The document discusses some of the challenges international students face in navigating academic culture in the U.S. It notes that language proficiency is just one factor, and cultural differences can exist in concepts like learning and teaching styles, teacher-student relationships, and expectations around class participation. The document reviews several studies on international students from China, India, and Japan that highlight issues around socializing into new academic discourse communities and negotiating identities within those communities. It cautions against overgeneralizing experiences and provides tips for international students to better understand concepts like critical thinking expectations in U.S. education.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
These slides provide research findings about academic identity provided by scholars. Researchers' findings, pedagogical implications, and a conclusion are all presented in the presentation.
Using Literature in Teaching English as a Second Language A Case Study of Ard...ijtsrd
English language teaching is becoming more popular throughout the world since English language got the place of a global language. Teaching English as a second language would be more interesting and easy if it is taught through the local colors of understanding. Literature is the best source to make language learning easy and fascinating. For the beginners of English language learner, there are large numbers of stories which can be taught in classrooms. Short stories, specifically children stories, short poems and novellas can be good source to arise interest among learners. Literary texts provide chance to come across different type of emotions, expressions and sentence structures. Literary language enables learners to differentiate between formal and informal language. Literary text can be taught through audios or by showing movies based on literary work with English subtitles which not only will improve their pronunciation and but also will help to improve their listening for English language. Reading literary text during language learning builds a rich vocabulary for a new learner.Learning language through literature also help the learner to know other cultures very closely, because literature of different languages provide with the platform of various cultural values, rules and regulations, and prepare the mind of readers to accept the differences between cultures and respect the values of others.This research will help the teachers and students as well which would be mainly focused over the students of English department only. This is an objective research a survey among the students would be done by the researcher itself, in which short text of different genres of literature would be given to be taught during language learning classes. The data of the research would be calculated by SPSS. Dr. Gulnaz Fatma | Shama Al Ajam ""Using Literature in Teaching English as a Second Language: A Case Study of Arda College"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30244.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30244/using-literature-in-teaching-english-as-a-second-language-a-case-study-of-arda-college/dr-gulnaz-fatma
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.
Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.
Do you ever feel out of your depth or overwhelmed with trying to manage students who come to you emotionally distressed? Does this affect your own stress levels?
Whether you are a teacher or support staff, it is essential for your own health and well-being and the well-being of your students that you feel resourced with strategies to manage these situations effectively.
In this presentation, Jane Daisley-Snow will help you recognize the signs of mental health issues; respond appropriately with ‘mental health first aid’; and refer students on to receive the professional support they need.
ANZAC perspectives: Strategies, leading indicators and busting international ...LearningandTeaching
This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.
Raise your voice: Creating community for international studentsLearningandTeaching
Singing together is powerful. It helps us express our emotions, teaches us to harmonise our differences, and makes us feel part of a community. It also provides an opportunity for language learners to improve pronunciation, fluency, vocabulary and confidence in speaking. For international students living in Australia, a choir can become a family, and a home away from home. It’s a safe place to make friends, improve English, and explore a range of feelings.
In 2018, the first annual Raise Your Voice choir festival for international students was held in Brisbane. In these slides, Vicki Bos and Donna Cook share some of the goals, benefits and outcomes of the 2018 festival, and let you know all about the upcoming 2019 festival. Tune in to the recording if you’re interested in singing with your students, setting up a choir at your language school, or getting involved in the 2019 festival (and beyond).
Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College.
Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback.
In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Assessment can have a profound influence on student learning. Some students only seek to engage with that which is to be assessed. In other cases, assessment approaches can inhibit learning by assessing inappropriate things. Authentic assessments provide the means for teachers to influence learning in all the right ways and provide learning experiences that connect students with practical applications of the course materials. These type of assessments also involve active learning where students are motivated to make decisions and judgments and to learn by doing.
In these slides, Ron Oliver discusses how teachers can design and use authentic assessments in their classroom settings. He demonstrates various forms of authentic assessment that can be applied to develop and assess differing levels of learning outcomes.
Lead indicators for international education: What are the latest trends telli...LearningandTeaching
In these slides, Kadi Taylor and Darragh Murray take you through a snapshot of what the latest international education lead indicators are currently showing for the Australian international education sector, including analysis of offshore student visa grants and international student commencements.They examine sector and market trends, highlight emerging differences and give views around what these trends may mean for the medium-term outlook for international education in Australia. Throughout the webinar they provide data-driven answers to questions such as:How are offshore international student visa grants performing in the first half of FY19?How are our major source markets are performing and where might there be growth?What are the implications for any shifting trends in Australian international education?There will be an opportunity to ask questions and engage with the data.
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
A shift in mindset: How to embrace students' growing use of mobile devicesLearningandTeaching
Students’ mobile devices have become a prevalent sight in the classroom which will not soon abate. The presence of mobile devices has long been the cause of much frustration for teachers due to the necessity of repeating instructions and an overall drop in classroom participation.
In these slides, Paul Gregory shares his reflections on how a shift in mindset helped improve his attitude towards students and their non-academic use of mobile devices in the classroom.
By putting his theory to the test over an entire semester, Paul found that shifting the blame from the students empowered the instructor to incorporate change and made for a more productive and cohesive classroom experience.
In their shoes: Understanding the international student perspective LearningandTeaching
As educators, we often forget what it is like to be a student. In particular, an international student. In addition to this, it is challenging to empathise with international students unless we ourselves have studied in a second language. We do our best as educators to ensure teaching is inclusive of international students, but often forget to do this due to constraints such as prioritising with delivering content.
In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
Following a needs and impact assessment at Simon Fraser University, a curriculum focused on developing job search skills for EAL (English as an Additional Language) learners emerged. This curriculum has now been trialled with new international students in a pilot program at Fraser International College.
The findings of the impact assessment show that the curriculum has not only resulted in students having a better understanding of how to prepare for the job market post-graduation, but there has also been a positive impact on these students' motivation for academic study.
In this recording, Sharla Reid and Heather Williams discuss and share results from a pilot program. This program highlights the collaborative efforts between FIC and partner institution, Simon Fraser University to find new ways to adapt curriculum for new purposes while increasing student retention and engagement.
Embracing diversity: Supporting international LGBTQI+ studentsLearningandTeaching
For an international student, moving to Australia to study is an exciting and amazing experience. Learning a language, immersing in a new culture, and making friends from all over the world is all part of this enriching and rewarding experience.
The international LGBTQI+ student body makes up 10% of the total cohort of students studying in Australia each year, however, an overwhelming number of studies show that there is a feeling of isolation and difficulty in finding a community of support amongst these students.
In this presentation, Louise Kane and Tegan McCarthy introduce the Rainbow Hub, a government-funded support group for LGBTQI+ international students in Brisbane. The Rainbow Hub aims to raise awareness, promote and facilitate a supportive environment for international LGBTQI students in the wider community. They also share ideas for how your institution can support your international LGBTQI+ students and ensure they thrive in Australia.
Have you ever wondered how some students manipulate the plagiarism detection tool Turnitin to reduce the similarity score?
In these slides, Alison Black shares the 'tricks' that students use to fool Turnitin. Turnitin does not detect plagiarism, but instead checks the student's work against a database for similarity to other students' work and flags it for the marker to review.
Alison also highlights the need for a culture that sees Turnitin as an educative tool that can help students improve their writing, for example, paraphrasing, rather than a punitive tool, and shares marking criteria and lesson ideas with this approach in mind.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Navigating the academic culture in the U.S. by international students Part 1
1. Navigating the academic culture in the U.S. by
international students
Bal Sharma
Emilija Jovanovska
Mikayla Sievers
GSSP Lecture Series Spring 2019
University of Idaho
2. Goal and agenda
● Theoretical framing: second language and discourse
socialization
● Empirical findings: case study of international students
3. Popular culture in the mainstream
high school classroom
● The Simpsons
● America's Most Wanted
● Guinness Book of World
Records
● Teen Magazine
Duff, P. (2002). Pop culture and ESL students: Intertextuality, identity, and participation in classroom discussions. Journal of Adolescent and Adult
Literacy, 45, 482-487.
4. Language proficiency is just one
factor, and perhaps not a major one
There can be deeper philosophical and cultural
differences in terms of:
• Learning and teaching
• Creation and ownership of knowledge
• Teacher-student relationships
• “Good student” characteristics
• Assignments, homework, tests…
8. Second language and academic discourse socialization
● First language and first culture socialization (Ochs and Shieffelin, 1984)
● Novices and newcomers develop the social, cultural, and communicative
competencies needed in the second language context
● A processes of apprenticeship into additional languages and cultures by
experts or peers
9. Socialization: two directions
1) socialized into community norms and expectations
Does this always happen?
2) changing community norms through agency
To what extent does this happen?
10. Socialization: Academic concepts
● Faculty (member)– as opposed to an academic unit, e.g.
Department
● School (vs. university)
● Advisor… -- What is this? Is it a counseling class?
● Office hours– Why should I go to my professor‘s office? What are
these office hours for?
● What are the differences between homework, assignment, project,
test....?
● What the heck is this BBLearn, due date, and online submission?
● Conference: I have a conference with my students.
● Journal: Keep a two-page journal for each lesson.
11. Chinese doctoral student in the US
Anderson, T. (2017). The doctoral gaze: Foreign PhD students’ internal and external academic discourse
socialization. Linguistics and Education, 37, 1-10.
12. Englishes and communicative genres
● It’s not that they don’t know English; they may just have a
different set of English repertoires; some genres of
communication may be new to them
13. Indian graduate student in the UK
Sah, P. K. (2019). Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical
Autoethnography. The Qualitative Report, 24(1), 174-192. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss1/14
14. Chinese doctoral student in the US
Anderson, T. (2017). The doctoral gaze: Foreign PhD students’ internal and external academic discourse
socialization. Linguistics and Education, 37, 1-10.
16. Indian graduate student in the UK
Sah, P. K. (2019). Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical
Autoethnography.The Qualitative Report, 24(1), 174-192. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss1/14
17. Japanese graduate student in Canada
Morita, N. (2004). Negotiating participation and identity in second language academic
communities. TESOL Quarterly, 38, 573-603.
18. Japanese graduate student in Canada
Morita, N. (2004). Negotiating participation and identity in second language
academic communities. TESOL Quarterly, 38, 573-603.
20. EXPLAIN WHY
International students may find it harder to understand the educational
objective or long-term value of assignments and activities
● Why am I finding faults in the reading? (critical reading)
● Why am I guessing the meaning of words or texts? (Inferencing)
● Why am I supposed to respond to a TED video? (listening and evaluating information)
21. OPINIONS
● Why does my opinion matter in class discussions? Why don’t we focus on
what IS there in the book?
● Does my opinion matter against what the scientist has written in this article?
● Can I disagree with the author?
● Training students on ‘what’ and ‘how-to’ aspects of expressing opinions.
22. Generalization and Stereotypes
● Warn against generalization
New students tend to over-generalize everything
What do ‘Americans’...?
How do professors...?
● Don’t generalize ESL students as homogeneous
There is a danger of stereotypically overgeneralizing international students
Asian students tend to ….
Students from the middle east tend to…
Every student is an individual
23. Language proficiency is just one factor
There can be deeper philosophical and cultural differences
Editor's Notes
Highschool Social Studies classroom- media ethics--The teacher assumed that they remained silent by choice, in order to learn from their classmates, although he found their reticence mildly frustrating.
These concepts are stereotyping and may not mirror actual cultures; they do not determine an individual’s communicative behaviors, e.g. due to globalization; but they are certainly helpful for some practical purposes. E.g. reading students’ emails, office hour conversation, academic essays…
Hawaii’s study; ‘you look’ tired? ‘oranges by Korean students’
