Supporting International Students in the Classroom

The University’s strategy aims to increase the numbers of International Students studying here, and this brings particular challenges for the teaching staff. Do you sometimes wonder if your international students are able to fully engage with their studies? Have you been in a situation where the international students in your class seem very quiet and reluctant to engage in group discussion? Have you found a higher proportion of international students seemed to struggle with their assignments? This guide highlights some of the issues facing international students studying in the UK and it provides tips for teaching staff to use in order to maximise the internal students engagement in their studies. In addition the guide provides references to further reading and resources both within the University and externally. You can find this guide on your blackboard site: TTLLP-GPG: Good practice guide for supporting international students. The production of the guide was funded by the Transition to Living & Learning Project

Supporting International Students in the Classroom

The Universities in the UK aim to increase the numbers of International Students studying here, and this brings particular challenges for the teaching staff. Do you sometimes wonder if your international students are able to fully engage with their studies? Have you been in a situation where the international students in your class seem very quiet and reluctant to engage in group discussion? Have you found a higher proportion of international students seemed to struggle with their assignments? This guide highlights some of the issues facing international students studying in the UK and it provides tips for teaching staff to use in order to maximise the internal students engagement in their studies. In addition the guide provides references to further reading and resources that are available online. The production of the guide was funded by the Transition to Living & Learning Project at the University of Southampton

Freshman 15: Knowledge and Perceptions of Obesity Among College Students in the Southeastern United States

The primary purpose of the current research project was to determine the knowledge and perceptions of obesity among college students in the southeastern United States. After receiving exemption from the Institutional Review Board (IRB), the researchers utilized a quantitative, descriptive study design to determine college students’ perceptions and knowledge of obesity risk factors and long-term effects of obesity. Convenience sampling was utilized for data collection. Utilizing QR codes via flyers and a weblink through students’ email addresses, questionnaires were obtained through SurveyMonkey. The data collected through questionnaires were then statistically analyzed to determine if college students were knowledgeable about prevention and long-term effects of obesity. To be considered knowledgeable, the student must score 80% or higher on the knowledge portion of the College Student Obesity Questionnaire. Out of the 124 students who participated, 103 students (83.1%) were considered knowledgeable on risk factors and long-term effects of obesity

Re/formulating Ethical Issues for Visual Research Methods

This paper discusses six categories of key ethical issues that are important to consider when using visual methods in social research. The categories were identified during workshop discussions with researchers working across disciplines and using a range of visual methods. They have been used to inform guidelines for the ethical conduct of research using visual methods. The categories represent both familiar and emerging ethical challenges. They include widely accepted strategies for meeting ethical obligations to ensure participants’ informed consent, to maintain confidentiality, and to design and conduct research that minimises harm. Three further categories represent more novel ethical issues that are particularly prominent in visual methods: managing fuzzy boundaries around the multiple purposes that visual research may serve, addressing questions of authorship and ownership of visual products generated during research, and dealing with representation and audiences when disseminating research findings. In this paper we reflect on the tensions and challenges these issues raise for researchers working with visual methods, and consider potential strategies to address these challenges. By identifying and critiquing ethical issues that are prominent in visual methods, this paper contributes to a growing body of work that aims to ensure the ethical conduct of visual research

'Introduction'

Realism Materialism Art (RMA) presents a snapshot of the emerging and rapidly changing set of ideas, practices, and challenges proposed by contemporary realisms and materialisms, re ecting their nascent reworking of art, philosophy, culture, theory, and science, among other elds. Further, RMA strives to expand the hori- zons and terms of engagement with realism and materialism beyond the primarily philosophical context in which their recent developments have taken place, often under the title “Speculative Realism” (SR). While it is SR that has most stridently challenged critical orthodoxies (even if, as discussed later in this introduction, the positions convened under the SR banner are often discordant and form no uni ed movement), RMA purposefully looks to extend the purview of realist and materialist thought by presenting recent developments in a number of distinct and heteroge- neous practices and disciplines. Cutting across diverse thematic interests and modes of investigation, the con- tributions to RMA demonstrate the breadth and challenge of realist and materialist approaches to received disciplinary categories and forms of practice. This pluridis- ciplinarity is typical of the third term in our title: art. RMA a rms, as art now does, that there is no privileged area, thematic, or discipline in the investigation or reach of realism and materialism: not philosophy, not science, not even art itself. Art is then not just a eld trans gured by realism and materialism; it is also a method for convening and extending what they are taken to be and do when extended beyond philosophical argument

Skunk River Review Fall 2002, vol 14

https://openspace.dmacc.edu/skunkriver/1010/thumbnail.jp

The Stellar Halos of Massive Elliptical Galaxies

We use the Mitchell Spectrograph (formerly VIRUS-P) on the McDonald Observatory 2.7m Harlan J. Smith Telescope to search for the chemical signatures of massive elliptical galaxy assembly. The Mitchell Spectrograph is an integral-field spectrograph with a uniquely wide field of view (107x107 sq arcsec), allowing us to achieve remarkably high signal-to-noise ratios of ~20-70 per pixel in radial bins of 2-2.5 times the effective radii of the eight galaxies in our sample. Focusing on a sample of massive elliptical galaxies with stellar velocity dispersions sigma* > 150 km/s, we study the radial dependence in the equivalent widths (EWs) of key metal absorption lines. By twice the effective radius, the Mgb EWs have dropped by ~50%, and only a weak correlation between sigma* and Mgb EW remains. The Mgb EWs at large radii are comparable to those seen in the centers of elliptical galaxies that are approximately an order of magnitude less massive. We find that the well-known metallicity gradients often observed within an effective radius continue smoothly to 2.5R_e, while the abundance ratio gradients remain flat. Much like the halo of the Milky Way, the stellar halos of our galaxies have low metallicities and high alpha-abundance ratios, as expected for very old stars formed in small stellar systems. Our observations support a picture in which the outer parts of massive elliptical galaxies are built by the accretion of much smaller systems whose star formation history was truncated at early times.Comment: To appear in ApJ, 15 pages, 9 figure