scholarly journals Editorial

Relay Journal ◽  
2018 ◽  
pp. 1-5
Keyword(s):  
Best Practice ◽  
Learner Autonomy ◽  
International Studies ◽  
The World ◽  
New Ideas ◽  
Research Institute

Welcome to the first issue of Relay Journal which is published by the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS), Japan. We are so pleased to be able to present this new publication to you, specifically established for the purposes of sharing best practice and new ideas in the area of learner autonomy and all related topics. We hope this will become a thriving, supportive and long-lived site for practitioners and researchers around the world. In fact, we hope it will become a community more than anything; a place where we can learn from each other and advance the field, help learners to learn better, teachers to develop new skills and researchers to gain new insights.

Editorial

Relay Journal ◽  
2020 ◽  
pp. 1-4
Keyword(s):  
Learner Autonomy ◽  
Teacher Autonomy ◽  
International Conference ◽  
Is Research ◽  
Present Volume ◽  
Learning Contexts ◽  
The World ◽  
New Ideas ◽  
High Level ◽  
Research Institute

We are pleased to present Volume 3, Issue 1 of Relay Journal. This journal’s purpose is to promote and disseminate research as well as practices related to learner and teacher autonomy, in various learning contexts around the world. The theme of this issue is research and learner autonomy, which corresponds with the general mission of RILAE (the Research Institute for Learner Autonomy Education). In late 2019, researchers affiliated with RILAE participated in a forum (Mynard et al., 2020) on this same theme at the 2019 JALT International Conference and subsequently discussed their work in an online LAb session. The enthusiastic response by participants at those events demonstrates the high level of interest in the topic, and the variety of the articles contained in this issue illustrates the diversity of potential research in our field. It is our hope that these articles inspire readers as examples of replicable research or by sparking new ideas for areas of investigation.

Editorial

Relay Journal ◽  
2018 ◽  
pp. 255-258
Keyword(s):  
Learner Autonomy ◽  
International Studies ◽  
Short Introduction ◽  
Dialogic Process ◽  
Evolution Of Ideas ◽  
Research Institute

Welcome to Relay Journal Volume 1 Issue 2 which is published by the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS), Japan. We are grateful to all of the authors and reviewers for participating in the dialogic process that has led to the publication of this issue. We hope you enjoy reading not only the final versions of the papers, but also the original submissions and the ensuing comments and responses. The original papers have been retained in order for readers to be able to capture the evolution of ideas facilitated by the dialogue. The PDF versions were then revised based on the comments and ideas that the dialogue stimulated. In fact, we hope that the dialogue and thinking will still continue. This short introduction will briefly summarise the submissions and also include announcements and acknowledgements.

scholarly journals Developing Song Worksheets for a SALC

2010 ◽  
pp. 129-138
Author(s):  
Simon Cooke
Keyword(s):  
Best Practice ◽  
Materials Design ◽  
Learner Autonomy ◽  
The Self ◽  
International Studies ◽  
Development Team

After receiving the Japanese Ministry of Education’s Best Practice award in 2003, the Self-Access Learning Centre (SALC) at Kanda University of international Studies (KUIS) has continued in its goal of creating materials and resources which aim to engage the learners whilst promoting learner autonomy. The development team has promoted its materials design and philosophy at a number of national and international conferences and in a variety of SLA publications (Kershaw et al., 2010).

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

scholarly journals Introducing New Guidelines on Geoheritage Conservation in Protected and Conserved Areas

Geoheritage ◽  
2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Roger Crofts ◽  
Dan Tormey ◽  
John E. Gordon
Keyword(s):  
Practice Guidelines ◽  
Best Practice ◽  
Communication To The Public ◽  
The Public ◽  
Best Practice Guidelines ◽  
The World ◽  
New Guidelines ◽  
The Many ◽  
Ethical Basis ◽  
Improve Practice

AbstractThis paper introduces newly published guidelines on geoheritage conservation in protected and conserved areas within the “IUCN WCPA Best Practice Guidelines” series. It explains the need for the guidelines and outlines the ethical basis of geoheritage values and geoconservation principles as the fundamental framework within which to advance geoheritage conservation. Best practice in establishing and managing protected and conserved areas for geoconservation is described with examples from around the world. Particular emphasis is given to the methodology and practice for dealing with the many threats to geoheritage, highlighting in particular how to improve practice for areas with caves and karst, glacial and periglacial, and volcanic features and processes, and for palaeontology and mineral sites. Guidance to improve education and communication to the public through modern and conventional means is also highlighted as a key stage in delivering effective geoconservation. A request is made to geoconservation experts to continue to share best practice examples of developing methodologies and best practice in management to guide non-experts in their work. Finally, a number of suggestions are made on how geoconservation can be further promoted.

scholarly journals Vertebral Fractures in Ireland: A Sub-analysis of the DXA HIP Project

2021 ◽  
Author(s):  
John J Carey ◽  
Lan Yang ◽  
E. Erjiang ◽  
Tingyan Wang ◽  
Kelly Gorham ◽  
...  
Keyword(s):  
Hip Fracture ◽  
High Risk ◽  
Vertebral Fractures ◽  
Fragility Fractures ◽  
Vertebral Fracture Assessment ◽  
International Studies ◽  
Men And Women ◽  
Women Subjects ◽  
The World ◽  
High Risk Populations

AbstractOsteoporosis is an important global health problem resulting in fragility fractures. The vertebrae are the commonest site of fracture resulting in extreme illness burden, and having the highest associated mortality. International studies show that vertebral fractures (VF) increase in prevalence with age, similarly in men and women, but differ across different regions of the world. Ireland has one of the highest rates of hip fracture in the world but data on vertebral fractures are limited. In this study we examined the prevalence of VF and associated major risk factors, using a sample of subjects who underwent vertebral fracture assessment (VFA) performed on 2 dual-energy X-ray absorptiometry (DXA) machines. A total of 1296 subjects aged 40 years and older had a valid VFA report and DXA information available, including 254 men and 1042 women. Subjects had a mean age of 70 years, 805 (62%) had prior fractures, mean spine T-score was − 1.4 and mean total hip T-scores was − 1.2, while mean FRAX scores were 15.4% and 4.8% for major osteoporotic fracture and hip fracture, respectively. Although 95 (7%) had a known VF prior to scanning, 283 (22%) patients had at least 1 VF on their scan: 161 had 1, 61 had 2, and 61 had 3 or more. The prevalence of VF increased with age from 11.5% in those aged 40–49 years to > 33% among those aged ≥ 80 years. Both men and women with VF had significantly lower BMD at each measured site, and significantly higher FRAX scores, P < 0.01. These data suggest VF are common in high risk populations, particularly older men and women with low BMD, previous fractures, and at high risk of fracture. Urgent attention is needed to examine effective ways to identify those at risk and to reduce the burden of VF.

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