What I Owe to Dib

2020 ◽  
Vol 35 (2) ◽  
pp. 139-141
Author(s):  
Abdelkader Djemaï
Keyword(s):  
French School ◽  
Mohammed Dib ◽  
Personal Testimony ◽  
First Time ◽  
First Time In College

In 1963, a year after Independence, I discovered, not without pride, for the first time in college Algerian authors who were not in the curriculum of the French school I had attended. Among them, Mohammed Dib and his Grande Maison. At the age of 15, I thus crossed the threshold of this literature that would accompany me in my life as a reader and writer. Here I would like to tell my relationship with the diverse and rich work of Mohammed Dib, my encounters with the man and my view of some of his novels and poetry collections. In this personal testimony, I would like to evoke what he was able to bring to the writers of the Independence generation.  

Beyond 1-1 Advising

2015 ◽  
pp. 162-175
Author(s):  
Dawna Wilson ◽  
Kimberly M. Lowry
Keyword(s):  
High School ◽  
Customer Service ◽  
Workforce Development ◽  
Support Services ◽  
First Century ◽  
Career And Technical ◽  
Business Partners ◽  
Advising Model ◽  
First Time ◽  
First Time In College

This chapter presents practices Eastfield College employs to move beyond a traditional one-on-one advising model when preparing students for the twenty-first century workforce. No matter the students' status, first-time in college, returning to retool or dual high school-college enrollee, community colleges must rethink approaches to supporting them throughout the workforce development process if we are to adequately meet this century's workforce demands. In an institution-wide, customer-service approach, student needs not only drive the design but the delivery of support services. This chapter describes how Eastfield takes services to students by hosting Lunch and Learns, providing onsite advising, and establishing liaisons with local business partners. Collaborations with area high school districts to facilitate career and technical related career offerings are also discussed.

Badawi: An Academic With a Vision. A Personal Testimony

2015 ◽  
Author(s):  
Sabry Hafez
Keyword(s):  
Literary Criticism ◽  
English Literature ◽  
University Education ◽  
Arabic Literature ◽  
Oxford University ◽  
Personal Testimony ◽  
Arabic And English ◽  
The Many ◽  
Modern Arabic ◽  
First Time

In this chapter, the author offers a personal testimony about his interaction with Mustafa Badawi as well as the latter's contribution to the study of both Arabic and English literature. The author remembers the day he returned to Oxford University to take part in a colloquium commemorating Badawi's life and work; it was also the fortieth anniversary of his arrival in Oxford for the first time in March 1973, thanks to Badawi's insight and initiative. He also cites two Egyptian critics who studied in the West before Badawi's generation, Muhammad Mandur and Luwis ʻAwad. In addition, he discusses Badawi's cultural formation and university education, particularly in Alexandria University, and talks about how Badawi opened new venues for Arabic literary criticism and modern Arabic literature in Oxford, and later in London. Finally, the author shares some of the many lessons he learnt from Badawi.

scholarly journals The Best Three Years of Your Life: A Prediction for Three-Year Graduation

2019 ◽  
Vol 8 (6) ◽  
pp. 231
Author(s):  
Lu Qin ◽  
Glenn Allen Phillips
Keyword(s):  
Graduation Rate ◽  
Diagnostic Model ◽  
Credit Hours ◽  
High School Gpa ◽  
Transfer Credit ◽  
Student Socioeconomic Status ◽  
Log Linear ◽  
First Time ◽  
First Time In College ◽  
Practical Impact

The 3-year graduation rate is a rarely measured metric in higher education compared to its 4- or 6- year graduation rate counterparts. For the first time in college (FTIC) students to graduate in three years, they must come with certain skills, abilities, plans, supports, or motivations. This project considers two distinct but interrelated ways of using advanced and novel statistical models, the Log-linear Cognitive Diagnostic Model (LCDM) and the Logistic Regression model (LR), to look at both students’ ability to graduate in three years and the characteristics that contribute to this ability. The results indicate that the LCDM is a reliable and efficient statistical model that can provide accurate prediction of students’ ability to graduate early. In addition, student enrolled credit hours in the semester, transfer credit hours, student high school GPA, and student socioeconomic status (EFC) were statistically significant predictors contributing to three-year graduation. The significant interaction between students’ EFC status and transfer credit hours has a meaningfully practical impact on enrollment strategies and institutional policies. Future studies could use the same LCDM model to consider the degree to which these or other characteristics contribute to 4-, 5-, and 6-year graduation rates. Identification of these characteristics could have a policy, student support, and admissions implications. Additionally, the success of the LCDM model in predicting ability could be used for abilities unrelated to graduation, including the ability to pay off loans, succeed in an internship, or give back financially to a university.

scholarly journals Early Declaration of a College Major and Its Relationship to Persistence

2020 ◽  
Vol 40 (1) ◽  
pp. 94-109
Author(s):  
David B. Spight
Keyword(s):  
Student Persistence ◽  
Research University ◽  
Student Attrition ◽  
Full Time ◽  
College Student Persistence ◽  
College Completion Rates ◽  
Early Decision ◽  
Undeclared Students ◽  
First Time ◽  
First Time In College

As college completion rates are a top priority for institutions and other stakeholders, understanding college student persistence is important. Some perceive students making an early decision about a major as necessary for success in college, arguing that enrolling as undeclared contributes to student attrition. Previous research about undeclared students and persistence, however, is limited, conflicting, and dated. For this longitudinal study, logistic regression analyses were conducted using institutional records for 4,489 first-time in college, full-time enrolled students from the Fall 2010 cohort at a large research university in the Western United States. The results show no difference in persistence between students who matriculate as declared versus undeclared majors, which has implications for advising practice.

scholarly journals Is Historical Study of Nahwu on Madrasah Basra and Kufa Important to Teach? The Analysis of Opinion on Indonesian AFL Students

2021 ◽  
Vol 9 (1) ◽  
pp. 25-34
Author(s):  
Ulfa Febriyanti ◽  
Maman Abdurrahman ◽  
Asep Sopian
Keyword(s):  
High School ◽  
Quantitative Approach ◽  
Historical Study ◽  
The Internet ◽  
Historical Aspects ◽  
First Time ◽  
First Time In College ◽  
Academic Study

The knowledge of nahwu has been taught in many universities in Indonesia. However, the study of the nahwu taught is still limited to a study oriented to the science of tools in learning Arabic and ignores historical, theoretical aspects such as Madrasah Basra and Kufa. Therefore, this study aims to prove whether this historical, academic study is essential to be taught to Indonesian AFL students. This research uses a quantitative approach with a descriptive type. The questionnaire was given to several 20 fifth-semester AFL students with three open-ended questions about their knowledge of Madrasah Basra and Kufa. The results of this study indicate that 60% of students are familiar with Madrasah Basrah and Kufa. Most of them hear about Madrasah Basrah and Kufa for the first time in college (75%), in pesantren (8.3%), on the internet (8.3%), at high school (8.3%), and from the sermon (8.3%.). Moreover, the students generally know about Madrasah Basrah and Kufa's differences, but it is only limited to the differences in terms and I'rab. Therefore, the learning of nahwu needs to be developed by paying attention to the historical aspects of the nahwu development, especially the differences from Madrasah Basrah and Kufa.

Differences in Ethnic/Racial Diversity of Texas Community College First-Time in College Full-Time Students Over Time: A Multiyear, Statewide Analysis

2020 ◽  
Vol 3 (1) ◽  
pp. 62-82
Author(s):  
Juan Carlos Lebron ◽  
John R Slate ◽  
Frederick C Lunenburg
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Empirical Investigation ◽  
Racial Diversity ◽  
Full Time ◽  
Time Period ◽  
First Time ◽  
First Time In College ◽  
Over Time

In this multiyear, statewide empirical investigation, the degree to which ethnic/racial diversity of first-time in college full-time Texas community college students changed from the 1999-2000 through the 2014-2015 academic years was determined.  Over this time period, the percentage of Hispanic first-time in college full-time Texas community college students showed a statistically significant increase, whereas the percentage of White first-time in college full-time students statistically significantly decreased.  No changes were noted with respect to either Black or Asian first-time in college full-time college students during this time period.  Although some improvement was noted in the ethnic-racial diversity of Texas first-time in college full-time students, more work remains.  Implications for policy and recommendations for research were provided.

Debussy and La Sonate cyclique

2005 ◽  
Vol 22 (4) ◽  
pp. 644-679 ◽  
Author(s):  
MARIANNE WHEELDON
Keyword(s):  
Chamber Music ◽  
String Quartet ◽  
18Th Century ◽  
Chamber Works ◽  
French School ◽  
First Time ◽  
Vincent D'indy

ABSTRACT In 1915, Debussy returned to the genre of chamber music for the first time since the String Quartet of 1893 and composed the only sonatas of his career. What draws these early and late chamber works together is that they are all cyclic in construction. While Debussy's quartet clearly bears the imprint of Céésar Franck's cyclic procedures, his sonatas engage with this tradition more cautiously. Comparing the string quartet with the sonatas elucidates Debussy's uneasy rapprochement with a style he had formerly embraced. Debussy's underplaying of the cyclic tradition was motivated by what the cyclic sonata had come to represent in the intervening years, in particular its appropriation by Franck's student Vincent d'Indy. In his teachings and publications, d'Indy promulgated a nationalistic view of the cyclic sonata, one that declared Franck and the modern French school as the only comprehending heirs of Beethoven. Reluctant to participate in this particular heritage, Debussy diverted attention from the cyclic procedures used in the sonatas by explicitly emphasizing their stylistic affiliation with the French 18th century and by implicitly aligning himself with Franck rather than with d'Indy. In this way Debussy sought to carve out a place for his sonatas within a less contentious tradition.

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