scholarly journals Meteorologists, Mentors, and Mentees – Oh My! Learning Opportunities are Everywhere

2019 ◽  
Author(s):  
H. Michael Mogil ◽  
Matthew J. Bolton
Keyword(s):  
Learning Opportunities ◽  
Short Paper

A short paper on mentorship in the American weather enterprise, accepted for publication in the February 2019 newsletter of the National Weather Association.

scholarly journals Students’ perceptions of digital storytelling in primarily asynchronous EFL classes at a Japanese university

2021 ◽  
pp. 177-183
Author(s):  
Naoko Kasami
Keyword(s):  
Digital Storytelling ◽  
Interactive Learning ◽  
Evaluation Criteria ◽  
Learning Opportunities ◽  
Short Paper ◽  
Japanese University ◽  
Language Support ◽  
Remote Learning

This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities.

The promises and perfidy of cryomicroscopy and analysis

1994 ◽  
Vol 52 ◽  
pp. 382-383
Author(s):  
Patrick Echlin
Keyword(s):  
Low Temperature ◽  
High Energy ◽  
Short Paper ◽  
List Type ◽  
Time Resolved ◽  
Energy Beam ◽  
Cellular Analysis ◽  
Dissolved Ions ◽  
Embedding Medium ◽  
Low Temperature Microscopy

The unusual title of this short paper and its accompanying tutorial is deliberate, because the intent is to investigate the effectiveness of low temperature microscopy and analysis as one of the more significant elements of the less interventionist procedures we can use to prepare, examine and analyse hydrated and organic materials in high energy beam instruments. The promises offered by all these procedures are well rehearsed and the litany of petitions and responses may be enunciated in the following mantra.Vitrified water can form the perfect embedding medium for bio-organic samples.Frozen samples provide an important, but not exclusive, milieu for the in situ sub-cellular analysis of the dissolved ions and electrolytes whose activities are central to living processes.The rapid conversion of liquids to solids provides a means of arresting dynamic processes and permits resolution of the time resolved interactions between water and suspended and dissolved materials.The low temperature environment necessary for cryomicroscopy and analysis, diminish, but alas do not prevent, the deleterious side effects of ionizing radiation.Sample contamination is virtually eliminated.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

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