Journey to the Advisor Within: Exploring Challenge, Transformation and Evolution in Advisor Stories

Relay Journal ◽  
2019 ◽  
pp. 319-322
Author(s):  
Gamze Güven-Yalçın ◽  
Stephanie Lea Howard ◽  
Hatice Karaaslan
Keyword(s):  
Language Learning ◽  
Reflective Practice ◽  
Message Board ◽  
Initial Experiment ◽  
Narrative Style ◽  
The Third ◽  
Visual Message ◽  
Knowledge And Practice ◽  
The Individual ◽  
Academic Year

In the Reflective Practice column of the third issue of the Relay Journal, Yamamoto (2019) remarked on the importance of creating a platform for advisors to voice their views, feelings, and experiences, and suggested a need for more reflective narratives to be posted from different social, historical, and cultural contexts in order to provide an intimate view inside advising sessions, thereby offering a better understanding of said advising practices. The aim was to create a forum where advisors could learn from each other, and ultimately, everyone could mutually benefit from the experiences shared. To further this innovative research into Advising in Language Learning (ALL), the initial experiment by language advsiors at Kanda has been replicated in a different setting with four learning advisors from Ankara Yıldırım Beyazıt University, Turkey. The design used by the advisors at Kanda, a narrative style adopted while telling the stories, has been expanded to include a visual message board to which 20 learning advisors have contributed with their short reflective captions on their advisor selves. Additionally, the theme used by the advisors at Kanda, “the most memorable advising experience of this academic year” has been altered in our case to avoid repetition and to allow reflection on different aspects of the advising experiences. Thus, our narratives and the visual message board will examine two different themes: (1) How has advising affected you? (2) How do you define yourself as an advisor? Four narratives have elaborated on the first theme of the influence of advising knowledge and practice on the individual advisors, and the visual message board includes 20 images with reflective captions on the second theme of defining advisor identities.

scholarly journals Model Pembelajaran Konstruktivistik Mata Pelajaran Bahasa Arab (Menulis) Dengan Media صورة

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Mohammad Hasan Rasidi
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Language Learning ◽  
Language Skills ◽  
Arabic Language ◽  
Language Curriculum ◽  
The Third ◽  
Analysis Process ◽  
The Impact ◽  
Academic Year

Abstract: Referring to the Arabic language curriculum subject Permenag number: 2 of 2008 which states that; Arabic language learning which include the four language skills: listening (الأستماع), talk (الكلام), reading(القراءة), and writing(الكتابة). PTK is the MAM 02 Pondok Modern Paciran Lamongan. Arabic Language subject, Competency Standards, class XII / IPA the first half, with the number of students 22 children, in the academic year 2015/2016. Data collected through observation notes and the results of evaluations conducted since the beginning of the study until the third cycle along with collaboration partners. In the reflection of the data analysis process, problems and obstacles encountered, followed by a reflection of the impact of the implementation of the actions performed. One important aspect of reflection is the evaluation of the success and achievement of goals. The results showed that the students' ability to understand the material using Konstruktivistik learning model is satisfactory. Overall the results showed an increase in both activity, cooperation, as well as student achievement,

Combining Values

2002 ◽  
Vol 7 (2) ◽  
pp. 1-4, 12 ◽  
Author(s):  
Christopher R. Brigham
Keyword(s):  
Lower Extremity ◽  
Upper Extremity ◽  
Evaluation Method ◽  
Proximal Phalanx ◽  
Common Error ◽  
The Third ◽  
Whole Person ◽  
Impairment Ratings ◽  
Upper Extremity Impairment ◽  
The Individual

Abstract To account for the effects of multiple impairments, evaluating physicians must provide a summary value that combines multiple impairments so the whole person impairment is equal to or less than the sum of all the individual impairment values. A common error is to add values that should be combined and typically results in an inflated rating. The Combined Values Chart in the AMA Guides to the Evaluation of Permanent Impairment, Fifth Edition, includes instructions that guide physicians about combining impairment ratings. For example, impairment values within a region generally are combined and converted to a whole person permanent impairment before combination with the results from other regions (exceptions include certain impairments of the spine and extremities). When they combine three or more values, physicians should select and combine the two lowest values; this value is combined with the third value to yield the total value. Upper extremity impairment ratings are combined based on the principle that a second and each succeeding impairment applies not to the whole unit (eg, whole finger) but only to the part that remains (eg, proximal phalanx). Physicians who combine lower extremity impairments usually use only one evaluation method, but, if more than one method is used, the physician should use the Combined Values Chart.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

The Free Responsible Action of the Individual

2018 ◽  
Author(s):  
Michael P. DeJonge
Keyword(s):  
The Novel ◽  
Extreme Situation ◽  
The Third ◽  
Third Phase ◽  
Responsible Action ◽  
Action Type ◽  
Two Phases ◽  
The Individual ◽  
The Church

If, as Chapter 12 argues, much of Bonhoeffer’s resistance thinking remains stable even as he undertakes the novel conspiratorial resistance, what is new in his resistance thinking in the third phase? What receives new theological elaboration is the resistance activity of the individual, which in the first two phases was overshadowed by the resistance role played by the church. Indeed, as this chapter shows, Bonhoeffer’s conspiratorial activity is associated with what he calls free responsible action (type 6), and this is the action of the individual, not the church, in the exercise of vocation. As such, the conspiratorial activity is most closely related to the previously developed type 1 resistance, which includes individual vocational action in response to state injustice. But the conspiratorial activity differs from type 1 resistance as individual vocational action in the extreme situation.

scholarly journals VARIABILITY OF EVOLUTIONARY RATES OF DNA

Genetics ◽  
1986 ◽  
Vol 113 (4) ◽  
pp. 1077-1091
Author(s):  
John H Gillespie
Keyword(s):  
Dna Sequences ◽  
Significant Excess ◽  
Ergodic Markov Chain ◽  
The Third ◽  
Markov Chain Models ◽  
Rate Of Molecular Evolution ◽  
The Mean ◽  
Nuclear Loci ◽  
The Individual ◽  
Evolution Of Proteins

ABSTRACT A statistical analysis of DNA sequences from four nuclear loci and five mitochondrial loci from different orders of mammals is described. A major aim of the study is to describe the variation in the rate of molecular evolution of proteins and DNA. A measure of rate variability is the statistic R, the ratio of the variance in the number of substitutions to the mean number. For proteins, R is found to be in the range 0.16 < R < 35.55, thus extending in both directions the values seen in previous studies. An analysis of codons shows that there is a highly significant excess of double substitutions in the first and second positions, but not in the second and third or first and third positions. The analysis of the dynamics of nucleotide evolution showed that the ergodic Markov chain models that are the basis of most published formulas for correcting for multiple substitutions are incompatible with the data. A bootstrap procedure was used to show that the evolution of the individual nucleotides, even the third positions, show the same variation in rates as seen in the proteins. It is argued that protein and silent DNA evolution are uncoupled, with the evolution at both levels showing patterns that are better explained by the action of natural selection than by neutrality. This conclusion is based primarily on a comparison of the nuclear and mitochondrial results.

scholarly journals Dominance relationships and coalitionary aggression against conspecifics in female carrion crows

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Benedikt Holtmann ◽  
Julia Buskas ◽  
Matthew Steele ◽  
Kristaps Solokovskis ◽  
Jochen B. W. Wolf
Keyword(s):  
Social Interactions ◽  
Social Environment ◽  
Social Rank ◽  
Social Benefits ◽  
Same Sex ◽  
The Third ◽  
Dominance Relationships ◽  
Dominant Individual ◽  
The Individual

Abstract Cooperation is a prevailing feature of many animal systems. Coalitionary aggression, where a group of individuals engages in coordinated behaviour to the detriment of conspecific targets, is a form of cooperation involving complex social interactions. To date, evidence has been dominated by studies in humans and other primates with a clear bias towards studies of male-male coalitions. We here characterize coalitionary aggression behaviour in a group of female carrion crows consisting of recruitment, coordinated chase, and attack. The individual of highest social rank liaised with the second most dominant individual to engage in coordinated chase and attack of a lower ranked crow on several occasions. Despite active intervention by the third most highly ranked individual opposing the offenders, the attack finally resulted in the death of the victim. All individuals were unrelated, of the same sex, and naïve to the behaviour excluding kinship, reproduction, and social learning as possible drivers. Instead, the coalition may reflect a strategy of the dominant individual to secure long-term social benefits. Overall, the study provides evidence that members of the crow family engage in coordinated alliances directed against conspecifics as a possible means to manipulate their social environment.

The Literary Form and Liturgical Background of Psalm Lxxxix

1961 ◽  
Vol 11 (1) ◽  
pp. 321-339 ◽  
Author(s):  
James M. Ward
Keyword(s):  
Literary Form ◽  
The Third ◽  
The Individual

AbstractPs. lxxxix is in many ways the most interesting and important of the royal psalms. Taken as a whole it is a lamentation (vss. 39-52) over the frustration of God's promises to the Davidic dynasty (vss. 20-38), which were made possible by his cosmic sovereignty (6-15). The first part of the psalm recalls the hymns of Yahweh's enthronement (xlvii, xciii, xcv-c), the second, the oracle of Nathan (2 Sam. vii; Ps. cxxxii), and the third, the individual lamentations of the Psalter. This complexity of form and content has led most commentators to divide the psalm into two or three originally separate poems, and to interpret their significance more or less independently of each other. It is the aim of the present study to demonstrate the formal integrity of the psalm as it appears in the Psalter, and to discover, if possible, its original liturgical setting.

HESRi country impact and uptake in Slovenia

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Gabrijelčič Blenkus
Keyword(s):  
Development Strategy ◽  
Health Equity ◽  
Social Protection ◽  
Economic Status ◽  
National Development ◽  
Economic Research ◽  
Inequalities In Health ◽  
The Third ◽  
Health Report ◽  
The Individual

Abstract Equity and solidarity are strongly embedded in Slovene society from the second half of the 20th century on. Questions, exploring equity issues date in 1964, as a part of the Slovene Public Opinion (SPO) Survey. Slovenia is reporting on health equity and wellbeing in three strands. The first one is regular Human Development Report, based on Slovene Development Strategy since 2007, delegated partially to Institute of Economic Research (IER). Second one is regular Inequalities in Health Report, led by National Institute of Public Health (NIPH), and based on the National Health Strategy, since 2011. The third one is regular Poverty Report, led by Institute of Social Protection (ISP), based on the decision of the Parliamentarian Commission for Health and Social Affairs in 2013. NIPH comprehensively reported on Inequalities in Health in 2011, at that time based on direct measures of socio-economic status (SES) like education, or indirect measures or indexes (as development index or deprivation index of the municipality). In the second, 2018 report, several developments enabled for reporting health equity gap based on the individual SES status and first few cases of policy influences on equity status were described. In line with the WHO Rio SDH declaration 2011, in the third Health Equity Report, planned for 2021, further shift is foreseen and focus will be given to the policies influencing the equity gaps. For the 2021 Health Equity Report for Slovenia, three national key institutions (NIJZ, IER and ISP) decided to work together, based on the established multisectoral competences. WHO HESRi was developed and launched in best possible timing for the Slovene national initiative, to provide the international support, insights and facilitate further national development. Slovene priorities will be defined according to the national interests, Slovene presidency to EU in 2021 and Country Specific Recommendations in the frame of the European Semester.

Aspołeczne „my”

2021 ◽  
Author(s):  
Piotr Bartula
Keyword(s):  
The State ◽  
Community Or ◽  
The Third ◽  
The Individual

ASOCIAL “WE” The problems discussed in the book are revealed by the well-known view of Aristotle that man is a cultural, social and political being: ...And he who by nature and not by mere accident lives outside the state, is either a wretch or superhuman being; he is ‘without lineage, law, hearth,‘ as denoted by Homer, because if someone is such a person by nature, he desires passionately war, being isolated, as a stone excluded from dice. Furthermore, It appears that the state is a creation of nature and most of all concerns the individual because when each person separately is not self-sufficient, he will be placed in the same relation to the state like these and other parts in relation to a whole. However, one who is unable to live in the community, or does not need it at all, being self-sufficient, such a person is not a member of the state, so he must be either a beast or god. Directed by the spirit of contrariness, I will add Friedrich Nietzsche’s comment : “Aristotle says that in order to live alone one must be either an animal or a god. The third alternative is lacking. A man must be both – a philosopher.”

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