Het gebruik van vaste verbindingen tijdens examens „tolken”

Collocations, interpreting, native-like, foreign language acquisition Third year BA students of Dutch at Károli University followed a one semester long interpreting course. During their oral exam they had an interpreting task from Hungarian to Dutch. In my research I wanted to answer two questions: firstly, to what extent do students use collocations while performing an interpreting task; secondly to what extent is their use of collocations native-like? Based on the recorded data we can see that students often realize that they should use a collocation but cannot always retrieve the right one. Grammatical constructions in the students’ native language, in our case Hungarian, play also a role in the choice of collocations.

”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen

In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.

Oral Health in Adult Patients Receiving Palliative Care: A Mixed Method Study

Oral disease is highly prevalent in persons receiving palliative care (PRPC). Yet, little is known about how PRPC perceive their oral health status and related treatment needs. Forty-nine PRPC were recruited. They first completed a structured oral symptom review, followed by an oral exam. A nested sample of 11 participants also completed an in-depth interview querying their perceived oral health concerns and related treatment needs. Quantitative and qualitative data was analyzed and integrated for interpretation. Eighty-six percent of participants reported at least one oral symptom, including dry mouth (83.7%), a pain-related symptom (40.8%), or oral function difficulties (51.0%). About 40% of participants reported compromised quality of life due to oral conditions; however, the perceived impacts and treatment needs were modest. Oral disease was highly prevalent in PRPC, yet its overall impact was modest. Except for painful symptoms, most participants reported limited desire to seek treatment for oral health conditions.

An Analysis of the New Regulations Introduced with Higher Education Personnel Law No. 7100 from the Perspective of Faculty Members

This study aims to find out the faculty member opinions regarding the new regulations introduced with the Higher Education Law No. 7100. It employs the phenomenological design, which is a qualitative research design. The study group consists of 44 faculty members who voluntarily participated in the research. The faculty members' opinions were collected using a form that included standardized open-ended interview questions, which were then interpreted through content analysis. The results show that although academics have positive opinions about the new academic promotion system, they find the new regulations relatively inadequate. The participants making positive comments on the new regulations think that the new academic titles have international equivalence, differences between the titles are considered, and what these titles entail is made clearer thanks to these regulations. The participants who assert negative opinions about the regulations, on the other hand, think that these changes fail to bring a satisfactory improvement since they have simply changed instructors' titles, and even caused a loss of status for them. Therefore, they argue that such a change was not necessary. While the participants consider the granting of associate professorship title by the Interuniversity Board (UAK) without performing an oral exam as a positive development, they are mostly negative about the university tenure granting policies for the holders of this title.

Organisation of Distance Learning in an International Educational Environment: Online Course «Supply Chain Finance»

The article gives a short overview of theories on didactics and distance learning used in the framework of an online course in English, given by a senior lecturer from the Netherlands (HAN) to students of the faculty of Economics of Chelyabinsk State University (CSU), to let students get experience in distance learning in an international educational environment and acquire knowledge on the topic Supply Chain Finance (SCF). The teaching material of the course was represented by six lectures recorded by J. Jansen and available online (www.principlesofsupplychainfinance.nl/scf-course/). Combination of the recorded lectures and interactive online seminars for discussion of home assignments allows students to gain a deeper understanding of the topic SCF. Finally, the course was finished with an individual online oral exam. Students and teaching staff of CSU evaluated this extra-curricular course. This pilot of distance learning will be developed into a course of a master programme at the faculty of Economics of CSU. The educational theories of Biggs, Bloom, Hattie, Garrison, Vaughan, Klabbers, Sousa and Kolb were applied to provide students with the best modern experience of distance learning.

A foreign body lodged in the sub-mental space through to the retro-pharyngeal area: a review of anatomical risks and surgical approaches

Background Foreign body inclusions are rare in head and neck. They are challenging in regard to anatomical risks and surgical approaches. This is the case of a particular foreign body with a curious trajectory, associated with a brief review of anatomical risks and surgical approaches. Case presentation This is the case of a 25-year-old male who has been attacked with a sharp object, which caused an inclusion of a part of the foreign body in the sub-mental and pharyngeal areas. The clinical exam showed a painful bulging in the sub-mental area, with moderately hemorrhagic sputum and difficulty while swallowing. The intra-oral exam showed a foreign body that was located at the right side of the base of the tongue, and which goes backwards and outwards to penetrate retro-pharyngeal mucosa. The patients underwent an angio-CT scan, which showed a curious fine and sharp metallic object, without direct signs of lesions to the jugular vein or carotid artery or any collateral branches. The patient underwent extraction through cervical approach, with satisfying bleeding control. Intra-oral exploration showed a retro-pharyngeal lesion of 2 cm, without particular bleeding. The cervical lesion and retro-pharyngeal lesions were closed. The lesion at the base of the tongue was of 1 cm, palpable but not accessible to sutures, and a naso-pharyngeal tube was inserted. The patient presented very satisfying post-operative outcome, without any complications. Conclusion When dealing with foreign bodies of head and neck, physicians must be precocious and prepared for the risk of bleeding after extraction. Thorough radiological exploration is necessary as long as the patient is stable. Direct and indirect radiological signs allow the clinician to understand the nature and the trajectory of the object, as well as the damage to collateral structures.

Concept Map Assessment: An Experimental Mathematical Study

In this experimental study, we analyzed the ability to understand and ability to share mathematical knowledge of our modified context maps (MCM) and compared them to the standard linear form of examination. For these purposes, the categorization of mathematical knowledge to local and structural understanding and craft was defined. Experimentation was conducted during the regular final oral exam of Linear algebra courses for computer science freshmen university students. No benefits were given for participation in the experiment.According to the questionnaire self-report student data, the MCM method combined with student-examiner discussion shares statistically significantly better structural understanding than the linear form. However, the MCM method shares less local understanding than the linear form, given randomized data set. Moreover, students claim that the MCM oral examination form is almost as objective as other oral exams they attempted during faculty study. Students created surprisingly good modified cognitive maps, although we assumed their low to none practical experience with concept mapping.

Experience of Using Online Technologies in Transport Education

The objective of this article is to identify pedagogical technologies traditionally used in full-time education, which found their place when educational formats changed in the era of digital transformation. The discussion concerns the project method, the case method, the analysis of the digital footprint, the use of game teaching methods, virtual laboratory work, various types of Internet testing, methods of collective search for a solution to the problem. The application of the considered methods in learning the Physics as a discipline at Moscow Automobile and Road Construction State Technical University (MADI) constituted the empirical basis of the study.The design method turned to be the most effective and developed one. Its application made it possible to organise participation of students of 1–2 years of study in educational and research work under the guidance of lecturers who are related to physics and the chosen fields of training at MADI. It is shown that as a result, students acquire the skills to search and select the necessary information, learn to complete project work on time, prepare presentations, write scientific texts both for presenting them as oral reports and as texts of scientific articles. Possibilities of using electronic registers are described, in which both attendance at classes and performance of tasks are recorded, and the time factor (indication on whether the work was completed on time or was late) is considered. The article studies the use of a point-rating system to control current assignments, and also provides description of developments by the teaching staff of the department on organisation of an oral exam and test in physics in an online format.

Cumulative oral examinations in undergraduate human physiology: process, student perceptions, and outcomes

Assessment methods vary widely across undergraduate physiology courses. Here, a cumulative oral examination was administered in two sections of a 300-level undergraduate physiology course. Student performance was quantified via instructor grading using a rubric, and self-perceptions ( n = 55) were collected via survey. Overall, students affirmed that the oral examination assisted in their learning, specifically by leading them to begin preparation for their final written exam earlier than they otherwise would. The instructor considered the oral exam useful for student learning by providing a scaffold to the written final exam and a way to connect with students before a high-stakes final exam. Specific details of the examination format and suggestions and considerations for those considering this assessment approach are provided.