scholarly journals Gabe’s Stories: Intersecting Spirituality with Speech-Related (Dis)ability

2009 ◽  
Vol 29 (3) ◽  
Author(s):  
Nadjwa Norton
Keyword(s):  
Academic Success ◽  
Narrative Inquiry ◽  
Key Words ◽  
Puerto Rican ◽  
Learning Environments ◽  
Language Differences ◽  
School Structures ◽  
Intersecting Identities ◽  
One Year ◽  
Urban Spirituality

<p>This one-year multicultural feminist critical narrative inquiry focuses on how one Puerto Rican/Black working class male draws on his spirituality to negotiate his speech-related (dis)ability. By utilizing multiple qualitative methods, the researcher and child-co-researcher illuminate how he draws on his agencies and intersecting identities to negotiate teaching people lessons, teasing, and language differences. This paper highlights the abilities of children to name their spiritualities and to tell stories that clearly illustrate the intersections of spiritualities and (dis)abilities. It serves to expand constructions of children as knowledge producers, agents, teachers, justice seekers, and shapers of learning environments. Understanding children’s negotiations of interpersonal school structures has the potential to create more equitable structures that affirm the identities, increase academic success, and support the agencies of children who are marginalized across the intersecting identities.</p> <p>Key Words: Speech-Related Disabilities, Urban, Spirituality, Education, Narrative Inquiry</p>

DETERMINATION OF AFTER-RIPENING PERIOD AND HORMONAL RESPONSE OF OROBANCHE SOLMSII C.D. CLARKE SEEDS

1970 ◽  
Vol 11 (1) ◽  
Author(s):  
A. Bista ◽  
G. B. Khattri ◽  
B. D. Acharya ◽  
S. C. Srivastava
Keyword(s):  
Growth Hormone ◽  
Seed Germination ◽  
Key Words ◽  
Incubation Period ◽  
Seed Set ◽  
Summer Season ◽  
Conditioning Period ◽  
Root Parasite ◽  
One Year

To find out the ability of Orobanche seeds to germinate immediately after seed set, seeds were germinated periodically at an interval of three months for one year in GR24. Some Orobanche seeds were capable of germination immediately after seed set but most required about nine months as after ripening or incubation period to be able to germinate. The phenomenon of after ripening in Orobanche seeds could be taken as an ecological measure to dormant over following unfavorable wet summer season. The growth hormone studies on Orobanche seed germination have shown that GA3 at a concentration of 100 ppm substantially enhanced seed germination when applied during pre-conditioning period. NAA showed some stimulatory effect at 0.5 - 1.0 ppm when applied during post-conditioning period but the hormone if applied during pre-conditioning period inhibited the germination. Kinetin failed to stimulate the germination at all the concentrations tested. Key words: Germination, root-parasite, hormone. Ecoprint Vol.11(1) 2004.

Effect of transplanting date on the fatty acid composition, oil content and yield of evening primrose (Oenothera biennis L.) seed

1994 ◽  
Vol 74 (1) ◽  
pp. 129-131 ◽  
Author(s):  
Robert C. Roy ◽  
Peter H. White ◽  
Alex F. More ◽  
John G. Hendel ◽  
Robert Pocs ◽  
...  
Keyword(s):  
Fatty Acid Composition ◽  
Fatty Acid ◽  
Key Words ◽  
Linolenic Acid ◽  
Acid Content ◽  
Oil Content ◽  
Linolenic Acid Content ◽  
Oenothera Biennis ◽  
Evening Primrose ◽  
One Year

The influence of transplanting time on the growth of evening primrose (Oenothera biennis L.) was investigated for 3 yr. Delaying transplanting reduced the yield of seed in two of these years. The amount of oil in the seed was not influenced by time of transplanting, and only in one year did the γ-linolenic acid content of the oil decrease with delays in transplanting. Key words: Evening primrose, transplanting date, oil content, γ-linolenic acid

Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments

2012 ◽  
pp. 210-243
Author(s):  
Caroline M. Crawford ◽  
Ruth Gannon Cook
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Cultural Values ◽  
Learning Environments ◽  
Design Research ◽  
Belief Systems ◽  
E Learning ◽  
Shed Light

The contextual backdrop of the problem and goal of the study are based within the framework that the researchers wanted to be sure that the courses were unique in their appropriateness to their respective cultures; but they also wanted to see if the course adaptations provided cultural values and perspectives that were fairly consistent and appropriate across cultures and nations. The methodology is qualitative in nature, specifically focused upon development design research and narrative inquiry. The findings suggest that there were several levels of concern: learner concerns; instructional design or teaching concerns; management and organizational concerns; and, technology concerns. This study has addressed the question “what lessons could be learned from semiotic and philosophical instructional imperatives inclusion within e-learning environments?” As such, the interpretation of the findings of the study shed light on the importance of simple mediation tools, such as signs, symbols, and stories. The implications of the findings indicate that more research could shed light on how to help students feel comfortable enough to follow through and complete their e-learning courses. In viewing best practices for e-learning, students’ existent knowledge can be bridged with what they need to know by using a variety of the semiotic tools discussed in this study.

Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments

2011 ◽  
pp. 44-72
Author(s):  
Caroline M. Crawford ◽  
Ruth Gannon Cook
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Cultural Values ◽  
Learning Environments ◽  
Design Research ◽  
Belief Systems ◽  
E Learning ◽  
Shed Light

The contextual backdrop of the problem and goal of the study are based within the framework that the researchers wanted to be sure that the courses were unique in their appropriateness to their respective cultures; but they also wanted to see if the course adaptations provided cultural values and perspectives that were fairly consistent and appropriate across cultures and nations. The methodology is qualitative in nature, specifically focused upon development design research and narrative inquiry. The findings suggest that there were several levels of concern: learner concerns; instructional design or teaching concerns; management and organizational concerns; and, technology concerns. This study has addressed the question “what lessons could be learned from semiotic and philosophical instructional imperatives inclusion within e-learning environments?” As such, the interpretation of the findings of the study shed light on the importance of simple mediation tools, such as signs, symbols, and stories. The implications of the findings indicate that more research could shed light on how to help students feel comfortable enough to follow through and complete their e-learning courses. In viewing best practices for e-learning, students’ existent knowledge can be bridged with what they need to know by using a variety of the semiotic tools discussed in this study.

scholarly journals “They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia

2017 ◽  
Vol 7 (8) ◽  
pp. 27 ◽  
Author(s):  
Carol Chunfeng Wang ◽  
Lisa Whitehead ◽  
Sara Bayes
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Narrative Inquiry ◽  
International Student ◽  
Student Mobility ◽  
Learning Experience ◽  
Learning Experiences ◽  
Hospital Environment ◽  
Undergraduate Nursing ◽  
Australian Universities

There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.

scholarly journals Delayed replantation: Can it be a success?

1970 ◽  
Vol 6 (4) ◽  
pp. 497-501
Author(s):  
A Parolia ◽  
M Kundabala ◽  
N Shetty ◽  
ST Manuel
Keyword(s):  
Medical Journal ◽  
Case Report ◽  
Key Words ◽  
Male Patient ◽  
Root Canal ◽  
Root Canal Treatment ◽  
Central Incisor ◽  
Maxillary Central Incisor ◽  
One Year

This case report describes delayed replantation of an avulsed maxillary central incisor in a 17-year-old male patient following an injury on fall one day earlier. Avulsed maxillary right permanent central incisor was replanted back into the socket after extra-oral root canal treatment. One year follow up showed validity of treatment, with no evidence of resorption in the replanted tooth. Key words: Replantation, Maxillary central incisor, Resorption doi: 10.3126/kumj.v6i4.1742     Kathmandu University Medical Journal (2008), Vol. 6, No. 4, Issue 24, 497-501     

scholarly journals One-Year Research Experience for Associate’s Degree Students Impacts Graduation, STEM Retention, and Transfer Patterns

2019 ◽  
Vol 18 (2) ◽  
pp. ar25 ◽  
Author(s):  
Ron Nerio ◽  
Althea Webber ◽  
Effie MacLachlan ◽  
David Lopatto ◽  
Avrom J. Caplan
Keyword(s):  
New York ◽  
Academic Success ◽  
Focus Groups ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Retention ◽  
Associate's Degree ◽  
And Mathematics ◽  
One Year ◽  
Matched Comparison

The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentored research experience to associate’s degree students. The program takes place at all 10 associate’s degree–granting colleges within the City University of New York system. We report on a mixed-methods study of 500 students who participated in the program during its initial 3 years. Quantitative longitudinal assessments revealed that students who engaged in CRSP were more likely to be retained in a science, technology, engineering, and mathematics (STEM) discipline or to graduate with a STEM degree than their counterparts in a matched comparison group. Furthermore, students who participated in CRSP demonstrated an increased likelihood of transferring to the more research-intensive 4-year schools within the CUNY system and to R1 universities outside the CUNY system. CRSP students reported an increased sense of belonging in college based on survey data, and focus groups with their mentors provided insight into the factors that led to the gains listed above. These combined results—of student data analysis, student surveys, and mentor focus groups—provide evidence that early research experiences for associate’s degree students contribute to their academic success.

Suspended Students: An Analysis of Suspension Length and Returning Semester GPA

1996 ◽  
Vol 16 (1) ◽  
pp. 35-37 ◽  
Author(s):  
Deana C. Meadows ◽  
Terri J. Tharp
Keyword(s):  
Academic Success ◽  
Academic Records ◽  
Return To College ◽  
One Year ◽  
The University

The purpose of the study is to determine if length of suspension is related to academic success upon a student's return to college. This research stems from opposing views of members of a university academic appeals committee concerned about whether a suspended student should serve a suspension term of one semester, one year, or be granted immediate reentry. Academic records of 765 students who were suspended between the fall 1991 and the summer 1993 semesters and then were allowed to reenter the university within one year were examined. The results reveal that suspension length is unrelated to subsequent academic success.

scholarly journals Endocrine Responses to Overreaching Before and After 1 Year of Weightlifting

1994 ◽  
Vol 19 (4) ◽  
pp. 400-410 ◽  
Author(s):  
Andrew C. Fry ◽  
William J. Kraemer ◽  
Scott E. Gordon ◽  
Michael H. Stone ◽  
Beverly J. Warren ◽  
...  
Keyword(s):  
Training Program ◽  
Key Words ◽  
Endocrine System ◽  
Prior Exposure ◽  
Training Volume ◽  
Key Words Testosterone ◽  
Before And After ◽  
Exercise Induced ◽  
One Year

Nine elite male junior weightlifters (mean age 17.6 ± 0.3 yrs) performed weightlifting tests before (Test 1) and after (Test 2) 1 week of increased training volume (overreaching) and repeated the protocol after 1 year of their training program. Strength increased by Year 2 (p < 0.05) but did not change during either week of increased training volume. The 1-week overreaching stimulus resulted in attenuated exercise-induced testosterone concentrations during Year 1, but augmented exercise-induced testosterone concentrations during Year 2. Testosterone concentrations at 7 a.m. decreased for only Year 1. For both years, the 1-week overreaching stimulus increased Cortisol at 7 a.m., indicative of the increased training volumes. Testosterone/Cortisol was not affected by increased training volume for either year. One year of chronic weightlifting and prior exposure to the overreaching stimulus appears to decrease the detrimental effects of stressful training on the endocrine system. Key words: testosterone, Cortisol, weightlifting, overtraining

SHORT COMMUNICATION: Persistence of imazethapyr in two Atlantic Canada soils

1995 ◽  
Vol 75 (4) ◽  
pp. 525-527 ◽  
Author(s):  
K. I. N. Jensen ◽  
J. A. Ivany ◽  
R. R. King
Keyword(s):  
Key Words ◽  
Half Life ◽  
Short Communication ◽  
Limit Of Detection ◽  
Atlantic Canada ◽  
Soil Persistence ◽  
Rotation Crops ◽  
One Year

The half-life of imazethapyr in two Atlantic Canada soils ranged from 19 to 63 d. Soil incorporation increased persistence but residual levels reached or approached the limit of detection (< 5 ng g−1 soil) within 120 d after application of 75 g ha−1 imazethapyr. Sensitive rotation crops were not affected by 75 g ha−1 imazethapyr one year after application. Key words: Imazethapyr, soil persistence, carryover, half-life

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