This study compared the creative thinking abilities of 25 British and 25 Thai undergraduate students using the Torrance Test of Creative Thinking. The test measures fluency, flexibility, originality, and elaboration. The results showed that the British students scored significantly higher on all measures of creative thinking compared to the Thai students. Cultural differences between Western and Asian environments may influence factors like risk-taking, self-expression, and independent thinking, which could impact creative thinking abilities.
The document summarizes several studies on the impact of arts education. It finds that students who are more involved in arts programs over extended periods of time tend to perform better academically and develop stronger creative thinking skills compared to students who are less involved. Specifically, one study found high arts involvement students scored higher on tests of creativity, had more positive self-perceptions as learners, and were less likely to drop out of high school. Another longitudinal study associated extended arts involvement with greater academic success, even for low socioeconomic students. Overall, the research suggests arts education can provide lasting benefits to students.
This document discusses student placements with heritage groups and other organizations from a university perspective. It addresses why universities emphasize placements, how they design and manage placement programs, and the benefits of placements for both students and host organizations. Specifically, the summary is:
Universities want placements to help students develop skills in areas like employability, research, cultural awareness, and social responsibility. They offer a variety of domestic and international placement types and assess placements through modules or programs. Successful placement management involves strategic alignment of tasks, reflective learning, mentor support, and documentation of student work. Host organizations benefit from student contributions like materials creation and intellectual engagement with academic topics, while students gain experience applying their learning.
This document provides background information and outlines the objectives and limitations of a study investigating the effects of the Torrance Test of Creative Thinking on improving creativity in year 4 students at Sekolah Kebangsaan Pandan Perdana in Ampang, Selangor, Malaysia. Specifically, the study aims to gauge students' perceptions of how the test helps their creativity, investigate its impact on their creativity process, and illustrate how it helps improve their creativity. The document defines key terms and outlines limitations including the small sample size of 40 students and focus on a single primary school, limiting generalization.
The document discusses the process of collecting qualitative data through various methods such as observations, interviews, documents, and audiovisual materials. It provides details on purposeful sampling strategies, gaining access to research sites and participants, developing data collection forms like interview protocols, and ethical considerations in qualitative data collection. The key steps and advantages and disadvantages of different qualitative data collection methods are also outlined.
Listening Skill_Learning and Acquisition of English as Foreign LanguageAMaría de Los Angeles
This document discusses listening as an important skill in language learning. It defines listening as an interactive process using prior knowledge and linguistic knowledge to understand messages. The document outlines the acquisition of listening skills, different types of listening tasks, and listening processes such as top-down and bottom-up approaches. It also discusses Nation's four strands of balancing input, output, fluency, and language focus in teaching listening. The conclusion emphasizes the importance of practice and evaluation in developing listening as a complex skill.
The document discusses the interpretivist paradigm, which focuses on understanding human behavior and meaning-making through subjective interpretations rather than objective facts or explanations. Key aspects of interpretivism include: seeing reality as socially constructed; understanding through dialogue and context rather than neutrality; and the researcher and participant influencing each other. Interpretive research uses methods like thick description and observation to develop contextualized understandings without making claims of absolute truth. The role of the researcher is especially important as the main research instrument.
This document discusses the concepts of authenticity and metacognition in second language learning. It begins with an overview that authenticity is a problematic concept to define and discusses various definitions of authenticity in language learning. It then looks at how metacognition relates to authenticity and examines the metacognition of both students and teachers. The document concludes with a summary of the key points discussed.
The document summarizes several studies on the impact of arts education. It finds that students who are more involved in arts programs over extended periods of time tend to perform better academically and develop stronger creative thinking skills compared to students who are less involved. Specifically, one study found high arts involvement students scored higher on tests of creativity, had more positive self-perceptions as learners, and were less likely to drop out of high school. Another longitudinal study associated extended arts involvement with greater academic success, even for low socioeconomic students. Overall, the research suggests arts education can provide lasting benefits to students.
This document discusses student placements with heritage groups and other organizations from a university perspective. It addresses why universities emphasize placements, how they design and manage placement programs, and the benefits of placements for both students and host organizations. Specifically, the summary is:
Universities want placements to help students develop skills in areas like employability, research, cultural awareness, and social responsibility. They offer a variety of domestic and international placement types and assess placements through modules or programs. Successful placement management involves strategic alignment of tasks, reflective learning, mentor support, and documentation of student work. Host organizations benefit from student contributions like materials creation and intellectual engagement with academic topics, while students gain experience applying their learning.
This document provides background information and outlines the objectives and limitations of a study investigating the effects of the Torrance Test of Creative Thinking on improving creativity in year 4 students at Sekolah Kebangsaan Pandan Perdana in Ampang, Selangor, Malaysia. Specifically, the study aims to gauge students' perceptions of how the test helps their creativity, investigate its impact on their creativity process, and illustrate how it helps improve their creativity. The document defines key terms and outlines limitations including the small sample size of 40 students and focus on a single primary school, limiting generalization.
The document discusses the process of collecting qualitative data through various methods such as observations, interviews, documents, and audiovisual materials. It provides details on purposeful sampling strategies, gaining access to research sites and participants, developing data collection forms like interview protocols, and ethical considerations in qualitative data collection. The key steps and advantages and disadvantages of different qualitative data collection methods are also outlined.
Listening Skill_Learning and Acquisition of English as Foreign LanguageAMaría de Los Angeles
This document discusses listening as an important skill in language learning. It defines listening as an interactive process using prior knowledge and linguistic knowledge to understand messages. The document outlines the acquisition of listening skills, different types of listening tasks, and listening processes such as top-down and bottom-up approaches. It also discusses Nation's four strands of balancing input, output, fluency, and language focus in teaching listening. The conclusion emphasizes the importance of practice and evaluation in developing listening as a complex skill.
The document discusses the interpretivist paradigm, which focuses on understanding human behavior and meaning-making through subjective interpretations rather than objective facts or explanations. Key aspects of interpretivism include: seeing reality as socially constructed; understanding through dialogue and context rather than neutrality; and the researcher and participant influencing each other. Interpretive research uses methods like thick description and observation to develop contextualized understandings without making claims of absolute truth. The role of the researcher is especially important as the main research instrument.
This document discusses the concepts of authenticity and metacognition in second language learning. It begins with an overview that authenticity is a problematic concept to define and discusses various definitions of authenticity in language learning. It then looks at how metacognition relates to authenticity and examines the metacognition of both students and teachers. The document concludes with a summary of the key points discussed.
Listening skill - Learning and Acquisition of English as Foreign LanguageMaría de Los Angeles
This document discusses listening as an important skill in language learning. It defines listening as an interactive process using prior knowledge and linguistic knowledge to understand messages. The acquisition of listening requires sufficient language exposure where meaning can be inferred. Various types of listening tasks and performances are described, as well as the listening process involving top-down and bottom-up approaches. The teaching of listening is outlined as involving pre, during and post listening activities. Nation's four strands of balancing input, output, language focus and fluency in teaching are also summarized. The document concludes that listening is a complex skill that requires practice and evaluation to develop consciously.
This document defines ethnographic research and outlines the key steps in conducting an ethnography. It discusses that ethnography aims to understand a culture-sharing group by closely studying their shared patterns of behavior, beliefs, and language over time. There are three main types of ethnographic designs: realist ethnography, case study, and critical ethnography. The document also covers data collection methods, analysis, writing the final report, strengths and weaknesses of ethnographic research, and ethical considerations.
The document discusses the design of quests for language learning in Second Life Chinese School. It proposes using problem-based quests that involve meaningful social interactions and embodied experiences to scaffold learners from novice to expert levels. The quests encourage learners to organize their own learning and assume abilities they wish to develop through repeated practice, feedback and negotiation during social interactions. This situated and improvisational approach aims to make language learning fun yet challenging.
Introduction
In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: ·
Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more.
Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image.
Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what.
Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work.
Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place.
Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life.
For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it.
Chapter - 1
The Law of Attraction
The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th
This document outlines the challenges and insights gained from conducting a narrative study in Mandarin about Chinese international students' experiences in Manchester. It discusses how prior assumptions about data generation, transcription, and analysis based on English-language literature did not directly translate to the Mandarin research context. Creative approaches were needed, such as using storytelling prompts and developing a transcription convention. Both English and Mandarin were used in data analysis to capture themes. The use of more than one language in research adds complexity but invites deeper thinking and creative exploration to obtain rich insights.
1. The document discusses various qualitative research methods including symbolic interactionism, grounded theory, and the constant comparative method in ethnographic research.
2. It provides examples of how these methods can be applied, including conceptual frameworks, diagrams, and field notes from classroom observations.
3. Key aspects of qualitative research covered are theoretical sampling, coding procedures, developing concepts and categories from data, and generating theory grounded in the data.
Through quests in a virtual environment, learners practiced conversational Chinese with a tutor's guidance. Kate and Kyle helped each other learn, correcting pronunciation and providing alternative phrases. Their discussion showed how learners can shape each other's identities and goals through caring interaction. Embodied learning environments allow values like collaboration to be realized through good prospective acts between learners.
Lada, I understand your desire to include the original Russian quotes and your translations. However, for the purposes of this assignment, it would be best to focus the discussion on your reflections and learning, leaving out direct quotes from the data. You could paraphrase or summarize parts of the conversations to support your points. The goal is for you to reflect on your experience, not to present a full analysis of the data. I hope these suggestions are helpful as you revise your draft. Please let me know if you have any other questions.
Student: Thank you for your feedback. You are right, the focus should be on my reflections rather than direct quotes. I will revise the assignment accordingly. Doing so will allow me to discuss my experience
The document discusses intentionality, convention, and fashion in researching multilingually. It presents an ecological model of intentional activity where the researcher's intentional activities are shaped by resources and expectations in the research environment. Intentionality in researching multilingually can include directly or indirectly exploring multilingual phenomena, enhancing research quality, responding to resource considerations such as linguistic competence or technology, and furthering lingua-political agendas such as developing identity or diversity. Convention and fashion can also influence the researcher's activities.
Interpretive paradigm presentation by vicky & savithirisykeshea
This document provides an overview of the interpretive research paradigm, including its key assumptions, origins, methods, and evolution. It discusses interpretivism's focus on understanding meaning and interpretation through socially constructed realities. The document outlines interpretivism's ontology of multiple subjective realities and epistemology of dynamic, context-dependent meanings. It also summarizes common interpretive research methods like interviews and observations. Finally, it notes some challenges of interpretive research and criteria for evaluating interpretive studies.
This document provides an overview of ethnography as a qualitative research method. It defines ethnography as the study of people in natural settings with the aim of understanding a culture from the native point of view. Key aspects of ethnography discussed include conducting long-term observation of a culture-sharing group in everyday contexts, gathering various data sources like interviews and conversations, and analyzing data through interpretation to describe meanings and functions of human actions. Examples of topics for ethnography in education are also given.
Speakers: Yuanyuan Lin, Dana Reijerkerk
Mastery of the Chinese characters could probably be considered as one of the most difficult and strenuous tasks for Chinese language learners. The present research is designed to address how Chinese characters are processed and organized in the cognitive approaches between memory and reasoning. In this session, presenters will share the findings, which divulge how fuzzy-trace theory benefits Chinese character learning and helps students to become more independent and effective language learners. The research also suggests that providing assistance to the students to form traces and visual-spatial analysis of the Chinese characters would significantly increase students’ performance. The research procedure, method, data, and results will be shared during the session. This session has implications for the daily classroom practices of using certain techniques to best acquire vocabulary in a second language.
Qualitative research overview edu 695 - youngdrcoachyoung
Qualitative research involves studying contexts, words rather than numbers, and social situations. It aims to understand meanings and processes through naturalistic and descriptive data like interviews, observations, and documents. Some key characteristics include a naturalistic and inductive approach focused on meanings, processes, and social constructions without predetermined hypotheses. The roots of qualitative research are in fields like anthropology and sociology from the early 20th century onward.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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Listening skill - Learning and Acquisition of English as Foreign LanguageMaría de Los Angeles
This document discusses listening as an important skill in language learning. It defines listening as an interactive process using prior knowledge and linguistic knowledge to understand messages. The acquisition of listening requires sufficient language exposure where meaning can be inferred. Various types of listening tasks and performances are described, as well as the listening process involving top-down and bottom-up approaches. The teaching of listening is outlined as involving pre, during and post listening activities. Nation's four strands of balancing input, output, language focus and fluency in teaching are also summarized. The document concludes that listening is a complex skill that requires practice and evaluation to develop consciously.
This document defines ethnographic research and outlines the key steps in conducting an ethnography. It discusses that ethnography aims to understand a culture-sharing group by closely studying their shared patterns of behavior, beliefs, and language over time. There are three main types of ethnographic designs: realist ethnography, case study, and critical ethnography. The document also covers data collection methods, analysis, writing the final report, strengths and weaknesses of ethnographic research, and ethical considerations.
The document discusses the design of quests for language learning in Second Life Chinese School. It proposes using problem-based quests that involve meaningful social interactions and embodied experiences to scaffold learners from novice to expert levels. The quests encourage learners to organize their own learning and assume abilities they wish to develop through repeated practice, feedback and negotiation during social interactions. This situated and improvisational approach aims to make language learning fun yet challenging.
Introduction
In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: ·
Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more.
Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image.
Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what.
Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work.
Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place.
Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life.
For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it.
Chapter - 1
The Law of Attraction
The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th
This document outlines the challenges and insights gained from conducting a narrative study in Mandarin about Chinese international students' experiences in Manchester. It discusses how prior assumptions about data generation, transcription, and analysis based on English-language literature did not directly translate to the Mandarin research context. Creative approaches were needed, such as using storytelling prompts and developing a transcription convention. Both English and Mandarin were used in data analysis to capture themes. The use of more than one language in research adds complexity but invites deeper thinking and creative exploration to obtain rich insights.
1. The document discusses various qualitative research methods including symbolic interactionism, grounded theory, and the constant comparative method in ethnographic research.
2. It provides examples of how these methods can be applied, including conceptual frameworks, diagrams, and field notes from classroom observations.
3. Key aspects of qualitative research covered are theoretical sampling, coding procedures, developing concepts and categories from data, and generating theory grounded in the data.
Through quests in a virtual environment, learners practiced conversational Chinese with a tutor's guidance. Kate and Kyle helped each other learn, correcting pronunciation and providing alternative phrases. Their discussion showed how learners can shape each other's identities and goals through caring interaction. Embodied learning environments allow values like collaboration to be realized through good prospective acts between learners.
Lada, I understand your desire to include the original Russian quotes and your translations. However, for the purposes of this assignment, it would be best to focus the discussion on your reflections and learning, leaving out direct quotes from the data. You could paraphrase or summarize parts of the conversations to support your points. The goal is for you to reflect on your experience, not to present a full analysis of the data. I hope these suggestions are helpful as you revise your draft. Please let me know if you have any other questions.
Student: Thank you for your feedback. You are right, the focus should be on my reflections rather than direct quotes. I will revise the assignment accordingly. Doing so will allow me to discuss my experience
The document discusses intentionality, convention, and fashion in researching multilingually. It presents an ecological model of intentional activity where the researcher's intentional activities are shaped by resources and expectations in the research environment. Intentionality in researching multilingually can include directly or indirectly exploring multilingual phenomena, enhancing research quality, responding to resource considerations such as linguistic competence or technology, and furthering lingua-political agendas such as developing identity or diversity. Convention and fashion can also influence the researcher's activities.
Interpretive paradigm presentation by vicky & savithirisykeshea
This document provides an overview of the interpretive research paradigm, including its key assumptions, origins, methods, and evolution. It discusses interpretivism's focus on understanding meaning and interpretation through socially constructed realities. The document outlines interpretivism's ontology of multiple subjective realities and epistemology of dynamic, context-dependent meanings. It also summarizes common interpretive research methods like interviews and observations. Finally, it notes some challenges of interpretive research and criteria for evaluating interpretive studies.
This document provides an overview of ethnography as a qualitative research method. It defines ethnography as the study of people in natural settings with the aim of understanding a culture from the native point of view. Key aspects of ethnography discussed include conducting long-term observation of a culture-sharing group in everyday contexts, gathering various data sources like interviews and conversations, and analyzing data through interpretation to describe meanings and functions of human actions. Examples of topics for ethnography in education are also given.
Speakers: Yuanyuan Lin, Dana Reijerkerk
Mastery of the Chinese characters could probably be considered as one of the most difficult and strenuous tasks for Chinese language learners. The present research is designed to address how Chinese characters are processed and organized in the cognitive approaches between memory and reasoning. In this session, presenters will share the findings, which divulge how fuzzy-trace theory benefits Chinese character learning and helps students to become more independent and effective language learners. The research also suggests that providing assistance to the students to form traces and visual-spatial analysis of the Chinese characters would significantly increase students’ performance. The research procedure, method, data, and results will be shared during the session. This session has implications for the daily classroom practices of using certain techniques to best acquire vocabulary in a second language.
Qualitative research overview edu 695 - youngdrcoachyoung
Qualitative research involves studying contexts, words rather than numbers, and social situations. It aims to understand meanings and processes through naturalistic and descriptive data like interviews, observations, and documents. Some key characteristics include a naturalistic and inductive approach focused on meanings, processes, and social constructions without predetermined hypotheses. The roots of qualitative research are in fields like anthropology and sociology from the early 20th century onward.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
Similar to A comparative study british and thai undergraduates in torrance test of creative thinking (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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4. Research Question
Asian teenager who have strict culture to obey the
elders would be creative thinking lower than the
western teenagers who high flexibility or not?
5. A Comparative study British and Thai
undergraduates
in Torrance Test of Creative Thinking
Western Asian
Einon D, (2002).
Runco, Mark A.& Robert S. Albert, (2004).
S.R. Smith & L. Handler, (2007).
Taylor & Francis, (2004).
7. Procedure of Study The Torrance Test of Creative
Test Thinking
Research Instruments.
Fluency
Elaboration Flexibility
Originality
Torrance(1974)
8. Sample of the study
25 students,
Faculty of Computer science,
Rajamangala University, Thailand
25 students,
Faculty of Computer science,
University of Hertfordshire, UK.
9. Research Instruments
The Torrance Test of Creative Thinking-Figural. (TTCT-
Figural), the TTCT Verbal-Figural is formally titled
“Thinking Creatively with Pictures” It consists of three
activities; Picture Construction, Picture Completion, and
Repeated Figures of Lines or Circles. Ten minutes are
required to complete each activity.
10. Results
90
80
70
60
50 Asian
40 Western
30
20
10
0
Fluency Flexibility Originality Elaboration
The creativity results compared between Asia and Western showed
that the Western’s mean scores of Fluency, Flexibility, Originality,
and Elaboration were higher than Asia’s mean scores at the
statistic significant of level .05.
11. conclusion
The findings of this research tend to shown a difference
on the fluency, flexibility, originality, and elaboration.
Thus, it can be concluded that the learning environment
between Asia and western can be the main aspects of
creative thinking. This section will discuss which effective
on the two places above, considering the present
approaches and the results of the studies.
12. Discussion
confront a problem
Western
Western Asian
Thai
Elaboration
Fluency Matt Armstrong, 2008
13. Discussion
Queue when waiting
Western Thai
Elaboration
14. Discussion
How to Express Anger
Western Thai
Originality
15. Discussion
punctuality
Western Thai
Elaboration
16. Discussion
Sense of self
Western Thai
Originality
Fluency
17. Discussion
Status of Leader
Western Thai
Flexibility
18. Discussion
Weekend Activities
Western Thai
Originality
Flexibility
Matt Armstrong, 2008
19. Reference
• Anderson, J. R., 2000. Cognitive psychology and its implications. Worth Publishers. ISBN 0716716860.
• Bandura, A., 1977. Social Learning Theory. New York: General Learning Press.
• Bruce, Tina., 2004.Cultivating Creativity in Babies, Toddlers, & Young Children. London: Hodder & Stoughton.
• Chase, CI., 1985. Review of the Torrance tests of creative thinking. In JV Mitchell Jr (ed.), The Ninth Mental Measurements Yearbook, pp.
1631-1632. Lincoln, NE: University of Nebraska, Buros Institute of Mental Measurements.
• Einon, Dorothy., 2002. Creative Child: Recognize and Stimulate Your Child's Natural Talent. Hauppauge, NY: Barron's Educational Series.
• Fisher, Robert, and Mary Williams., 2004. Unlocking Creativity: A Teacher's Guide to Creativity Across the Curriculum. London: Taylor &
Francis.
• Guilford, J.P., 1967. The Nature of Human Intelligence. New York: McGraw-Hill.
• Hebert, TP., 2002. E. Paul Torrance: His life, Accomplishments, and Legacy. Storrs, CT: University of Connecticur, National Research
Center on the Gifted and Talented (NRC/GT).
• Johnson and Fishkin.,1999. Assessment of cognitive and effective behaviors related to creativity. IN AS Fishkin, B Cramond and P
olszewski-Kubilius (eds.), Investigating Creativity in Youth: Research and Methods, pp. 265-306. Cresskill NJ: Hampton Press, Inc.
• Keane, Michael A.,2004. Brave new world: understanding China's creative vision. International Journal of Cultural Policy 10(3):pp. 265-
279.
• Lee, Abby.,2003. Commercializing creativity and culture. Government information Office http://publish.gio.gov.tw/FCJ/past/03032871.html.
[Accessed 27 April, 2004]
• Liu, Shifa.,2004. Bring about a creative century: take action to develop a Creative China. China Culture Market. April 2004.
http://www.ccm.gov.cn/netCultureChannel/main/lt-cyzg.html.
• Louiseasl.,2009. The creative economy: What are the difference between East Asia learning style and Western learning style? See
http://www.education.com/question/difference-east-asia-learning-style/.
• McGray, Douglas.,2002. Japan’s gross national cool Foreign Policy. May-June see
http://www.foreignpolicy.com/issue_mayjune_2002/mcgray.html.
• Mouchiroud and Lubart.,2001. Children's original thinking: An empirical examination of alternative measures derived from divergent
thinking tasks, Journal of Genetic Psychology 162 (4), pp. 382–402.Niu, Weihua.
• Piaget, J.,1985. Equilibration of cognitive structures. University of Chicago Press.
Editor's Notes
Creativity is the ability to see something in a new way, to see and solve problems no one else may know exists, and to engage in mental and physical experiences that are new, unique, or different. Researchers have found environment to be more important than heredity in influencing creativity, and a child's creativity can be either strongly encouraged or discouraged by early experiences at home and in school (Einon D 2002 ) . Creative individuals tend to share certain characteristics, including a tendency to be more impulsive or spontaneous than others then it can also be a sign of creativity. Many creative individuals are unafraid of experimenting with new things; furthermore, creative people are often less susceptible to peer pressure, perhaps because they also tend to be self-reliant and unafraid the voice from their true feelings even if those go against conventional wisdom (Keane, Michael A.2004).
Teenagers are highly critical of the products they make and ideas they have. They try to express themselves creatively in a more adult-like way. Their creativity is influenced by their individual differences, physically, mentally, emotionally, and socially. Adolescence is also a time for rapid cognitive development (S.R. Smith and L. Handler 2007).Piaget describes adolescence as the stage of life in which the individual's thoughts start taking more of an abstract form and the egocentric thoughts decrease. This allows the individual to think and reason in a wider perspective (Piaget 1985). As Lee (2003) said, Social environment and parents are still important for the behaviors and choices of adolescents. Adolescents who have a good relationship with their parents are less likely to engage in various risk behaviors, such as smoking, drinking, fighting, and/or sexual intercourse. But this focus makes their thoughts less flexible because they also follow them parent in the parent ways.
At this point, push this study that Asian teenager who have strict culture to obey the elders would be creative thinking lower than the western teenagers who high flexibility or not?
According to differences between the West and Asia, we will see there are many different including culture and education that are effective to their creative thinking, culture is concern about social that make people learning by social learning theory (Bandura A.,1977). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. Western culture stresses individualism more. McGray & Douglas (2002) said, Asia stresses conformity more. Students are expected to memorize their instructor's lectures and repeat the answers essentially verbatim on exams, while in the West, our education encourages more in-class discussion and problem-solving exercises.
Education is different in different parts of the world. The east typically focuses on math and science. Teachers believe in rote memorization. Students are encouraged to memorize most material and assessed with large exams at the end of the term. The western education model focuses on reading and understanding concepts rather than memorization. Students are assessed through multiple methods such as class participation, essays, and tests. Both methods have advantages. The eastern method creates students whose math and science background are advanced due to memorization of early math facts. The western model is also advantageous because students learn a variety of ways to express themselves, In the example of the difference above. It is interesting about the differences of creativity between two areas. Then we will use the results of TTCT to explain the difference in creativity happens.
Procedure of study It was a case-study; it was the Test of creative thinking by TTCT comparison of creative thinking between Asia and Western undergraduate students. Results of the TTCT were originally expressed of four factor: Fluency (The number of relevant ideas), Originality (the number of statistically infrequent ideas), Flexibility (the number of shifts or categories in responses), and Elaboration (the number of details used in response). The TTCT test can be administered as an individual or group test from the kindergarten level (age 6) through the graduate level and beyond. They require from 30 to 45 minutes working time. So speed is important and the Figural version of the test requires some drawing ability, however, artistic quality is not required to receive credit (Chase, 1985). The data were collected and analyzed then presented in the form of table and graph; the statistics were calculated by mean scores. Creativity means score, standard deviation, t with a significance level of .05.
The samples of this experiment were taken from 25 students, Faculty of Computer science , Rajamangala University who Asia representative and 25 students, Faculty of Computer science, University of Hertfordshire who western representative The scope of study was narrowed down to only the creative thinking of students in experiment.
The results show that the creative thinking of Asian and Western were different. The Asian’s mean score of Fluency is 7.76, Flexibility is 5.28, Originality is 13.16, and Elaboration is 34.48. The Western’s mean score of Fluency is 11.32, Flexibility is 7.96, Originality is 17.56, and Elaboration is 37.60.To summarize, the creative thinking of Asian were lower than Western, to a statistically significant level of .05
According to Sternberg (2002), another variable is a decision: an individual becomes creative only when he decides to do so, and takes risks. Individuals’ creativity may vary under different emotional and motivational circumstances either when they work alone or in groups, as they may sometimes have high self-confidence and sometimes low. The decision concept may explain such differences in being creative. It can be said that the process of western life style may encourage individuals to decide to be creative. As a result, the creative thinking process can be said to have the following effects: since it is open-ended and semi-structured, it increases tolerance for uncertainty and triggers curiosity.