Analysis on factors related to the academic achievement of foreign exchange students visiting for academic purposes

2020 ◽  
Vol 20 (8) ◽  
pp. 851-873
Author(s):  
Jungeun Noh
Keyword(s):  
Academic Achievement ◽  
Foreign Exchange ◽  
Exchange Students ◽  
Foreign Exchange Students

scholarly journals The Interaction Design Strategy of Foreign Exchange Students on Network Field

2020 ◽  
Vol 14 (12) ◽  
pp. 34
Author(s):  
dan SHANG ◽  
yuan wei XIANG ◽  
yongxin GUAN
Keyword(s):  
Online Education ◽  
New Media ◽  
Foreign Exchange ◽  
Interaction Design ◽  
Exchange Students ◽  
Studying Abroad ◽  
Field Environment ◽  
Foreign Exchange Students ◽  
Belt And Road ◽  
Field Culture

In the background of the Belt and Road initiative, international exchanges and cooperation are increasingly frequent and the number of students studying abroad is on the rise. Foreign exchange students living abroad are easily influenced by the environment, field culture, discourse subject etc, so that it's common for their ideas to be impacted. Cultural adaptation and avoiding western cultural osmosis are extraordinarily important in the management of foreign exchange students. Field theory provides a new means to resolve this problem. By using questionnaire to collect data and through behavior event interview, understand the behavior of foreign exchange students in the use of new media. And then, design user portrait according to the data results and interview content and construct the field environment elements of online education.

scholarly journals Attitudes of Polish-speaking and English-speaking medical students towards death during the COVID-19 pandemic

2021 ◽  
Vol 11 (6) ◽  
pp. 60-76
Author(s):  
Katarzyna Irena Zając ◽  
Krzysztof Zdziarski
Keyword(s):  
Medical Students ◽  
Fear Of Death ◽  
Exchange Students ◽  
Healthcare Facilities ◽  
Dying Patients ◽  
Foreign Exchange Students ◽  
Attitudes Towards Death ◽  
Medical Faculties ◽  
English Speaking ◽  
New Challenges

Introduction and purposeLast year, since the spread of COVID-19 pandemic, medical students have faced new challenges, related to growing numbers of people who are and will be hospitalized as well as deaths among patients in healthcare facilities. The purpose of this study, is analysis and comparison of attitudes of Polish-speaking and English-speaking students towards death, during the COVID-19 pandemic.Material and methodThe study was conducted in an electronic form on a group of Polish and foreign exchange students of medical faculties. In total, 277 people aged 19 to 38, including 141 of Polish nationality and 136 of non-Polish nationality, participated in the study. The study used a sociodemographic questionnaire and the Death Attitude Profile (DAP-R-PL). The questionnaire consists of 5 aspects, that relate to different attitudes towards death: fear of death, death avoidance, neutral acceptance, approach acceptance and escape acceptance.ResultsThe most common attitude represented in both groups was neutral acceptance of death. Polish students obtained higher results in scales fear of death and escape acceptance compared to foreing students. The results showed, that the strongest corelation occurs between escape acceptance and fear of death.ConclusionsIn most cases, adaptative beliefs towards death shown by both groups of respondents indicates, that they will handle working with dying patients. However, higher degree of fear of death and escape acceptance amongst Polish students indicates the need to introduce thanatology education into course of studies.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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