“Very easy, it’s an English class, therefore they should not rely on a French text”

In the context of additional language (AL) learning, teachers need to focus on the development of language proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.

Fuel Planning Errors in General Aviation from 2015 to 2020

BACKGROUND: Planning, whether preflight or in-flight, is a cause of accident that is presumably almost entirely preventable. Planning skills on the part of the pilot should assist in avoiding dangerous situations with regards to light conditions, weather, fuel shortage, and/or improper weight and balance. Fuel planning is noted as especially unnecessary, as fuel planning is not considered a complex skill but part of proper flight preparation and in-flight planning.METHODS: A total of 196 accident reports from 2015 until 2020 were extracted from the NTSB online database in which the probable cause included either preflight or in-flight planning as a cause attributed to the pilot. Of those accidents, the majority (N = 131, 67%) were attributed to fuel planning and were further analyzed.RESULTS: Fuel-planning related accidents were significantly less often fatal compared to all planning-related accidents and all fuel-related accidents. The majority of fuel planning accidents resulted in fuel exhaustion. Additionally, the cause attributed to the accidents was frequently the skill-based error of “fuel planning (pilot)” and the crew resource management issue of “fuel-fluid level”. Specific information regarding the pilot’s fuel plan was only available in 52 (40%) of the accident reports.CONCLUSIONS: The frequency of fuel-related planning accidents suggests that this aspect of pilotage is underestimated and requires more attention both in training and in standard operating procedures. In particular, more detailed information regarding the pilot’s fuel plan is necessary in order to determine which step in the process most frequently results in an accident.Kalagher H. Fuel planning errors in general aviation from 2015 to 2020. Aerosp Med Hum Perform. 2021; 92(12):970–974.

Second -Year English Majored Students’ Perception of Possible Problems in Writing Essays

To acquire a language, learners need to be skillful at the four skills namely: listening, speaking, reading and writing. Among them, writing is usually considered a complex skill to learn. This study is aimed to investigate the second-year English majored students’ perception of essay writing problems encountered and solutions to overcome these problems. The participants of this study are 44 second year English majored students at a public university in the Mekong Delta of Vietnam, consisting of 32 females and 12 males. The data were collected by a questionnaire to explore the difficulties encountered by EFL learners in writing essays and their expectations from their lecturers as well as from themselves to have better performance. The results revealed that students face major difficulties in writing essays including linguistic, psychological, cognitive factors. With the hope to get better writing performance, the students expected more assistance from their lecturers, including giving more feed backs on their writing pieces, recommending appropriate reading materials and providing more grammar courses. They also admitted that their writing pieces will be improved when they themselves practice more such as forming their writing habits, gaining more vocabularies and self-editing or asking feedback from peers.

Motivación a la lectura en niños de edades tempranas

The action of reading is a complex skill in order to understand the written text. Children tend to present problems when reading, generating difficulties in reading comprehension and affecting their educational performance, the responsibility of stimulating children to read lies with parents, school and society. The objective of this research is to identify those motivational practices towards reading at early ages, exposed by different theoretical references, extracted from updated primary sources, in which positive results are evidenced for the reading habit of children. This research was carried out with a qualitative approach, at a descriptive level, with the documentary bibliographic type, with an analysis of references. The results show that the motivating practices for reading at early ages are those applied by teachers, as well as the imitation of children with parents who have reading habits. Dialogic reading that generates the role of narrator in the child and the use of bibliographic material as a promoter of the relationship between the child and the text. Reading is of vital importance for the promotion of the student's academic quality, magic methods to stimulate reading do not exist and motivating the child properly will have a positive result in his or her intellectual and academic development. The teacher as motivator is the support for the child to assume the reading process; the family is in charge of stimulating reading activity in early childhood; story reading involves children as active readers and writers; the use of library material generates a relationship between the child and the text; and dialogic reading creates an environment of equal reading motivation.

Genetic and demographic predictors of general reading ability in two cohorts

Reading ability is a complex skill requiring multiple proficiencies (e.g., phonological awareness, decoding, and comprehension). Reading ability has genetic and environmental components that create the potential for significant gene-gene and gene-environment interactions, but the evidence for these interactions is limited. We used data from the Avon Longitudinal Study of Parents and Children and the Genes, Reading and Dyslexia Study to assess the contributions of genetic and demographic features to a continuous latent reading ability score. We then used this score as the phenotype on which to predicate genome-wide single nucleotide polymorph screening, followed by feature selection using an elastic net analysis. Results from the elastic net models showed that genetic and demographic features predicted reading ability for both cohorts. Five single nucleotide polymorphisms were associated with latent reading in the Avon Longitudinal Study of Parents and Children, as well as in the Genes, Reading and Dyslexia cohorts. For both cohorts, larger vocabularies were positively associated with latent reading ability. Genes within the neuron migration pathway were overrepresented in the Avon Longitudinal Study of Parents and Children cohort. We provide support that genes involved in early brain development have an impact on latent reading ability performance. Our findings also indicate high generalizability of genetic findings between cohorts, using our approach.

Effect of Agility Specific Exercise Program on Agility in Badminton Players

Badminton is a casual outdoor sport as well as a formal game played on international level. The anatomical and physiological demands in badminton are affected by multiple factors, such as the gender, player’s style, level, equipment and surface. Physical abilities of athletes and the techniques of play influence the performance of the player. Complex skill sets require higher level of co-ordination and movement control. The complex skill sets required by badminton players are aerobic endurance, speed & agility. Agility is a key complex skill set in badminton. Agility is related to physical traits like technique, strength and power. Thus, the study hypothesized that the effect of the 6 weeks agility specific exercise program would show significant improvements on agility performance in badminton players. The primary objective was to study the effect of 6 weeks intervention on agility performance in badminton players. An experimental study was conducted in which total 62 badminton players participated. They were divided in equal numbers to experimental and control groups via random allocation method. Experimental group performed the designed protocol for 6 weeks and the control group continued their daily training of the Multi-shuttle feed training program during the same time. Agility T- test was used to assess the agility performance. The time taken to perform the agility t-test by the groups before the intervention was approximately the same with a mean difference of 20 seconds. There was a reduction in the time taken to complete the agility T-test in the experimental group after the training with a mean difference of 90 seconds between the groups. The results of comparing pre and post agility T- test readings, revealed a statistically significant difference with P<0.05. This study concluded that the 6 weeks of Agility Specific exercise program did lead to an improvement on agility in badminton players.

PEMBELAJARAN BERBICARA BERBANTUAN KOMIK STRIP UNTUK PEMBELAJAR BIPA KOREA SELATAN

Speaking skill is a very complex skill because it involves other skills. Especially in BIPA learning, relevant strategies are needed as an alternative to learn BIPA. Therefore, this study is intended to describe the results of learning process by using comic strip toward speaking practice. Based on the tracing of previous studies, it was not found any research related to the use of comic strips in learning to speak BIPA. The method used in this research is qualitative. The participants in this study were South Korean BIPA learners in intermediate levels of ability. The results of the data analysis show that learning to speak using comic strip can be an alternative in teaching BIPA. This can be seen in all activities which run effectively. In addition, learners also give very positive responses during learning

The cognitive load of inpatient consults: A convergent parallel mixed methods study using the consult cognitive load instrument.

11027 Background: Consultation is crucial for inpatient care and a primary responsibility of fellows. Understanding the cognitive load associated with the complex skill of consultation would enhance fellow learning. The authors aimed to determine themes describing the fellow experience during consults, align these themes with Consult Cognitive Load (CCL) scores, and identify strategies to manage cognitive load. Methods: The authors studied 16 fellows using mixed methods. Fellows who accepted an invitation completed a consult followed by the CCL, a measure of cognitive load during consults, and an interview. Three authors conducted a thematic analysis. Member checks and triangulation with fellows supported theme trustworthiness. Subsequently, three authors rated the extent and cognitive demand of each theme expressed in each transcript. The authors measured interrater reliability and used Spearman correlation to describe the association of these ratings with CCL scores. The authors examined themes to identify strategies that educators might use. Results: Analysis revealed four themes: “nature and scope,” which conceptually aligned with intrinsic cognitive load (IL); “leveraging resources,” which had elements of both IL and extraneous cognitive load (EL); “extraneous factors,” which aligned with EL; and “drivers,” which aligned with germane cognitive load (GL). Interrater reliability for extent and demand ratings ranged from 0.57 to 0.79. The correlation between “nature and scope” and IL was 0.37, “extraneous factors” and EL 0.71, and “drivers” and GL 0.32. “Leveraging resources” did not correlate with IL (0.06) or EL (-0.09). Potential strategies based on themes included offering level-appropriate assistance to match IL, focusing the fellow’s attention to reduce EL, and providing succinct teaching to promote GL. Conclusions: This study provided deep insight into the fellow consult experience and suggested trustworthy strategies that educators can use to design and guide consult learning. The theme “leveraging resources” merits further exploration.