Language Proficiency and Knowledge in Adjective-Noun Collocations: A Case Study of Vietnamese Learners of English

Collocational development is of great significance to second language acquisition. Among different types of collocations, adjective-noun collocations are notoriously difficult to EFL learners, but there has been limited research, especially in Vietnam, on this type of collocations in the field of teaching and learning English. To address this issue, the current study, employing the quantitative approach, investigates Vietnamese university students’ receptive and productive knowledge of adjective-noun collocations and the relationship between their language proficiency and their collocational knowledge. Results reveal that the difference between the students’ receptive and productive knowledge was more significant when they reached higher levels of English, and even those at an advanced level had great difficulties in identifying erroneous collocations and using them correctly. The number of collocational errors appeared to increase with rising proficiency. Results also indicate a close relationship between language ability and collocational knowledge, thereby emphasizing the importance of teaching collocations explicitly in English classrooms.

The Schoolwide Enrichment Model

The Schoolwide Enrichment Model is widely implemented as a both an enrichment program used with academically gifted and talented students and as a magnet theme/enrichment approach for all students. The theme of the SEM is to develop the strengths and talents of all students. The SEM provides enriched learning experiences and higher learning standards for all children through three goals: developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and providing advanced follow-up opportunities for young people based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, and preferred modes of expression.

Managing the Provision of Advanced Level of Education as a Condition for the Innovative Development of the Russian Economy

The paper considers the relation between giving a proactive character to the education system and the requirements of modern social and economic social processes. The stages of managing the process of creating a system of advanced education are described, a scheme for managing advanced education is developed.

Access to advanced-level hospital care: differences in prehospital times calculated using incident locations compared with patients’ usual residence

Studies estimate that 84% of the USA and New Zealand’s (NZ) resident populations have timely access (within 60 min) to advanced-level hospital care. Our aim was to assess whether usual residence (ie, home address) is a suitable proxy for location of injury incidence. In this observational study, injury fatalities registered in NZ’s Mortality Collection during 2008–2012 were linked to Coronial files. Estimated access times via emergency medical services were calculated using locations of incident and home. Using incident locations, 73% (n=4445/6104) had timely access to care compared with 77% when using home location. Access calculations using patients’ home locations overestimated timely access, especially for those injured in industrial/construction areas (18%; 95% CI 6% to 29%) and from drowning (14%; 95% CI 7% to 22%). When considering timely access to definitive care, using the location of the injury as the origin provides important information for health system planning.

Academic success predictors for architecture students at Kano University of Science and Technology, Wudil, Kano State, Nigeria

Academic success, linked to socioeconomic advancement and key positive indicators inlife has largely been investigated along STEM courses especially in Nigeria. In this study, academic success was predicted at two levels: second class lower (2.2) and second class upper (2.1) degreesusing 244 questionnaires from architecture undergraduates at Kano University of Science and Technology (KUST) Wudilto test the hypothesis that other factors apart from motivation predict high academic success. Results from Binary Logistic Regression models indicate that achieving a 2.1 degree largely depends on personal attributes, notably how efficiently a student manages time/schedules, some degree of independence as well as conducive learning environments (classrooms, accommodation, external lighting, power supply, worship places and general cleanliness)and not necessarily motivation. This lends credence to Walberg’s Theory of Educational Productivity. Overall, mode of entry was the only significant predictor for academic success for both 2.2 (p=0.007, Exp(β)=1.990) and 2.1 (p=0.016, Exp(β)=1.361) class of degree models. This implies that candidates admitted through avenues other than UTME/ JAMB such as Direct Entry have higher chances of graduating with a 2.1 class of degree. Prospective candidates are encouraged to pursue advanced level qualifications prior to admission into architecture as this substantially increases the probability of graduating with a high class of degree.

Exploring Zimbabwean A-Level Mathematics Learners’ Understanding of the Determinant Concept

<p style="text-align: justify;">Learners bring prior knowledge to their learning environments. This prior knowledge is said to have an effect on how they encode and later retrieve new information learned. This research aimed at exploring ‘A’ level mathematics learners’ understanding of the determinant concept of 3×3 matrices. A problem-solving approach was used to determine learners' conceptions and errors made in calculating the determinant. To identify the conceptions; a paper and pencil test, learner interviews, and learner questionnaires were used. Ten learners participated in the research and purposive sampling was used to select learners who are doing the syllabus 6042/2 Zimbabwe School Examination Council (ZIMSEC). Data was analyzed qualitatively through an analysis of each learners' problem-solving performance where common themes were identified amongst the learners’ work. Results from the themes showed that Advanced level learners faced some challenges in calculating the determinant of 3×3 matrices. Learners were having challenges with the place signs used in 3×3 matrices, especially when using the method of cofactors. The findings reveal that learners had low levels of engagement with the concepts and the abstract nature of the concepts was the major source of these challenges. The study recommends that; teachers should engage learners for lifelong learning and apply some mathematical definitions in real-world problems. Teachers should address the issues raised in this research during the teaching and learning process. In addition, teachers should engage learners more through seminars where learners get to mingle with others from other schools.</p>

Political Economy of Green Hydrogen Rollout: A Global Perspective

The present paper dwells on the role of green hydrogen in the transition towards climate-neutral economies and reviews the central challenges for its emancipation as an economically viable source of energy. The study shows that countries with a substantial share of renewables in the energy mix, advanced natural gas pipeline infrastructure, and an advanced level of technological and economic development have a comparative advantage for the wider utilization of hydrogen in their national energy systems. The central conclusion of this review paper is that a green hydrogen rollout in the developed and oil-exporting developing and emerging countries is not a risk for the rest of the world in terms of the increasing technological disparities and conservation of underdevelopment and concomitant socio-economic problems of the Global South. The targets anchored in Paris Agreement, but even more in the EU Green Deal and the European Hydrogen Strategy will necessitate a substantial rollout of RESs in developing countries, and especially in the countries of the African Union because of the prioritization of the African continent within the energy cooperation frameworks of the EU Green Deal and the EU Hydrogen Strategy. Hence, the green hydrogen rollout will bridge the energy transition between Europe and Africa on the one hand, and climate and development targets on the other.

The changing context of advanced practice nursing within the UK community care setting

Advanced practice nursing (APN) roles have developed partly to address demand and workforce issues. In community care settings and general practice, an advanced nursing practitioner is generally understood to mean a nurse who has undertaken additional education and training in clinical assessment, including history-taking and physical examination, clinical reasoning and independent prescribing, so they can safely manage patients presenting with undifferentiated and undiagnosed conditions. Capabilities in the Skills for Health framework cover everything from communication and consultation skills, practising holistically and personalised care, to working with colleagues and in teams. The framework is intended to ensure advanced nursing practitioners work to an advanced level. It is also designed to support them to demonstrate and evidence their capabilities to service commissioners, employers, people accessing healthcare and the public.