rosas, Elena's Aria, Bartók." Dance Research Journal 47, no. 2 (July 27, 2015): 80–84. http://dx.doi.org/10.1017/s0149767715000236.
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In the past decade, a growing discourse has developed among choreographers, dance artists, and their collaborators, who are eager to articulate their processes, practices, and working methods through different types of writing and publication. Artists’ books, objects, and online platforms—from Thomas Lehmen's Schreibstück (2002) and FUNKTIONEN tool box (2004), to BADco's Whatever Dance Toolbox (2011) in collaboration with Daniel Turing, and the Forsythe Company's project Motionbank (2010–2013)—have contributed to what we may describe today as the “publishing of choreographic ideas,” as proposed by Scott deLahunta (2015). Jeroen Peeters, editor of Are We Here Yet? (2010), which focuses on the work of Meg Stuart, emphasizes the discourse intrinsic to dance making, while Mårten Spångberg invites artists to “write their own history,” with projects such as The Swedish Dance History (2009–today), to give but one example. Alongside these developments, practice-as-research, which involves dance making and writing, is becoming more established within university settings; and presentations of/on artistic research are now common in conferences, symposia, and other sites of knowledge exchange. We could argue then that the development of an artist's theory of knowledge, which scholars such as Susan Melrose (2007) have been encouraging since the early 2000s, is now well under way both within and without the academy.
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Kumar, Neelam. "Gender and Stratification in Science." Indian Journal of Gender Studies 8, no. 1 (March 2001): 51–67. http://dx.doi.org/10.1177/097152150100800103.
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The study offers empirical evidence of gender inequities in the academic hierarchy as an import ant aspect of the social organisation of Indian science. While there are no statistically significant differences in terms of writing books, articles and presenting papers at conferences, the two groups (men and women scientists) differ in terms of academic rank. Discrimination is one obvious explanation, and gender stratification can be proposed as a perspective to explain this phenomenon. Research performance appears to be unrelated to the differential ranking of men and women scientists—it points towards a lack of universalistic factors in promotion. Another finding is that there is no difference between men and women scientists in terms of recognition measures, such as awards and membership of professional organisations. The results reveal: (a) the role of gender, an ascriptive factor, as a reference point from which differentiation does take place within Indian scientific institutions; and (b) the association between scientific careers for women and the class structure.
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Stoikovich, Galina Vladimirovna, and Liliya Yuryevna Stoikovich. "Urgent problems of teaching methods of scientific research to postgraduate students-linguists." Samara Journal of Science 9, no. 1 (February 28, 2020): 278–83. http://dx.doi.org/10.17816/snv202091311.
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The paper is devoted to the description of the organization and content of the teaching process at the Foreign Language Department, SSUSSE, concerning postgraduate students of Linguistics, namely, the experience of teaching them research activities and methods of fulfilling them. In addition, the authors rely on the experience of prominent scientists and specialists in this sphere. Scientific research activity is one the most important components in masters training, as its goal is the development of certain competences, reflected in their graduation qualification paper (masters thesis). The authors present the stages of scientific research work, including the introduction into the methodology of linguistic research, research practices, writing course papers, masters thesis, reports for conferences; they note how it is important to use methods of linguistic analysis to make the research valid. The paper characterizes and substantiates both general and specific scientific methods used for research in the sphere of translation and cross-cultural communication (comparative, descriptive, component, discourse analysis, content analysis and others), which are illustrated by the examples of their use in students research papers. The authors conception is based on the official standards and authoritative sources in the spheres of linguistics, lingua-didactics, and translation study.
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SENGUPTA, PROMONA. "Doing ‘Social Practice’: Political Strategies of Truth Generation for the Friendly Neighbourhood Theatre Historian." Theatre Research International 44, no. 02 (July 2019): 203–5. http://dx.doi.org/10.1017/s0307883319000087.
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To articulate what is past does not mean to recognize ‘how it really was.’ It means to take control of a memory, as it flashes in a moment of danger.The last two years have seen some significant anniversaries being celebrated – one hundred years of the Bolshevik Revolution, fifty years since May 1968, two hundred years since the birth of Karl Marx and, most recently, the birth centenary of Rosa Luxemburg. As a student activist more or less masquerading as an amateur theatre historian, I have never felt more in need of the tools of my so-called trade than during these interesting times when I found myself assiduously attending conferences, memorials, re-enactments and commemorative performances earmarking moments of radical histories. David Wiles's article, charting the contours – often clear and sometimes obscure – of the field of theatre history as it stands at the moment brings into relief some of the questions that have been running in the background of the heady extended solidarity party that has been my engagement with the field in recent times, resonating with his conclusion of history-writing as ‘practice, not product’. I will attempt to glean from Wiles's reflections some points that I feel may be important for scholars for whom history writing is most certainly a ‘social practice’, if not also a deeply political act.
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DRONOV, Ivan Sergeevich. "ACADEMIC DISCOURSE TEACHING IN CASE OF FOREIGN LANGUAGE TEACHING OF STUDENTS IN LINGUISTICS SPECIALIZATION." Tambov University Review. Series: Humanities, no. 175 (2018): 45–51. http://dx.doi.org/10.20310/1810-0201-2018-23-175-45-51.
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Academic discourse education in case of foreign language education is one of the most important components of forming foreign language communicative competence focused on forming certain professional skills and abilities of linguistics students. We propose the definition of the term academic discourse, which refers to the process and result of a normatively organized professionally oriented verbal and written interaction for educational purposes, possessing both linguistic and extralinguistic properties. The nomenclature of the skills of oral and written acade-mic discourse developed among students at different stages of education includes the following skills in written speech: writing an essay on a given topic, a paper, a summary, an autobiography, a text of a speech or a report, drawing up a poster report, writing a term paper, a scientific article and diploma qualification thesis. The nomenclature includes speaking skills, such as learning to speak at seminars, conferences, educational discussions, presentations, presentation of coursework and diploma thesis, participation in discussion of lecture questions. Characteristics of academic discourse on the components proposed by V.I. Karasik: participants in the internal stage of scientific communication with a division into agents and clients, chronotype, aim, value, strategy with optional tasks, materials, genre features, precedent texts and discursive formulas are developed in the study. We develop the subject content of teaching academic discourse to students in linguistics specialization.
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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.
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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.
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Lucic, Ana, Maurits Bleeker, Sami Jullien, Samarth Bhargav, and Maarten De Rijke. "Reproducibility as a Mechanism for Teaching Fairness, Accountability, Confidentiality, and Transparency in Artificial Intelligence." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (June 28, 2022): 12792–800. http://dx.doi.org/10.1609/aaai.v36i11.21558.
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In this work, we explain the setup for a technical, graduate-level course on Fairness, Accountability, Confidentiality, and Transparency in Artificial Intelligence (FACT-AI) at the University of Amsterdam, which teaches FACT-AI concepts through the lens of reproducibility. The focal point of the course is a group project based on reproducing existing FACT-AI algorithms from top AI conferences and writing a corresponding report. In the first iteration of the course, we created an open source repository with the code implementations from the group projects. In the second iteration, we encouraged students to submit their group projects to the Machine Learning Reproducibility Challenge, resulting in 9 reports from our course being accepted for publication in the ReScience journal. We reflect on our experience teaching the course over two years, where one year coincided with a global pandemic, and propose guidelines for teaching FACT-AI through reproducibility in graduate-level AI study programs. We hope this can be a useful resource for instructors who want to set up similar courses in the future.
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Rice, Treva K., Donna B. Jeffe, Josephine E. A. Boyington, Jared B. Jobe, Victor G. Davila-Roman, Juan E. Gonzalez, Lisa De las Fuentes, et al. "Mentored Training to Increase Diversity among Faculty in the Biomedical Sciences: The NHLBI Summer Institute Programs to Increase Diversity (SIPID) and the Programs to Increase Diversity among Individuals Engaged in Health-related Research (PRIDE)." Ethnicity & Disease 27, no. 3 (July 20, 2017): 249. http://dx.doi.org/10.18865/ed.27.3.249.
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<p class="Pa5"><strong>Objective: </strong>To report baseline characteristics of junior-level faculty participants in the Summer Institute Programs to Increase Diversity (SIPID) and the Programs to Increase Diversity among individuals engaged in Health-Related Research (PRIDE), which aim to facilitate participants’ career development as independent investigators in heart, lung, blood, and sleep research.</p><p class="Pa5"><strong>Design and Setting: </strong>Junior faculty from groups underrepresented in the biomedical-research workforce attended two, 2-3 week, annual summer research-education programs at one of six sites. Programs provided didactic and/or laboratory courses, workshops to develop research, writing and career-development skills, as well as a mentoring component, with regular contact maintained via phone, email and webinar conferences. Between summer institutes, trainees participated in a short mid-year meeting and an annual scientific meeting. Participants were surveyed during and after SIPID/PRIDE to evaluate program components.</p><p class="Pa5"><strong>Participants: </strong>Junior faculty from underrepresented populations across the United States and Puerto Rico participated in one of three SIPID (2007-2010) or six PRIDE programs (2011-2014).</p><p class="Pa5"><strong>Results: </strong>Of 204 SIPID/PRIDE participants, 68% were female; 67% African American and 27% Hispanic/Latino; at enrollment, 75% were assistant professors and 15% instructors, with most (96%) on non-tenure track. Fifty-eight percent had research doctorates (PhD, ScD) and 42% had medical (MD, DO) degrees. Mentees’ feedback about the program indicated skills development (eg, manuscript and grant writing), access to networking, and mentoring were the most beneficial elements of SIPID and PRIDE programs. Grant awards shifted from primarily mentored research mechanisms to primarily independent investigator awards after training.</p><p class="Pa7"><strong> Conclusions: </strong>Mentees reported their career development benefited from SIPID and PRIDE participation.</p><p class="Pa7"><em>Ethn Dis. </em>2017;27(3):249-256; doi:10.18865/ed.27.3.249</p>
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Meyer-Rochow, Victor Benno. "Ingredients to become a scientist: curiosity, enthusiasm, perseverance, opportunity, and a good pinch of luck." ICES Journal of Marine Science 77, no. 6 (July 2, 2020): 2013–21. http://dx.doi.org/10.1093/icesjms/fsaa102.
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Abstract Writing a 200-word abstract about the life of a 76-year-old scientist, in which luck played a significant role, is not an easy task. Even knowing this scientist well (for I am talking about myself) does not make it any easier. When you notice something is not right, do not fear changing your major (I changed twice before settling on Fisheries and Marine Science). For my PhD in neurobiology, I changed again. Grab opportunities when they arise. Join field trips and expeditions, attend conferences, and spread your interests widely. Spend time in different countries, learn new techniques and languages, and always stay curious. Remain humble. I carried out speleological research in Jamaica and France, participated in a 4-month South Atlantic Fisheries Research Trip and a 3-month Bioluminescence Expedition to the Moluccas, and pioneered comparative physiological and functional anatomical research in Antarctica and the Arctic. Be adventurous. My ethnobiological field work took me to Papua Niugini, NE-India, and Central Australia. Having lived in Australia, Finland, France, Germany, Jamaica, Japan, and New Zealand (I am a New Zealander currently living in Korea) and having spent sabbaticals in Brazil, India, New Caledonia, and North Korea, I consider myself a global scientist. You can become one too.
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Jadrešin-Milić, Renata, and Catherine Mitchell. "The death of aesthetics in architectural education? Possibilities for contemporary pedagogy." SAJ - Serbian Architectural Journal 11, no. 3 (2019): 553–70. http://dx.doi.org/10.5937/saj1903553j.
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The importance of aesthetics within architecture has a long history. Although evidence suggests that the term was not brought into architectural writing until 17351 , the place of aesthetics can be identified across architectural theory and philosophy since the time of Vitruvius. Developing an aesthetic sensibility was seen as crucial for an architect and the study of architecture was understood through the three Vitruvian lenses (utlitas, firmitas, venustas) one of which, venustas, is directly associated with aesthetics. This paper responds to the current and ongoing discussions between architects, architectural educators and architectural students on the role of aesthetics in architectural education and professional practice today. It was initially inspired by questions raised at the 2017 and 2018 annual conferences of the Society of Architectural Historians (SAH 2017 and 2018) about the role of architectural history in architectural design and practice today, and in line with this, questions about place of aesthetics in architectural education. This paper considers the place of aesthetics in architectural education and provides a detailed overview of the key pedagogical interventions undertaken in one architectural studies programme which might serve as a guide for educators interested in maintaining the place of aesthetics in contemporary architectural education. It suggests that aesthetics can continue to play a key role in the architectural curriculum whilst a focus on design problem-solving and achieving the contemporary educational requirements of accreditation is maintained.
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Rakhat, Berikbol, Bekbolatova Kuralay, Smanova Akmaral, Nebessayeva Zhanar, and Dzhanaev Miyat. "Examination of the researches on the use of technology by fine arts teachers." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 68–81. http://dx.doi.org/10.18844/wjet.v13i1.5413.
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The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords ‘Fine arts’, ‘Teachers’ and ‘Technology’ were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is ‘International Multidisciplinary Scientific Conferences on Social Sciences and Arts.’ The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.
Keywords: Fine arts, technology, analysis, teachers, education, communication.
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Mozelius, Peter. "Lessons Learnt From The Home Office: An Autoethnographic Case Study." European Conference on e-Learning 21, no. 1 (October 21, 2022): 258–63. http://dx.doi.org/10.34190/ecel.21.1.634.
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The Corona pandemic has certainly acted as a catalyst for technology enabled and technology enhanced learning. In this paper technology enabled learning is defined as learning activities that are supported and made possible by technology, while technology enhanced learning refers to learning activities where technology has improved the quality. To what degree, and how teaching and learning activities and meetings have been transformed depends on the actual educational orchestration before the pandemic. This case story is based on experiences from courses and collaborations at a department of computer and system science. The question that guided this study was: "What are the lessons learnt from online activities at the home office during the pandemic?". This study was carried out as an autoethnographic case study with five case units: 1) A programming course 2) A course for Bachelor's thesis writing, 3) A course for system development by internship, and 4) Staff meetings and 5) Research collaborations. Results indicate that at a department where technology enabled blended synchronous learning was the standard mode already before the pandemic, the forced changes have not been that drastic. However, the course with internship and workplace learning has really suffered. The course where students have their Bachelor's thesis supervision has been much alike, while the other units show improvements that could be classified as technology enhancement. Ensemble programming online has worked very well, staff meetings have been more focused than in face-to-face mode, and the research collaborations have been efficient and with a high number of publications. Research methods seems to have changed with more literature reviews, more of email interviews and more of focus group interviews in video conference systems. The part of research that has suffered is the one with conferences, and as an example, networking at a virtual conference has been rather poor. Finally, many home offices seem to survive the pandemic due to the high and high-quality delivery from home, with the known risk of distance workers becoming workaholics.
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Olejniczak, Tomasz, and Anna Pikos. "Rola i zadania archiwów biznesowych w świetle dorobku Sekcji Archiwów Biznesowych Międzynarodowej Rady Archiwów a perspektywy rozwoju polskich archiwów biznesowych." Archeion 122 (2021): 196–251. http://dx.doi.org/10.4467/26581264arc.21.012.14492.
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Celem artykułu jest inicjacja dyskusji nad możliwościami rozwoju archiwistyki biznesowej w Polsce w świetle dorobku i corocznych konferencji Sekcji Archiwów Biznesowych Międzynarodowej Rady Archiwów (ICA SBA). Artykuł zawiera streszczenia 14 konferencji zorganizowanych w latach 2010–2021 oraz 4 monografii pokonferencyjnych wydanych przez ICA SBA. Dodatkowo w artykule szczegółowo omówiona została publikacja The International Business Archives Handbook stanowiąca jedno z najważniejszych osiągnięć w dotychczasowym dorobku międzynarodowej społeczności archiwistów biznesowych. Przegląd tematyki poszczególnych konferencji oraz dorobku piśmienniczego uwzględnia szeroką gamę zagadnień, takich jak: definicja i specyfika archiwum biznesowego; różnorodność modeli funkcjonowania archiwów biznesowych na świecie; rola archiwistów biznesowych i ich relacje z wewnętrznymi i zewnętrznymi interesariuszami organizacji; wykorzystanie archiwów w marketingu i podnoszeniu wartości firm; organizacja projektów obchodów rocznicowych i badań historii korporacyjnych; relacja pomiędzy światem archiwów a światem innowacji, mediów społecznościowych i nowych technologii; rola archiwów w promocji zrównoważonego rozwoju oraz fundamentalne znaczenie etyki i zaufania w działalności archiwów biznesowych. Ostatnia część artykułu poświęcona została próbie diagnozy sytuacji i kierunków rozwoju archiwistyki biznesowej w Polsce, stanowiąc zaproszenie do podjęcia szerszej dyskusji na ten temat i aktywności polskich archiwistów na forum ICA SBA. The role and tasks of business archives in the light of the achievements of International Council on Archives Section on Business Archives and prospects for development of Polish business archives The aim of the article is to initiate a discussion about the potential for the development of business archives in Poland in the light of the achievements and annual conferences of the International Council on Archives Section on Business Archives (ICA SBA). The article includes summaries of 14 conferences organized between 2010–2021, as well as 4 publications containing conference proceedings published by ICA SBA. Additionally, the article discusses in detail the monograph entitled The International Business Archives Handbook, which to this day constitutes one of the most important achievements in the international community of business archivists. The review of literature and debates during individual conferences cover a wide range of topics including: definition and characteristics of the business archive; diversity of business archives models functioning around the world; the role of business archivists and their relations with internal and external stakeholders of the organization; potential use of archives in marketing and increasing the value of companies; organization of anniversary projects and corporate history writing; the relationship between the world of archives and the world of innovation, social media and new technologies; the role of business archives in promoting sustainable development; and the fundamental importance of ethics and trust in the business archives activities. The last part of the article is devoted to diagnosing the situation and potential for the development of Polish business archives and ends with an open invitation to a wider discussion and active participation of Polish archivists in the international forum of ICA SBA.
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Khilukha, Oksana. "CORPORATE LEARNING SYSTEM." INNOVATIVE ECONOMY, no. 3-4 (2021): 54–58. http://dx.doi.org/10.37332/2309-1533.2021.3-4.8.
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Purpose. The aim of the article is substantiation of theoretical bases of formation of system of corporate training. Methodology of research. In the process of writing the article are used general scientific methods of economics, based on a systematic approach ‒ analysis, synthesis and graphics (reflecting the author’s vision of the process of forming a corporate learning system), as well as methods of generalization and comparison (describing existing methods of corporate learning). Finding It is established that the system of corporate training determines the resources of staff training, to which we include the knowledge, skills and abilities of mentors; training material that must be mastered to get the result; staff training products, which includes the appropriate level of knowledge of skills and abilities of staff; and also provides for the formation of goals and objectives, principles, functions, factors and methods of corporate learning. It is substantiated that the main methods of corporate learning are: lectures, seminars-debates, educational and theoretical conferences, business games, case-methods, colloquia, round tables, trainings, discussions with division into groups, distance learning, self-study, mentoring, shadowing, bading. Originality. The substantiation of theoretical bases of formation of system of corporate training which, in author’s understanding, should be directed on transformation of resources of training (entrance into system) into products of training (exit) by means of various methods of training of the personnel taking into account influence of external factors has received further development. Practical value. The considered methods of corporate personnel training can be used by Ukrainian enterprises in order to build an effective personnel training system or improve the existing one. Key words: enterprise, corporate learning system, knowledge, skills, lecture, seminar-debate, educational-theoretical conference, business games, case method, colloquium, round table, training, discussion with division into groups, distance learning, self-study, mentoring, shadowing, bading.
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Tantra, Carolien Eunice, and Mark Peters. "J. S. Bach’s Church Cantatas and Church Music Today." Veritas: Jurnal Teologi dan Pelayanan 20, no. 1 (July 19, 2021): 137–52. http://dx.doi.org/10.36421/veritas.v20i1.473.
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How do we as Christians today learn about worship and church music? How do we think about not only what music we will sing in Christian worship, but also the principles that should guide us in choosing and leading church music? Certainly, there are many different ways we answer that question: we study the Bible, we sing the words of the Scriptures, we read what theologians, worship leaders, and scholars of church music are writing today, we attend lectures and conferences by scholars and practitioners of church music. In this article, I offer and explore yet another example of how we live out God’s call in leading music for the Christian church: by studying the example of a faithful Christian musician from the past. My particular example for this article is the German composer and church musician Johann Sebastian Bach (1685-1750). I want to clarify from the start that I am not arguing that J. S. Bach is the best example of a Christian church musician and certainly not that he is the only example. But Bach does offer us one example of a musician who dedicated most of his life to creating and leading music for the Christian church and sought to do so faithfully, creatively, and skillfully.
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Ламосова, Н. В., and А. В. Лексина. "“Neither Early Nor Late”: Mastering the Philosophical and Artistic Heritage of the Poet Yuri Kuznetsov." Nasledie Vekov, no. 4(28) (December 31, 2020): 15–34. http://dx.doi.org/10.36343/sb.2021.28.4.001.
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Восьмидесятилетний юбилей Ю. П. Кузнецова (1941–2003), одного из наиболее масштабных русских поэтов-философов XX века, побудил авторов проанализировать предпринятые за последние полтора десятилетия исследовательские усилия, направленные на научное освоение его наследия. Использованы материалы научно-просветительских конференций, прошедших за этот период в Москве и Краснодаре. Введены в научный оборот новые находки рукописей и документов, относящихся к раннему периоду творческой биографии поэта. Рассмотрены наиболее важные материалы XV международной научно-практической конференции, тема которой – «Между миром и Богом» – позволила глубже раскрыть вершинный этап становления художественного мира Ю. Кузнецова. Подчеркивается важность использования информационных технологий для популяризации творчества поэта. Сделан вывод о высокой результативности кузнецовских форумов, ежегодно организуемых Институтом мировой литературы, Литературным институтом им. А. М. Горького и Союзом писателей России. The eightieth anniversary of Yuri Polikarpovich Kuznetsov (1941–2003), one of the most ambitious Russian poets and philosophers of the 20th century, prompted the authors to analyze the research efforts undertaken over the past decade and a half aimed at the scientific development of his heritage. Having become a prominent figure in the literary process in the 1970s, the poet subsequently impressed with the power of thought, originality and depth of images. The materials of academic conferences held in Moscow and Krasnodar from 2006 till 2021 were used. Newly discovered manuscripts and documents related to the early stage of the poet’s creative biography are introduced into scholarly discourse. The study comprehensively uses the methods of literary, religious and philosophical, historical and factual, statistical and cultural analysis. The study contributes to the understanding of the factors that favor or hinder the creation of conditions for assessing the creativity of a genius in modern society. It is emphasized that Kuznetsov left a poetic heritage that is relevant and valuable for the self-knowledge of compatriots. The most important events that stimulated the study and popularization of his work after his death are identified. The content of the reports that made up the center of controversy at the 15th International Conference (Moscow) held in 2021 is described in detail. Its theme (“Between the World and God”) allowed revealing the summit – the most difficult to understand – stage of the formation of Kuznetsov’s artistic world. The authors point out the difficulties that hinder the full implementation of the idea of the Kuznetsov Readings in the poet’s homeland, in Krasnodar Krai. The authors come to the conclusion that it is necessary to revive the holding of such conferences in the original form, which involves the organization of an academic forum, as well as a series of meetings of researchers, literary critics, active popularizers of the poet’s work with young people, school teachers and teachers of higher educational institutions, employees of cultural and educational institutions. The importance of using information technologies to popularize the poet’s work is noted. The authors conclude that the annual conferences held in Moscow on the basis of the Gorky Institute of World Literature, the Maxim Gorky Institute of Literature and Creative Writing, and the Writers’ Union of Russia in 2007–2021 are highly effective.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 10, no. 4 (December 18, 2020): 669–72. http://dx.doi.org/10.14746/ssllt.2020.10.4.1.
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I have to honestly admit that writing this editorial feels very different from writing the one for the December of 2011 when Studies in Second Language Learning and Teaching had just completed its first year of existence. At that time, I was feeling a lot of uncertainty and trepidation about the future of the journal, wondering whether it would survive beyond the first year or two as well as whether it would stand a chance of becoming internationally recognizable. Today the situation is very different. Even though this has been an unprecedented year because of the COVID pandemic with all the havoc it has been wreaking all over the world, 2020 has proved to be exceptionally gracious to SSLLT. For one thing, not only has the journal survived and it is now turning 10 years of age, but it has also managed to secure its place among the most influential journals in the field, as can be seen, for example, from its ever-increasing indices in Scopus. Even more importantly, SSLLT has at last been included in some of the databases in Web of Science, most notably Social Sciences Citation Index (SSCI) and Journal Citation Reports Social Sciences (JCRSS). Needless to say, we have been waiting for this momentous turn of events for quite a few years and now we cannot wait again to find out the impact factor for the journal, which should be announced some time in 2021. Once again, I cannot stress enough that the huge success of the journal is the outcome of the contribution of numerous individuals, in particular the consecutive associate editors, authors, reviewers, as well as editors of special issues. All of this certainly calls for a celebration and it is our intention to do so by organizing a conference that would bring together all those who have been involved in SSLLT and supported it from its inception, in whatever capacity this might have happened. We are sincerely hoping to be able to hold this event in October 2021 and will be sending out a call for papers some time in December. We do realize that the pandemic can foil any plan now, but we are determined to celebrate the success of the journal. Should autumn 2021 turn out to be unfeasible, we will be aiming for spring 2022 and we are very confident that sooner rather than later we will be able to finally meet face-to-face to discuss key issues involved in the process of second language learning and teaching. While there is surely nothing wrong with online conferences, I am convinced that we would all rather have a chance to talk in person at along last and we will do our best to make this happen. One thing is for sure, whatever the timing, the Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University, Poland, will be the venue for this event. After all, this is where the idea for SSLLT was conceived well over 10 years ago and where the journal has been published from the get-go.
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Qin, XIE, and Stephen Andrews. "Language and Literature Division, Faculty of Education, Hong Kong University." Language Teaching 43, no. 1 (December 10, 2009): 108–12. http://dx.doi.org/10.1017/s0261444809990243.
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The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are very active in conducting their own research, much of which is rooted in classrooms and focuses on issues that directly concern the teaching and learning of languages, such as reading literacy, school-based assessment and assessment for learning in English Language, the teaching of Chinese characters, and good practices in English Language Teaching in Hong Kong secondary schools (see http://good-practices.edb.hkedcity.net/). Colleagues in the English Language area have played important roles in the HKU Strategic Research Theme ‘Language in education and assessment’. This initiative brought together staff from a range of disciplines in various forms of language-related research collaboration, culminating in two large and highly successful international conferences in June 2008: one focusing on language awareness and the other on language issues in English-medium universities (see http://www.hku.hk/clear/).
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Senkomago, Virginia, Rachael Joseph, Monica Sierra, Elizabeth Van Dyne, Meheret Endeshaw, Denise Duran, David E. Sugerman, and Mona Saraiya. "CDC Activities to Enhance Training in Cancer Prevention and Control in Field Epidemiology Training Programs in Low- and Middle-Income Countries." Journal of Global Oncology, no. 4 (December 2018): 1–9. http://dx.doi.org/10.1200/jgo.18.00042.
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Cancer is one of the leading causes of morbidity and mortality worldwide. In 2012, there were > 14 million new cancer cases and > 8 million cancer deaths, with 70% of these deaths occurring in low- and middle-income countries (LMICs). Part of the success of cancer prevention and control efforts requires the development and strengthening of the public health workforce, particularly in LMICs where the cancer burden is the greatest. The US Centers for Disease Control and Prevention (CDC) supports workforce capacity development globally through Field Epidemiology Training Programs (FETPs) established in ministries of health in > 70 countries. To enhance training in cancer prevention and control in FETPs, the CDC has developed an open-access curriculum in applied cancer epidemiology and supports FETP trainees who conduct cancer-related planned projects. The curriculum contains modules on cancer registration, screening, and comprehensive cancer control that are particularly relevant to current cancer control efforts in many LMICs. Pilot testing of the curriculum showed an increase in trainees’ cancer knowledge and covered content trainees found to be relevant to their field epidemiology training and projects and future work in cancer prevention and control. Since 2013, the CDC has supported 13 trainees with cancer-related projects; two have published articles, two have presented their results at international conferences, and others are writing manuscripts on their project outcomes. Through the development of an open-access applied cancer epidemiology curriculum and by supporting cancer-related projects for FETP trainees, the CDC provided technical assistance for LMICs to build capacity for cancer prevention and control efforts.
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Weill, Caroline, and David Banta. "Development of health technology assessment in France." International Journal of Technology Assessment in Health Care 25, S1 (July 2009): 108–11. http://dx.doi.org/10.1017/s0266462309090503.
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Objectives:The aim of this study was to describe the history of health technology assessment (HTA) in France.Methods:The approach was a descriptive review done by people who have been very much involved in this history.Results:The interest in HTA and evaluation as a tool for health decision making goes back to the 1970s in France. During the 1980s, there were several attempts to develop a national HTA agency, which finally came to fruition with the development of the Agence Nationale de l'Evaluation Medicale (ANDEM) in 1989. ANDEM's main success, perhaps, was in making HTA known in France by developing its own assessments, writing and validating appropriate methodologies for assessing medical technology and medical practices, and by organizing in France the development of programs of consensus development conferences, which the ANDEM either organized itself or supported and validated. In the mid-1990s, the mandate of ANDEM was extended to hospital accreditation and the agency's name was changed to Agence Nationale d'Accreditation et d'Evaluation en Sante (ANAES). Finally, in 2005, the National Authority for Health (HAS) was formed to consolidate efforts to centralize the programs of HTA, aiming at helping decision making regarding reimbursement and pricing, in one agency and to define the optimal use of health technology in France.Conclusions:HTA has become a strong influence in the healthcare system in France. These developments may be considered rather typical of the approach to public policy questions in France, where regulation is more in use than in other countries (at least in the healthcare field). At the same time, this approach has made lobbying and other attempts to influence decisions common as well, so one might say that HTA is more politicized than in some other countries in Europe.
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Gavriluţă, Nicu. "Aspects of the master-disciple relationship: Dimitrie Gusti and Mircea Vulcănescu." Sociologie Romaneasca 18, no. 2 (November 11, 2020): 127–35. http://dx.doi.org/10.33788/sr.18.2.5.
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The present text analyzes some cultural aspects of the master-disciple relationship between Dimitrie Gusti and Mircea Vulcănescu. Insist especially on the topicality of Gustian sociology while taking Mircea Vulcănescu’s receiver. Mircea Vulcănescu’s discipleship starts with the coordination of the bachelor’s degree in sociology by Professor Dimitrie Gusti, and then continues with the writing of other studies. Participation in sociological campaigns field, seminars and sociology conferences will follow afterwards. The present study also has the interpretation that the disciple Mircea Vulcănescu gives to the sociological system of the declared teacher Dimitrie Gusti. The precise references are to the Aristotelian substrate of the relation between possibility and actuality, reflected by Dimitrie Gusti in the relation between cadres and manifestations; to the social will understood as an original expression of the voluntarism of Jean-Jacques Rousseau; to the archetypal character of the four Gustavian cadres; to Gusti’s sociological system defined as “system of social philosophy”. In this sense, Dimitrie Gusti’s system does not exclude science. On the contrary, it includes it in the sense of “sufficient reason” of all those existing in social life. Finally, I illustrated the importance of the social phenomenology practiced by Mircea Vulcănescu in the field sociological campaigns coordinated by Dimitrie Gusti with two classic examples and one current one. The first two refer to the analysis of a magico-religious phenomenon (the enchantment) and to the subtleties of the speculative vocation of the Romanian reflected linguistically. The present example is an attempt, partially original, to interpret in the spirit of the phenomenology proposed by Vulcănescu certain forms of popular culture that illustrate the non-canonical power of evil in Romanian history. At the limit, these fantasies of the efficacy of evil could more deeply explain the suspicion and distrust of Romanians.
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Whitney, Stephanie R. "Are lesson study participants sharing their professional knowledge?" International Journal for Lesson and Learning Studies 9, no. 1 (November 11, 2019): 57–66. http://dx.doi.org/10.1108/ijlls-11-2018-0090.
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Purpose Research and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context. Design/methodology/approach Databases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in the USA. Descriptions of how lesson study was implemented were coded to determine whether sharing of findings was a part of the lesson study cycle and, if so, to identify the mechanisms for sharing. Findings In 12 of the 45 cases, there was evidence that the lesson study team shared their findings beyond the team. The modes of sharing included inviting people to the research lesson, distributing the research lesson, presenting at conferences or writing articles. Research limitations/implications The cases are limited to published lesson study projects. The end of the lesson study cycle for teams not sharing was not evaluated. Practical implications Ways to make sharing results more accessible are discussed. Originality/value The originality of this paper is in that it evaluates a large number of documented cases of lesson study to understand if and how teachers are making their professional knowledge gained through lesson study public.
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Gillespie, John. "CALL research: Where are we now?" ReCALL 32, no. 2 (April 14, 2020): 127–44. http://dx.doi.org/10.1017/s0958344020000051.
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AbstractThis article considers the current position of computer-assisted language learning (CALL) research by producing an integrative synthetic overview of all the articles published in three leading international CALL journals: ReCALL (in its 31st year of publication), the CALICO Journal (its 36th) and Computer Assisted Language Learning journal (its 32nd) over a sustained recent period: 2006–2016. They are judged sufficiently representative to enable broad trends to be detected and the sector’s strengths and weaknesses to be identified. The focus is on CALL research’s international reach, the range of topics researched and the nature of the studies themselves. The findings suggest that CALL research is growing internationally in the number of countries and researchers involved. A wide range of topics is researched, but there is a concentration of papers published on a cluster of popular areas. Consequently, fewer articles are published on a large number of CALL topics or, in some cases, rarely studied. The research methods employed are rigorous: in writing, structure, theory, literature awareness, and discussion and presentation of results, yet there are still weaknesses. Most empirical studies are small scale: based on one institution, a small cohort of students, over a short period of time and seldom followed up. Based on these findings, suggestions are made with a view to broadening and strengthening CALL research through targeting neglected strategic areas with special journal issues and conferences, and improving the quality of research projects. Key areas for future research are proposed.