Toward an alternative to the traditional writing centre model in Non-Anglophone contexts: A small-scale study in Prague, Czech Republic

Is the most efficient form of university writing support for international students a conventional writing centre where only one-to-one tutoring is provided? In a European context, given that writing support is still a relatively new concept, the answer to this question appears to be no. Although many English-medium universities that currently exist in non-Anglophone contexts provide traditional one-to-one tutoring, mirroring a format that originates in the United States, it has become clear through one small-scale study in Czech Republic that both European students and those from other nations prefer to be tutored on a one-to-many basis. This is an account of how that preference was detected by offering students a choice between conventional and not-so-conventional forums of assistance. I propose that in a European context, the American format of one-to-one tutoring might be dispensed with in favour of a more inclusive forum of assistance described as ‘one-to-many’ and labelled English Composition Tutoring Classes at the institution where the discovery was made. The distinction between these classes and seminars is made in an effort avoid confusion. I conclude by suggesting that writing centre directors and tutors might rethink their traditionally formatted facilities in order to better serve the students attending their English-medium universities, especially those located in non-Anglophone contexts

Expanding adaptive transfer in the provision of University writing support in non-Anglophone contexts: a qualitative study in Czech Republic

This paper focuses on the provision of writing support for native English speaking and multilingual students attending an accredited, English-medium University located in a non-English-speaking country. The study is concerned with the expansion of the theoretical framework of adaptive transfer as it applies to institutional accreditation, writing support assessment, student motivation, reflective practice and alternative uses of technology in writing support. It expands the theoretical framework of adaptive transfer by education theorists Michael-John DePalma and Jeffrey M. Ringer (2012) to analyze themes on accreditation, assessment, student motivation, reflective practice and the use of technology, stemming from peer-reviewed, conference presented and published articles from 2014 to the present. The study concludes that because of the distinct contextual differences, issues and backgrounds of student and teaching faculty that are present in non-Anglophone locations, university level writing support facilities could serve students more effectively by modifying approaches employed at associate or parent institutions residing in Anglophone locations

Perfil dermatoglífico de jugadores de handball de la UACH: una primera aproximación

El propósito de este estudio fue conocer el perfil dermatoglífico y su relación con las potencialidades físicas de un grupo de jugadores de handball de la UACH de la ciudad de Chihuahua. La muestra fue escogida intencionalmente y compuesta por (n=10) atletas masculinos. Se les realizó la toma de las huellas dactilares mediante el protocolo dermatoglífico propuesto por Cummins y Midlo (1961). Teniendo como resultado una mayor presencia del dibujo presilla (L), seguido del patrón verticilo (W) presentando el grupo de atletas estudiado predisposición a la velocidad y coordinación motora. En relación a los valores cuantitativos el Delta 10 (D10) y la Suma Total de Líneas Dermatoglíficas (SQTL), que se observan en este grupo muestran predisposición a la velocidad y la fuerza explosiva. Por otro lado, la fórmula dermatoglífica mas encontrada fue la L>W (40%) y D10 (30%) que se relacionan con velocidad, seguida de coordinación motora. Concluyendo que las potencialidades que más resaltan en este grupo de atletas son la velocidad y la coordinación motora potencialidades inherentes para el handball y los deportes colectivos, entre otros.Palabras Claves: Handball, Atletas Universitarios, Potencialidades físicas, Dermatoglifia, Tecnología.Identificar las potencialidades físicas más relevantes de los atletas universitarios masculinos de handball de la UACH a través del método dermatoglífico informatizado

La dermatoglifia deportiva en América en la última década una revisión sistemática (Sports dermatoglyphics in America in the last decade: a systematic review)

Antecedentes y objetivo. En el deporte ya hace varios años se está utilizando la dermatoglifia, como marcador de individualidad biológica, en la predicción de las dotaciones motoras de atletas en diferentes tipos de disciplinas y estos estudios se están usando para seleccionar deportistas con rendimientos sobresalientes. El presente artículo tuvo como objetivo identificar cuáles son los países y deportes en los que más se ha trabajado la dermatoglifia en la última década en América, demostrando los resultados existentes entre los dermatoglifos y las potencialidades físicas para el rendimiento deportivo, así como el uso de su instrumentación. Métodos. La búsqueda incluye publicaciones de acceso abierto, que hubieran sido publicados en América, en la última década (2010 – 2019), en los idiomas inglés, portugués o español. Se utilizaron las siguientes bases de datos (Web of Sciense, Scopus, Ebsco, Scielo, Redalyc, Dialnet, Pubmed y Google Académico). Para la búsqueda de información se definieron varias palabras clave. Resultados. Se realizó una revisión sistemática de búsqueda en diferentes bases de datos, se identificaron 1165 artículos, de los cuales 13 cumplieron con los criterios de inclusión. Los resultados muestran que países como Colombia y Brasil son líderes en la publicación en esta temática. Así como, el deporte sobre el que más se ha publicado en la última década es el fútbol. Existe una alta prevalencia del uso tradicional de la dermatoglifia en relación a la tecnología. Se encontró presencia constante de presillas, alto índice de D10 y SQTL, características propias de deportes que necesitan velocidad, agilidad, coordinación y resistencia. Conclusiones. Hacen falta estudios que integren más deportes, con muestras más grandes para ver si se mantiene la relación de los dermatoglifos con las capacidades físicas y el rendimiento deportivo. Abstract. Background and objective. During several years, dermatoglyphics is being used in sports as a marker of biological individuality, for the prediction of athletes’ motor resources in different types of disciplines. These studies are used for selecting athletes with outstanding performances. The aim of this work is to identify the countries and sports in which dermatoglyphics has been used the most in the last decade in America, contrasting the results of dermatoglyphics with physical potential for sports performance, as well as the use of its instrumentation methods. The search includes open access publications, published in America in the last decade (2010 - 2019), in the English, Portuguese, or Spanish languages. The following databases were used: Web of Sciense, Scopus, Ebsco, Scielo, Redalyc, Dialnet, Pubmed, and Google Scholar. Several keywords were used to search for information. Results: a systematic search review was carried out in different databases, by which 1165 articles were identified, 13 of which met the inclusion criteria. The results show that countries like Colombia and Brazil are leaders in publications on this subject. Additionally, the sport with the highest number of publications in this area in the last decade is football. There is a high prevalence of traditional use of dermatoglyphics in relation to technology. Constant presence of loops was found, high index of D10 and SQTL, characteristics of sports that need speed, agility, coordination, and endurance. Conclusions. We need studies that integrate more sports, with larger samples, to assess whether the relationship of dermatoglyphics with physical abilities and sports performance is maintained

Obeah e lo Early Caribbean Digital Archive

The Early Caribbean Digital Archive (ECDA) – developed at Northeastern University and available at ecdaproject.org – has created a collaborative archival project, “Obeah and the Caribbean.” This project consists, in part, of a digital exhibit of original Obeah texts including a number of the primary sources. The ECDA is designed to serve not only as a repository but also as a digital commons and laboratory space for researchers and students interested in the early Caribbean: users of the site can curate, annotate, and discuss early Caribbean materials that are included in the archive. We invite readers of this issue to further engage and experiment with primary sources and to collaborate with other scholars by way of this exhibit and the digital workspace of the ECDA + CoLab. In the brief essay below, we discuss some of the core intellectual issues that inform the ECDA and our project on ObeahLo Early Caribbean Digital Archive (ECDA), sviluppato presso la Northeastern University e disponibile su ecdaproject.org, ha creato un progetto di archiviazione collaborativo, “Obeah and the Caribbean”. Questo progetto consiste, in parte, in un’esposizione digitale di testi originali Obeah che includono diverse fonti primarie. L’ECDA è progettato per servire non solo come archivio, ma anche come spazio digitale comune e di laboratorio per ricercatori e studenti interessati ai primi Caraibi: gli utenti del sito possono curare, annotare e discutere antichi documenti caraibici inclusi nell’archivio. Invitiamo i lettori di questo numero a impegnarsi e sperimentare ulteriormente le fonti primarie e a collaborare con altri studiosi tramite questa esposizione e lo spazio di lavoro digitale dell’ECDA + CoLab. Nel breve saggio di seguito, discutiamo alcune delle questioni intellettuali fondamentali che caratterizzano l’ECDA e il nostro progetto su Obea

Toward an alternative to the traditional writing centre model in Non-Anglophone contexts: A small-scale study in Prague, Czech Republic

Is the most efficient form of university writing support for international students a conventional writing centre where only one-to-one tutoring is provided? In a European context, given that writing support is still a relatively new concept, the answer to this question appears to be no. Although many English-medium universities that currently exist in non-Anglophone contexts provide traditional one-to-one tutoring, mirroring a format that originates in the United States, it has become clear through one small-scale study in Czech Republic that both European students and those from other nations prefer to be tutored on a one-to-many basis. This is an account of how that preference was detected by offering students a choice between conventional and not-so-conventional forums of assistance. I propose that in a European context, the American format of one-to-one tutoring might be dispensed with in favour of a more inclusive forum of assistance described as ‘one-to-many’ and labelled English Composition Tutoring Classes at the institution where the discovery was made. The distinction between these classes and seminars is made in an effort avoid confusion. I conclude by suggesting that writing centre directors and tutors might rethink their traditionally formatted facilities in order to better serve the students attending their English-medium universities, especially those located in non-Anglophone contexts

Developing Graduate Nurses in the ICU: From Weakest Link to Competent Bedside Leaders

Novice nurses require new skills to clutch them as they lead and provide patient care in the ICU where it is filled with increasingly multifaceted patient diagnoses. Our ICU needed a strategy to develop graduate nurses in the ICU to competent bedside leaders. The intensive care units (ICU) often must hire new graduate nurses into their orientation/residency programs. We would like to share with you how our intensive care unit was able to develop graduate nurses to progress through roadblocks toward a journey of growth and competence in collaboration with the Versant Residency program. The well thought-out strategies we considered throughout their leadership journey at the bedside included: (1) completion of the critical care academy; (2) married-state partnerships (3) bi-weekly evaluation meetings with the leadership team, preceptor and preceptee; and (3) evaluation meetings. The evaluation meetings consist of discussion about patient assignments; review of completed competencies and goals; reviewing the progression of critical thinking along with documentation and leadership skills at the bedside; assessing the preceptee\u27s strengths and weaknesses when collaborating and delegating to the healthcare team; and discussion of challenges, roadblocks, and setting new goals