scholarly journals Education and Criminal Justice Faculty Value Electronic Serials over Print to Support Professional Activities

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Sue F Phelps
Keyword(s):  
Criminal Justice ◽  
Graduate Students ◽  
Writing Assignments ◽  
Professional Activities ◽  
Doctoral Research ◽  
Research Institution ◽  
Online Journals ◽  
Online Access ◽  
Supported Work ◽  
A Minor

A Review of: Jones, G. F., Cassidy, E. D., McMain, L., Strickland, S. D., Thompson, M., & Valdes, Z. (2015). Are serials worth their weight in knowledge? A value study. The Journal of Academic Librarianship, 41(5), 578-582. http://dx.doi.org/10.1016/j.acalib.2015.07.004 Objective – To determine the faculty assessed value of print and electronic serials. Design – Qualitative survey. Setting – Doctoral research institution in the southern United States of America. Subjects – 122 tenured or tenure-track faculty from the School of Criminal Justice and the School of Education. Methods – A survey was designed to measure the value of online and print serials for key faculty activities: research, publishing, course preparation and development, service, and personal interests. Measures included: recentness of use, the extent to which library journals supported work in the key activities (minor, moderate, or major), requirement of students to use online or print journals in their courses, cancellations of personal journal subscriptions in favor of library subscriptions, and travel to other libraries to use library journals. Main Results – Twenty-seven faculty responded to the survey (22%). Two of the respondents (7%) had never used the library journals, though the majority (93%) had. Of those who used library journals, the most recent use was of online over print publications. For each key activity, 40%-87% of the respondents reported they had never used print journals, and those who did use print reported that it supported their work only to a minor extent, primarily in the area of research. Respondents noted they used online journals most frequently for research (92%), publishing (83%), and course preparation and development (76%). Service is the least supported by journal use in either print or online, with 87% of the respondents never using print and 50% never using online journals for service. The respondents who taught undergraduates required the use of online journals over print journals at a ratio of 3:1 for assigned readings, course activities, and writing assignments. The ratio increased to a range of 4.5:1 to 8.5:1 across activities for graduate students. Respondents indicated that print (22%) and online journals (72%) had the highest use in assigned readings. The majority of respondents required graduate students to use online journals in all activities and less than a quarter required the use of print. Twenty respondents (80%) had not dropped personal subscriptions, but among those who did, print subscriptions were more likely to be dropped than online. If institutional access were available, 55% indicated that they would drop a personal subscription for online access, and only 27% indicated they would cancel personal subscriptions for print access. Those who did drop subscriptions cited cost, storage space, and ease of access to library journals as their motivation. Faculty comments praised the serials holdings, especially the holdings of back issues. Finally, the majority of respondents (74%) reported not having traveled to another library for journal access, but those who did, accessed materials for research, class preparation, and publishing. Many of those who went to other libraries did so because they were closer to their residence or they needed to access original manuscripts. Conclusion – Participants used journal subscriptions for all of the key activities surveyed, with research and publishing the top reasons for use and service the lowest. Both undergraduate and graduate students were required to use both print and online journals, with graduate student use being greater for online access. Faculty acknowledged their use of print and online journals for key activities to a major extent, with a strong preference for online journals.

scholarly journals Writing Gravity: International Female Graduate Students’ Academic Writing Experiences

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Abir Aly Eldaba ◽  
Janet Kesterson Isbell
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Ways Of Knowing ◽  
Critical Study ◽  
Graduate Degree ◽  
Writing Assignments ◽  
Marginalized Groups ◽  
Language Writing

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants’ challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups’ knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.

scholarly journals Becoming an Hispanic-Serving Research Institution: Involving Graduate Students in Organizational Change

2018 ◽  
Vol 11 (3) ◽  
pp. 154 ◽  
Author(s):  
Patricia Marin ◽  
Priscilla Pereschica
Keyword(s):  
Organizational Culture ◽  
Graduate Students ◽  
Research Universities ◽  
Campus Climate ◽  
Research University ◽  
Research Institution ◽  
Organizational Culture Theory ◽  
Hispanic Serving ◽  
Changing Demographics ◽  
Institutional Actors

The changing demographics of higher education have led to an increase in the number and type of Hispanic-Serving Institutions (HSIs). As research universities continue to see a rise in the enrollment of Latino/a students, a better understanding of the implications of this change within the existing institutional context will be essential to best serve this growing community of students. We position our study within a tradition of organizational culture theory that points to the importance of organizational actors’ interpretations, perspectives, and actions in order to understand an organization’s general behavior and change. By acknowledging the importance of graduate students within research universities, we focus on their perspectives at an Emerging Hispanic-Serving Research Institution (HSRI) and ask, “What are the organizational culture implications of an HSI designation for a research university?” Our analysis revealed four important themes: communicating institutional pride as an HSRI, engaging the benefits of an HSRI, operationalizing a serving mission, and involving graduate students as institutional actors at HSRIs. Institutional recommendations that follow from our findings include providing clear communication regarding HSI status, objectives, and commitment; assessing the campus climate; and increasing graduate student involvement as key leaders within HSRIs.

THE MINORS IN PENAL SYSTEMS IN SELECTED COUNTRIES OF THE EUROPEAN UNION

2015 ◽  
Vol 1 (1) ◽  
pp. 0-0 ◽  
Author(s):  
Sylwia Gwoździewicz
Keyword(s):  
Czech Republic ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Specific Interaction ◽  
European Countries ◽  
Legal Systems ◽  
The European Union ◽  
Criminal Proceedings ◽  
A Minor

In foreign jurisdictions, various models of responsibility for juvenile offenses are adopted. In many countries, like Poland, entirely separate regulations in this field are adopted (England and Wales, Austria, Belgium, Czech Republic, France, Spain, Ireland, Germany, Scotland, Switzerland, Sweden). In other countries like (Slovakia, Belarus, Estonia, Greece to 2003, the Netherlands, Lithuania, Russia, Slovenia, Ukraine), there are specific rules of responsibility of minors included in criminal codes and codes of criminal proceedings. Different solutions in this regard are partly due to the different traditions of legal systems, and partly due to various axiomatic justifications formulated in these matters. Review of legislation on minority in selected European countries: Poland, Slovakia and the Czech Republic shows that in terms of the approach to the problem of minority in all legal systems, specific interaction of children and young people who come into conflict with the criminal law are included, as well as those that show signs of corruption, making their proper personal and social development threatened. Adoption of selected concepts of minors legislation, however, does not mean more or less severe approach to the liability of minors.Both discussed issues the theoretical and practical ones, are the subject of the deliberations beneath, their structure includes: <br/>1. Problems of minors in the European countries <br/>2. Minors in Polish criminal justice system <br/>3. Minors’ responsibility in Slovakian criminal justice system <br/> 4. Czech criminal justice system in relation to a minor

Didactics of practice-oriented education

2018 ◽  
Author(s):  
Владимир Беликов ◽  
V. Belikov ◽  
Петр Романов ◽  
Petr Romanov ◽  
Азат Валеев ◽  
...  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Value Orientation ◽  
Professional Activities ◽  
Personal Significance ◽  
Purpose Of Education ◽  
Personal Competencies ◽  
The Individual ◽  
Reflective Processes

The monograph presents the author's material corresponding to the idea. that the implementation of the requirements of activity-oriented education contributes significantly to the provision of practice-oriented education. competence and acmeological approaches. The paper reveals the potential of educational, cognitive, educational and professional activities in the formation of personal competencies of students in modern higher education. The paper presents the didactic concept of practice-oriented education of the individual as a system of activity of students, the integrity of which is ensured by the personal significance of the purpose of education, its value orientation, subordination to reflective processes, personal aspirations to achieve the "top" of education. It is recommended to researchers and teachers of higher education, undergraduates, graduate students, doctoral students and applicants, teachers of universities and institutions of SPO.

scholarly journals Dynamic Written Corrective Feedback among Graduate Students: The Effects of Feedback Timing

2020 ◽  
Vol 37 (2) ◽  
pp. 78-102
Author(s):  
Grant Eckstein ◽  
Maureen Sims ◽  
Lisa Rohm
Keyword(s):  
Graduate Students ◽  
Corrective Feedback ◽  
Student Writing ◽  
Writing Assignments ◽  
Feedback Timing ◽  
Written Corrective Feedback ◽  
Grammatical Accuracy ◽  
Premier Cycle ◽  
College Writers ◽  
Effects Of Feedback

Dynamic written corrective feedback (DWCF) is a pedagogical approach that offer meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive writte error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can lead to fewer language errors among undergraduate and pre-matriculated college writers (see Kurzer, 2018). However, the benefits of DWCF among second language (L2) graduate writers and the role of feedback timing have not been well examined. We analyzed timed writing samples over a 12-week intervention from 22 L2 graduate students who either received biweekly feedback on their writing throughout a semester, or postponed feedback until the last two weeks of the semester. Writing was analyzed for grammatical errors, lexical and syntactic complexity, and fluency. Results showed that neither timely nor postponed feedback led to significant improvement in grammatical accuracy or lexical complexity, but timely feedback did result in more fluent and complex writing. These findings suggest that the timing of feedback may be trivial for accuracy development but is more important for complexity among graduate writers. Teachers, teacher trainers, and writing administrators may use these insights as they plan curricula and design grammar and writing interventions. La rétroaction corrective écrite dynamique (RCED) est une approche pédagogique qui propose une rétroaction significative, gérable, constante et opportune sur les rédactions des étudiants (Hartshorn et al. 2010). Elle insiste sur la correction complète et indirecte d’erreurs dans de courts devoirs de rédaction quotidiens. De nombreuses études ont démontré que son utilisation peut amener les rédacteurs de premier cycle ou pré-inscrits au collège à faire moins d’erreurs de langue (voir Kurzer, 2018). Cependant, les avantages de la RCED chez les rédacteurs diplômés de seconde langue (L2) et le rôle joué par l’opportunité de la rétroaction n’ont pas été bien étudiés. Nous avons analysé des échantillons de rédaction écrites en temps limité sur une période d’intervention de 12 semaines chez 22 étudiants diplômés de L2 qui recevaient de la rétroaction deux fois par semaine sur leurs rédactions pendant la durée du semestre, ou une rétroaction différée jusqu’à deux semaines avant la fin du semestre. Les rédactions ont été analysées pour découvrir les erreurs grammaticales, la complexité lexicale et syntaxique, ainsi que la fluidité Les résultats ont montré que ni la rétroaction opportune, ni la rétraction différé ne se traduisaient par une amélioration marquée de la précision grammaticale ou de la complexité lexicale, mais la rétroaction opportune menait à une rédaction plus fluide et plus complexe. Ces résultats suggèrent que l’opportunité de la rétroaction peut ne pas beaucoup influer sur le développement de la précision, mais s’avère plus importante pour la complexité chez les rédacteurs diplômés. Les enseignants, les formateurs d’enseignants et les administrateurs de programmes de rédaction peuvent se servir de ces résultats lorsqu’ils planifient les programmes et conçoivent les interventions en grammaire et en rédaction.

scholarly journals Narrativas sobre diferença indígena: como se produz um "lugar de índio" no contexto escolar

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Iara Bonin
Keyword(s):  
High School ◽  
Graduate Students ◽  
Meaning Making ◽  
Doctoral Research

Este texto foi produzido com base em minha pesquisa de doutorado, concluída em 2007, e realizada com estudantes do ensino superior matriculados em cursos que preparam para o magistério. Analiso algumas das práticas por eles relatadas– em especial as memórias de seus tempos de escola básica – prestando atenção às formas recorrentes de abordagem da temática indígena e os efeitos de tais práticas na produção de significados sobre identidades e diferenças. Assinalo algumas possíveis rupturas nessa ordem de discursos escolares e problematizo certas expressões utilizadas pelos estudantes para marcar a diferença indígena, ancoradas em discursos estereotipados. Palavras-Chave: Narrativas Escolares, Povos Indígenas, Identidades, Diferenças. Abstract This text was produced based on my doctoral research in 2007 with graduate students preparing to be teachers. I have analysed some practices they have reported ― specially their high school memories ― focusing on how Indigenous themes and effects from these practices in meaning making about identities and differences were approached. I have also investigated some phrases students use to mark the Indigenous difference anchored in stereotypical discourses. Keywords: School Narratives, Indigenous Folks, Identities, Differences

scholarly journals (139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1043B-1043
Author(s):  
Kent D. Kobayashi
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate Program ◽  
Technical Writing ◽  
Learning Experience ◽  
Scientific Paper ◽  
Scientific Writing ◽  
Student Survey ◽  
Master's Students ◽  
Writing Assignments

How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.

scholarly journals Participation of a Teacher and Psychologist in Criminal Procedure on Cases Against Minors

2021 ◽  
Vol 7 (12) ◽  
pp. 289-294
Author(s):  
L. Savelyeva
Keyword(s):  
Criminal Justice ◽  
Criminal Procedure ◽  
Controversial Issues ◽  
Criminal Proceedings ◽  
Criminal Process ◽  
The Status ◽  
A Minor

The criminal process in cases involving minors has its own peculiarities, which is explained by the need to ensure the rights of minors. At the same time, the current legislation does not always have a systemic character; a number of norms contradict each other. The specifics of Russian criminal justice in cases involving minors is a ground for discussion among scientists and practitioners. One of the controversial issues is the mechanism for ensuring the participation of a teacher and a psychologist in criminal proceedings in cases involving minors. The author concludes that the rules for the participation of a teacher or psychologist in criminal proceedings should not differ depending on the procedural status of a minor (accused, victim, witness). When considering the status of a teacher and a psychologist, the author comes to the conclusion that it is inexpedient to identify them. The teacher should be recognized as an independent participant in the process on the part of the defense, and it is advisable to consider the psychologist as a specialist.

scholarly journals Textbook on rhetoric: an attempt of authors reflection

2019 ◽  
pp. 65-76
Author(s):  
Alexei Andreevich Chuvakin ◽  
Kuralay Bibitalyevna Urazayeva
Keyword(s):  
Graduate Students ◽  
Interpersonal Relations ◽  
Practical Training ◽  
State University ◽  
Work Skills ◽  
Professional Activities ◽  
Key Points ◽  
Rhetorical Practice ◽  
Successful Group ◽  
Independent Work

The article is devoted to the textbook on rhetoric published at Altai State University. Two key points determined the main subject of consideration they are orientation toward the graduate students of philology and their preparation for professional activities in a multi-ethnic environment. The need for a book is justified by the features of the socio-communicative situation in the countries of Greater Altai. The authors' attention is focused on issues of general and professional rhetorical, theoretical and practical training of graduate students of philology, their mastery of communicative and rhetorical competencies as well as the development of research skills. It is shown that the content of the textbook, reading-book and case-studies contributes to theformation of the academic and educational competencies of graduate students in the field of rhetoric, the development of independent work skills and also improvement of verbal (rhetorical) practice; that the formation of knowledge in the field of Kazakh national rhetoric requires an understanding of the priority over the speecheloquence, the concept of speech relevance, or conscious “speaking”. Orientation of graduate philologists to the work in a multi-ethnic environment reveals the importance of interculturalal communication, understanding the specifics of interpersonal relations between the speaker and the listener. In the field of higher education didactics, the research prospects are due to the improvement of the rhetorical culture of the teacher’s personality and his role as a person providing successful group communication.

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