Transnational Students: Long-Term/Degree Program Mobilities

2016 ◽  
pp. 33-58
Author(s):  
Marianne A. Larsen
Keyword(s):  
Degree Program ◽  
Transnational Students

scholarly journals A LONGITUDINAL STUDY OF ADVANCED LEARNERS’ LINGUISTIC DEVELOPMENT BEFORE, DURING, AND AFTER STUDY ABROAD

2020 ◽  
Author(s):  
Kevin McManus ◽  
Rosamond Mitchell ◽  
Nicole Tracy-Ventura
Keyword(s):  
Longitudinal Study ◽  
Study Abroad ◽  
Degree Program ◽  
Advanced Learners ◽  
Linguistic Development ◽  
Linguistic Ability ◽  
Academic Year ◽  
Over Time

The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home)influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abroad in the middle of a four-year BA degree program. Oral data were collected six times over 21 months to trace development and change in complexity, accuracy, fluency, and lexis (CAFL). Results showed ongoing improvements over time on most measures, including accuracy. Correlations indicated long-term relationships between fluency and vocabulary only and that accuracy-complexity relationships emerged in instructed home contexts only. These findings suggest that the affordances of home and abroad contexts can shape learners’ linguistic development and use differently. The role of pre-departure linguistic ability is discussed as critical to understanding the nature and extent of L2 linguistic development in study abroad.

scholarly journals DACUM as a Model for Horticulture Curriculum Development and Revision: A Case Study

2003 ◽  
Vol 13 (3) ◽  
pp. 569-576
Author(s):  
Mary C. Halbrooks
Keyword(s):  
Associate Degree ◽  
Landscape Management ◽  
Degree Program ◽  
Business Practices ◽  
State University ◽  
Kent State University ◽  
Curricular Development ◽  
High Level

DACUM (develop a curriculum) was implemented at Kent State University (KSU) to develop and revise curricular content of an associate degree program in horticulture technology. Initially, at KSU-Salem in 1990, a committee followed a typical DACUM process to develop a skills profile for the horticulture technology worker. The skills profile consisted of terminal and intermediate learning objectives that served as the content of basic data sheets for thirteen new courses in horticulture technology. This associate degree program was initiated at Salem in 1991 and offers three concentration areas: landscape management, turfgrass management, and arboriculture. Later, when a proposed new program offering was considered at KSU-Geauga, a modified DACUM process was implemented to develop a new skills profile that refl ected both general knowledge areas of horticultural and business practices and industry-spe- cific competency areas. Comparison of the two curricula revealed similarities between the two skills profiles. This led to the recommendation that the original curriculum also be offered at KSU-Geauga campus with two differences: 1) omit the arboricul- ture concentration, and 2) consider a new concentration in greenhouse and nursery operations in the future. The associate degree program in horticulture technology at the KSU-Geauga campus began in 1999. The DACUM process, by involving members of the horticultural industry in the curricular development process, provided several long-term benefits and a high level of cooperation between industry leaders and KSU-Geauga.

scholarly journals Creating a technology-rich associate degree program in office administration

2014 ◽  
pp. 16-32
Author(s):  
Allison White ◽  
Leanna R. Hostetler
Keyword(s):  
Technology Implementation ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Best Practice ◽  
Degree Program ◽  
Quantitative Studies ◽  
Teachers And Students ◽  
Technology Transformation ◽  
The Impact

Providing ideas to others who wish to explore the process of making a degree program technology rich is critical to faculty who are building best practice programs. Technology rich is defined here as technology-filled environments and curriculum that include innovative hardware and software combined with technologically enhanced activities and assessments. This literature review reveals a research gap in several areas relating to best practices with respect to the impact of integrating technology into teaching and learning. More quantitative studies that discuss research methodology and professional development in technological pedagogy are needed. Often research efforts have yielded no common definitions, significant differences, or guidelines to measure effectiveness. This article posits arguments for a more systematic study of how technology integration occurs within our schools, what increases its adoption by teachers, and the long-term impacts that these investments have on both teachers and students (Lawless & Pellegrino, 2007). In addition to the program background and findings on technology in education, this article also articulates a case example of a technology implementation in an associate degree program. Concluding with the students’ perspective, insight is offered into this program’s continued effort to bridge the gap of the digital divide for a student population of predominantly rural, underserved, and disadvantaged through a student-focused atmosphere and curriculum (Goode, 2010). A technology transformation and semester transition of an Associate of Applied Business degree program for office administration (OA) in rural Ohio is delineated.

Therapy and prevention for mental health: What if mental diseases are mostly not brain disorders?

2019 ◽  
Vol 42 ◽  
Author(s):  
John P. A. Ioannidis
Keyword(s):  
Mental Health ◽  
Mental Disease ◽  
Brain Disorders ◽  
Social Stressors ◽  
Labor Education ◽  
Mental Diseases ◽  
Long Term Follow Up ◽  
Political Decisions

AbstractNeurobiology-based interventions for mental diseases and searches for useful biomarkers of treatment response have largely failed. Clinical trials should assess interventions related to environmental and social stressors, with long-term follow-up; social rather than biological endpoints; personalized outcomes; and suitable cluster, adaptive, and n-of-1 designs. Labor, education, financial, and other social/political decisions should be evaluated for their impacts on mental disease.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Brief summary of Kleť photographic search programme for minor planets

1999 ◽  
Vol 173 ◽  
pp. 189-192
Author(s):  
J. Tichá ◽  
M. Tichý ◽  
Z. Moravec
Keyword(s):  
Ccd Camera ◽  
Minor Planet ◽  
Minor Planets ◽  
Main Belt

AbstractA long-term photographic search programme for minor planets was begun at the Kleť Observatory at the end of seventies using a 0.63-m Maksutov telescope, but with insufficient respect for long-arc follow-up astrometry. More than two thousand provisional designations were given to new Kleť discoveries. Since 1993 targeted follow-up astrometry of Kleť candidates has been performed with a 0.57-m reflector equipped with a CCD camera, and reliable orbits for many previous Kleť discoveries have been determined. The photographic programme results in more than 350 numbered minor planets credited to Kleť, one of the world's most prolific discovery sites. Nearly 50 per cent of them were numbered as a consequence of CCD follow-up observations since 1994.This brief summary describes the results of this Kleť photographic minor planet survey between 1977 and 1996. The majority of the Kleť photographic discoveries are main belt asteroids, but two Amor type asteroids and one Trojan have been found.

Evolution of Large-Scale Coronal Structures

1994 ◽  
Vol 144 ◽  
pp. 29-33
Author(s):  
P. Ambrož
Keyword(s):  
Magnetic Field ◽  
Field Line ◽  
Large Scale ◽  
Coronal Magnetic Field ◽  
Source Surface ◽  
Solar Cycles ◽  
Characteristic Relationship ◽  
The Magnetic Field ◽  
Coronal Structures

AbstractThe large-scale coronal structures observed during the sporadically visible solar eclipses were compared with the numerically extrapolated field-line structures of coronal magnetic field. A characteristic relationship between the observed structures of coronal plasma and the magnetic field line configurations was determined. The long-term evolution of large scale coronal structures inferred from photospheric magnetic observations in the course of 11- and 22-year solar cycles is described.Some known parameters, such as the source surface radius, or coronal rotation rate are discussed and actually interpreted. A relation between the large-scale photospheric magnetic field evolution and the coronal structure rearrangement is demonstrated.

Long-term Cyclic Variations of Prominences, Green and Red Coronae over Solar Cycles

2000 ◽  
Vol 179 ◽  
pp. 201-204
Author(s):  
Vojtech Rušin ◽  
Milan Minarovjech ◽  
Milan Rybanský
Keyword(s):  
Emission Lines ◽  
High Latitudes ◽  
Green Line ◽  
Solar Cycles ◽  
The South ◽  
Coronal Emission ◽  
Local Maxima ◽  
The North ◽  
Cyclic Variations

AbstractLong-term cyclic variations in the distribution of prominences and intensities of green (530.3 nm) and red (637.4 nm) coronal emission lines over solar cycles 18–23 are presented. Polar prominence branches will reach the poles at different epochs in cycle 23: the north branch at the beginning in 2002 and the south branch a year later (2003), respectively. The local maxima of intensities in the green line show both poleward- and equatorward-migrating branches. The poleward branches will reach the poles around cycle maxima like prominences, while the equatorward branches show a duration of 18 years and will end in cycle minima (2007). The red corona shows mostly equatorward branches. The possibility that these branches begin to develop at high latitudes in the preceding cycles cannot be excluded.

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