Tone Rules11Sources for most of the data here are given in the list of references. Data for Bade, Duwai, and, in some cases, Ngizim and Hausa are from my own field notes. Work on Ngizim was done in Potiskum, Nigeria, in 1969–1970 under the auspices of a National Science Foundation grant, GS-2279 (Paul Newman, Principal Investigator). Work on Bade and Duwai was done in Gashua, Nigeria, from 1973–1975 while I was employed as a Senior Research Fellow in the Centre for the Study of Nigerian Languages of Ahmadu Bello University.

Tone ◽  
1978 ◽  
pp. 221-256 ◽  
Author(s):  
RUSSELL G. SCHUH
Keyword(s):  
National Science Foundation ◽  
Principal Investigator ◽  
National Science Foundation Grant ◽  
Research Fellow ◽  
Senior Research Fellow ◽  
National Science ◽  
Senior Research ◽  
Field Notes

CONFERENCE REPORT: Politics, Policies and Diplomacy of Diaspora Governance: New Directions in Theory and Research

2019 ◽  
Vol 16 (2) ◽  
pp. 341-344
Author(s):  
Rana Aytug ◽  
Lee Daly
Keyword(s):  
Social Sciences ◽  
Social Relations ◽  
Conference Report ◽  
Research Fellow ◽  
Senior Research Fellow ◽  
New Directions ◽  
Senior Research

On December 6, 2018, academics from across Europe and beyond gathered at London’s Freud Museum for a conference on the politics, policies and diplomacy of diaspora governance. This conference was organized by Senior Research Fellow Dr Bahar Baser from the Centre for Trust, Peace and Social Relations (CTPSR), Coventry University, UK and Dr Henio Hoyo, Research Professor from the Department of Social Sciences/School of Law and Social Sciences, Universidad de Monterrey (UDEM) Monterrey, Mexico.

scholarly journals “I Have Never Had A PBL Like This Before”

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Andrea S. Gomoll ◽  
Becky Hillenburg ◽  
Cindy E. Hmelo-Silver
Keyword(s):  
National Science Foundation ◽  
Local Community ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Principal Investigator ◽  
Student Groups ◽  
Video Viewing ◽  
Local Stakeholders ◽  
National Science

Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question “How can we design a robot that serves a need in our local community?” We highlight three aspects of the most recent iteration of our PBL curriculum that we have identified as central to its success. These three elements include: 1) co-design experiences that occurred before and during unit implementation, 2) the use of shared video viewing and analysis both in co-design and with student groups in the classroom, and 3) the bringing of local stakeholders into the classroom to work closely with students. These three aspects of our curriculum are positioned here as takeaways for researchers and educators working to design, implement, and study PBL. Acknowledgments: This research was supported by the National Science Foundation through ITEST grant #1433414. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation. A special thanks to Dr. Selma Šabanovic, principal investigator, and Dr. Matt Francisco for their contributions to this work.

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