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

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

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

Grazing dynamics of cattle in selected brush managed pastures under rapidly declining forage regimes

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Bibliography: leaves 172-177.Not availabl

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

The Effect of Calcium Addition on Nitrogen Uptake by Corn

Program year: 1983-1984Digitized from print original stored in HDRThe objective of this research was to determine the effects of calcium (Ca) additions on nitrogen (N) uptake by corn (Zea mays L.). The purpose for adding the calcium was to determine if it would increase the nitrogen uptake by the corn, thus increasing nitrogen use efficiency. Calcium chloride and ammonium (NH₄⁺) chloride fertilizers were used. Darco loamy fine sand (acid soil) and Norwood silt loam (calcareous soil) were used to determine the effects of calcium on on corn growth in different types of soil. Nitrogen is the most limiting nutrient for plant growth. Losses of applied nitrogen are often great, with an average use efficiency of only 50%. This research was conducted to determine the effect of added calcium on plant growth and nitrogen uptake on acid and calcareous soils. Plant height at four and nine weeks was influenced by soil type. The Darco soil at four weeks produced plants with a greater height than the Norwood soil. At nine weeks, however, the plants on the Norwood were greater in height. This change was influenced by the Mg, P, and K that was abundant 10 the Norwood and not the Darco. As the nitrogen rate was increased at both four and nine weeks, plant height increased. The only exception at four weeks was that no difference was observed between 100 and 200 lbs N/ac. The calcium rate of 150 lbs/ac at four weeks had a significant impact on height on both soils. Corn on the Darco soil exhibited an increase in height, while plants on the Norwood soil declined in height. At nine weeks, 150 lbs Ca/ac on the Darco soil produced a significant increase 10 plant height. No effect was noted with corn on the Norwood soil at nine weeks. Leaf area increased as the amount of nitrogen applied increased. Calcium, however, had no influence on total leaf area. The influences of calcium and nitrogen on plant dry weight were similar to those observed on leaf area. Soil type did have an effect on plant dry weight, with the Norwood soil producing plants with greater dry weight. The major factor that impacted the concentration of nitrogen in the plant was the rate of nitrogen. As the N rate increased, the N concentration increased. Calcium, however, did influence nitrogen content on the Darco soil at the 7% probability level. Calcium applied at 150 lbs/ac significantly increased the calcium concentration of plants on the Darco soil. However, calcium did not influence Ca concentration in the corn on the Norwood soil. The major impact on total nitrogen and calcium uptake was the amount of nitrogen applied. As the nitrogen rate was increased on both the Darco and Norwood soils, the total N and Ca uptake by the corn was increased. The rate of 150 lbs Ca/ac on the Darco soil did enhance the uptake of calcium. Other calcium rates resulted on producing no significant difference in N and Ca uptake with the Darco soil. Calcium rate had no significant impact on total Nand Ca uptake on the Norwood soil. Factors measured were weekly plant height, leaf area, root growth, percent nitrogen and calcium, and total uptake of nitrogen and calcium by corn. Calcium and nitrogen resulted in having similar influence on all of the factors measured. Nitrogen results of the factors measured were also similar. Calcium additions did not increase the nitrogen uptake by the corn on either soil. Nitrogen, however, was determined to be the major determinant of plant growth in this study. The level of nitrogen increased both the nitrogen and calcium content and uptake by corn

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

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