An Exploration of the Utilization of Therapeutic Mode Among Entry-Level, Intermediate-Level, and Advanced-Level OTs

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411505223p1
Author(s):  
Amy Hudkins ◽  
F. Jeannine Everhart
Keyword(s):  
Intermediate Level ◽  
Advanced Level ◽  
Entry Level

scholarly journals A Call for Conducting Multivariate Mixed Analyses

2016 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Anthony J. Onwuegbuzie
Keyword(s):  
Complex Form ◽  
Intermediate Level ◽  
Simultaneous Analysis ◽  
Advanced Level ◽  
Mixed Analysis ◽  
Quantitative Analyses ◽  
Multiple Variables ◽  
Qualitative Analyses

<p>Several authors have written methodological works that provide an introductory- and/or intermediate-level guide to conducting mixed analyses. Although these works have been useful for beginning and emergent mixed researchers, with very few exceptions, works are lacking that describe and illustrate advanced-level mixed analysis approaches. Thus, the purpose of this article is to introduce the concept of <em>multivariate mixed analyses</em>, which represents a complex form of advanced mixed analyses. These analyses characterize a class of mixed analyses wherein at least one of the quantitative analyses and at least one of the qualitative analyses <em>both</em> involve the simultaneous analysis of multiple variables. The notion of multivariate mixed analyses previously has not been discussed in the literature, illustrating the significance and innovation of the article. <strong></strong></p>

scholarly journals Understanding the Use of O and Ga Particles in Japanese Sentences for Japanese Language Learners

IZUMI ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 147-154
Author(s):  
Rahma Fitri Alifah ◽  
Puspa Mirani Kadir ◽  
Yuyu Yohana Risagarniwa
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Intermediate Level ◽  
Japanese Language ◽  
Advanced Level ◽  
Language Proficiency Test ◽  
Japanese Learners ◽  
Objective Marker

Joshi or particle is a class of words that cannot change the form, other than that Joshi cannot stand itself. Joshi must be attached to another class of words to gain meaning. In the Japanese language, one of the joshi groups that can connect noun and noun or noun and verb or adjective called the kakujoshi category, two of them are o and ga particles. One of the functions of o and ga particles have the same function as an object marker; many Japanese language learners still have difficulty in using o and ga particles as an objective marker. This research is how Japanese language learners' understanding of using o and ga particles in Japanese sentences. The method used the quantitative and questionnaire technique. This research concludes that many respondents have passed the advanced level in the Japanese language proficiency test, and need more than two years for study. However, the understanding of Japanese learners in the use of o and ga particles are still at the intermediate level.

Morphological variability in the comprehension of agreement: an argument for representation over computation

2008 ◽  
Vol 24 (4) ◽  
pp. 459-486 ◽  
Author(s):  
Corrine McCarthy
Keyword(s):  
Second Language ◽  
Experimental Evidence ◽  
Morphological Variability ◽  
Intermediate Level ◽  
Number Agreement ◽  
Advanced Level ◽  
Qualitative Similarity ◽  
L2 Spanish

Previous accounts of morphological variability disagree over whether its cause is representational or computational in nature. Under a computational account, variability is confined to production; under a representational account, variability extends to comprehension and is qualitatively similar to variability in production. This article presents experimental evidence from the comprehension and production of gender and number agreement in second language (L2) Spanish clitics and adjectives. Intermediate-level participants show variability across comprehension and production; across tasks, masculine defaults are adopted. Advanced-level participants show less variability, although evidence for masculine defaults emerges across tasks. Number agreement proved relatively unproblematic, except in the production of adjective agreement where singular defaults are systematically adopted by intermediate- and advanced-level speakers. The qualitative similarity of variability across comprehension and production supports a representational account; however, previous research disfavours an account based in syntactic deficits. This article argues for a theory of morphological variability that places the representational cause in the morphology, rather than the syntax.

Core surgical field camps: a new deanery-based model for enhancing advanced skills in core surgical trainees through simulation

2020 ◽  
Vol 81 (9) ◽  
pp. 1-6
Author(s):  
HJ Room ◽  
C Ji ◽  
S Kohli ◽  
CTP Choh ◽  
P Robinson ◽  
...  
Keyword(s):  
Skills Training ◽  
Surgical Trainee ◽  
Advanced Level ◽  
Boot Camps ◽  
Entry Level ◽  
Surgical Trainees ◽  
Hands On ◽  
Wet Lab ◽  
Surgical Field ◽  
Advanced Skills

Hands-on wet lab simulation training is a vital part of modern surgical training. Since 2010, surgical ‘boot camps’ have been run by many UK deaneries to teach core surgical trainees basic entry level skills. Training in advanced skills often requires attendance at national fee-paying courses. In the Wessex Deanery, multiple, free of charge, core surgical ‘field camps’ were developed to provide more advanced level teaching in the particular specialty preference of each core surgical trainee. After the COVID-19 pandemic, national hands-on courses will be challenging to provide and deanery-based advanced skills training may be the way forward for craft-based specialties. The experiences over 2 years of delivering the Wessex core surgical field camps are shared, giving a guide and advice for other trainers on how to run a field camp.

scholarly journals Error Analysis: A Study of Prepositional Errors at Advanced and Intermediate Level in Pakistan

2019 ◽  
Vol IV (I) ◽  
pp. 112-119
Author(s):  
Liaqat Iqbal ◽  
Irfan Ullah ◽  
Ayaz Ahmad
Keyword(s):  
Error Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Intermediate Level ◽  
Advanced Level

The main purpose of this study was to contribute to a better understanding of the temporal preposition errors in order to have a positive impact on the teaching and learning process. The study investigated temporal preposition in the form of a test and questionnaire for the purpose of knowing the frequency and causes of these errors. The population consisted of intermediate and advanced level students at International Islamic University, Islamabad. Out of these, fifteen students were chosen from each level. Here the frequency of errors of both the groups is 58.89 % and the most problematic temporal prepositions were since, ago, between, over and throughout. The causes of error discovered were mostly overgeneralization and L1 interference.

scholarly journals THE PROFILE OF EFL LEARNERS AS MEASURED BY AN ENGLISH PROFICIENCY TEST

2018 ◽  
Vol 5 (1) ◽  
pp. 115-145
Author(s):  
Gunadi Harry Sulistyo ◽  
Suharyadi Suharyadi
Keyword(s):  
Proficiency Test ◽  
English Proficiency ◽  
Intermediate Level ◽  
Statistical Analyses ◽  
Average Score ◽  
Advanced Level ◽  
Efl Learners ◽  
First Semester ◽  
Study Programs ◽  
The Mean

This study aims at examining the profile of the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). A number of 277 students across admission classes: 2016, 2015, 2014, and 2013 were involved in the study. Their proficiency was measured using a paper-and-pencil TOEFL-like test. The subtests reliability was assured. The data was analyzed using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. The respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was observed from the scores of Classes of 2015, 2014, and 2013 respectively. Statistical differences in the mean scores of the students across admission classes were observed. Particularly, the mean score of Class of 2016 differed from those of Classes of 2015, 2014, and 2013. Similarly, the mean score of Class of 2013 differed statistically from that of Classes of 2016, 2015, and 2014. However, the mean score of Classes of 2014 and 2015 did not differ statistically. Statistically the mean scores of Classes of 2014 and 2013 in the first semester and those of Classes of 2014 and 2013 in their fifth and seventh semester differed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.

scholarly journals Coping with Lexical Gaps: Use of Compensatory Strategies by Iranian EFL Students

2014 ◽  
Vol 1 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Alireza Hojati ◽  
Akbar Mirzaee
Keyword(s):  
Native Speaker ◽  
Native Language ◽  
Strategy Use ◽  
Intermediate Level ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Compensatory Strategies ◽  
Advanced Level ◽  
Efl Students ◽  
Lexical Items

Learners of English as a non-native anguage unavoidably confront situations in which insufficiency of their linguistic knowledge presents them with difficulties. There are also case in which the absence of some native-language lexical items in the target language is the source of problems the learners have to grapple with. This  study focused on the phenomenon known as ˜lexical gap .The aim was to identify and examine the use of compensatory strategies employed by Iranian EFL students in coping with lexical gaps.To this end, number of Iranian undergraduate EFL students were selected and then split into two groups of intermediate-level and advanced-level. Both groups were given two written tasks requiring them to introduce eight Farsi words with no English counterparts to a typical native speaker of English. The analysis of data revealed  well as the existence of some surprising differences between the frequencies of strategy use by the two groups.

scholarly journals L2 Writing: A Comparison of Upper Intermediate and Advanced EFL Learners

2018 ◽  
Vol 4 (4) ◽  
pp. 17
Author(s):  
Ana Cristina Lahuerta
Keyword(s):  
Intermediate Level ◽  
Syntactic Complexity ◽  
Writing Proficiency ◽  
Complexity Measures ◽  
Advanced Level ◽  
Efl Learners ◽  
English Writing ◽  
Proficiency Levels ◽  
General Quality

The present study examines differences in syntactic complexity in English writing among advanced and upper intermediate undergraduates by means of quantitative measures of syntactic complexity. Participants were 250 Spanish undergraduates enrolled in a Degree in Modern Languages. A total of 121 students had an upper intermediate level (B2 level according to the CEFR) and 129 had an advanced level (C1 level according to the CEFR). Essays were evaluated by quantitative measures gauging different aspects of L2 complexity. Results indicate that the complexity measures chosen can capture significant differences in writing proficiency when comparing different proficiency levels. The scores on the general quality of the writings and on all syntactic complexity measures increased from B2 to C12 and for all complexity measures the increase was statistically significant.

SADRŽAJI IZ PRAVOPISA U UDžBENICIMA SRPSKOG KAO STRANOG JEZIKA NA NAPREDNOM NIVOU

2020 ◽  
pp. 201-212
Author(s):  
Mariјa Isailovic
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Middle Level ◽  
Intermediate Level ◽  
Advanced Level ◽  
The Future ◽  
Level Of Knowledge

In the teaching of Serbian as foreign language, spelling is taught at the elementary and middle level of knowledge, so that a student at an advanced level is able to use all spelling rules. The topic of this work is spelling materials in printed textbooks of Serbian as foreign language at an advanced level. Textbooks used in this work are printed during the 21st century, so later ones. The goal is to check and present spelling contents in textbooks for the students who study Serbian as a foreign language at an advanced level, as well as to get recommendations for the authors of future textbooks. It can be expected that: a) in university textbooks for advanced level there are activities to systematize knowledge acquired at an elementary and intermediate level, as well as compound tasks which combine more spelling rules; b) spelling contents in the textbooks for special courses are methodologically constructed in order to contribute undertoning and expanding of particular parts of knowledge. The analysis has shown that the latest textbook production pays attention to spelling and gives direction for the future authors. It can be inferred that: a) due to the lack of spelling instructions for foreigners only, it is necessary to introduce spelling exercises in textbooks (in accordance with textbook conception); b) in activities intended for improving ortography competence, spelling rules should be related to other competences.

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