Intercultural ethics: questions of methods in language and intercultural communication

This paper explores how questions of ethics and questions of method are intertwined and unavoidable in any serious study of language and intercultural communication. It argues that the focus on difference and solution orientations to intercultural conflict has been a fundamental driver for theory, data collection and methods in the field. These approaches, the paper argues, have created a considerable consciousness raising industry, with methods, trainings and ‘critical incidents’, which ultimately focus intellectual energy in areas which may be productive in terms of courses and publications but which have a problematic basis in their ethical terrain. Dieser Artikel untersucht wie ethische und methodische Fragen nicht nur ineinander greifen, sondern in keiner ernstzunehmenden Studie ueber Sprache und interkulturelle Kommunikation ausgelassen werden duerfen. Es wird hier argumentiert, dass der Schwerpunkt auf Verschiedenheit und Problemorientierung im interkulturellen Konflikt einen wesentlichen Einfluss auf theoretische Entwicklungen, Datenerhebung und Methoden in diesem Bereich hatte. Dieser Artikel legt auch dar, wie diese Ansaetze eine betraechtliche ‘Bewusstseinsbildungs – Branche' erzeugt haben, mit Methoden, Trainings, und ‘kritischen Interaktionssituationen’, welche letztendlich allen intellektuellen Arbeitseifer auf Bereiche konzentriert hat, die zwar ertragreich sind in Bezug auf Kurse und Publikationen, jedoch eine problematische Grundlage im ethischen Bereich aufweisen

Finding Mid-19th Century Native Settlements: Cartographic and Archaeological Evidence from Central California

Historical maps have the potential to aid archaeological investigations into the persistence of Native American settlements during the mid-19th century, a time when many Native communities disappear from archaeological view. Focusing on Tomales Bay in central California, we evaluate the usefulness of historical maps as a way to discover and interpret archaeological deposits dating to the period, with the aim of better understanding indigenous patterns of residence at the transition from missionary to settler colonialism. In particular, we focus on diseños and plats created to document Mexican-era land grants as well as early maps produced by the General Land Office and United States Coast Survey. Although we note inconsistencies regarding the inclusion of indigenous settlements on historical maps, our case study offers an example of how archaeologists can employ historical maps and targeted archaeological ground-truthing to discover sites that are poorly represented in the historical and archaeological records

Linguistic incompetence: giving an account of researching multilingually

This paper considers the place of linguistic competence and incompetence in the context of researching multilingually. It offers a critique of the concept of competence and explores the performative dimensions of multilingual research and its narration, through the philosophy of Judith Butler, and in particular her study Giving an account of oneself. It explores aspects of risk, justice, narrative limit and a morality of multilingualism in emergent multilingual research frameworks. These theoretical dimensions are explored through consideration of ‘linguistically incompetent’ ethnographic work with refugees and asylum seekers, in contexts of hospitality and in life long learning research in the Gaza Strip, and of early attempts to learn new languages. The paper offers a prospect of a relational approach to researching multilingually and affirms the vulnerability at the heart of linguistic hospitality

Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy

This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model

Stability of Sun-Synchronous Orbits in the Vicinity of a Comet

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77384/1/AIAA-41655-200.pd

Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy

This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model

An Investigation of the Metacognitive Awareness of Postbaccalaureate Premedical Students at Indiana University School of Medicine

Presented at 2021 IUSM Education Day. View the presentation recording here: [LINK]https://purl.dlib.indiana.edu/iudl/media/h83k91mw2m[/LINK]BACKGROUND AND AIMS: Medical school curriculum is tasked with producing lifelong self-directed learners, a set of characteristics requiring strong metacognitive skills. Metacognitive skills directly impact students’ metacognition, which is their ability to understand and regulate their own thinking and learning. It may then be postulated that metacognition may be key in distinguishing students that require a postbaccalaureate program from those that do not. Metacognition has two critical domains: metacognitive knowledge and metacognitive regulation, each of which contain multiple subprocesses. Metacognitive knowledge includes knowing strategies for learning, when to use those strategies, and knowing oneself as a learner. Metacognitive regulation includes strategies for planning, monitoring, evaluating, and debugging learning strategies. Therefore, the purpose of this study is to investigate: 1) the impact of a graduate TBL course on students’ metacognitive awareness, and 2) the relationship between metacognition and course performance. Methods Students enrolled in a TBL graduate histology course at Indiana University took part in this study. Students completed a 19-item Metacognitive Awareness Inventory (MAI) at the beginning (MAI1) and end of the semester (MAI2). The MAI has two domains, Knowledge (8 items) and Regulation (11 items), where items are rated on a 5-point scale from “not at all typical of me” to “very typical of me.” Free response questions asked about knowledge and study abilities, plans for studying in histology and how study skills and abilities have improved across the semester. Finally, students completed a voluntary reflection about their examination performance after the first unit exam. Differences between MAIs were investigated using a Wilcoxon signed-rank test. Spearman's correlations explored the relationship between MAI and final course grades. MAI free responses and exam reflection were analyzed using thematic analysis. Responses were coded using a conceptual framework of metacognition based on processes of knowledge and regulation. Results Thirty-one (94%) students completed both MAIs. There were no differences between MAI1 and MAI2 scores and there was no relationship between MAI1 or MAI2 and final course grades. The Wilcoxon test demonstrated a significant difference between the Knowledge and Regulation domains for MAI1 (p=0.002) and MAI2 (p=0.001) where students reported the items in the Knowledge domain were more typical of them than items in the Regulation domain. There were no differences across the domains between the two timepoints. Students reported initial hesitation and difficulty with learning histology content in a lecture-free, flipped classroom approach. Students discussed plans for approaching studying, but many reported modifying study strategies throughout the semester. However, few students discussed active learning strategies that would allow them to evaluate and assess their knowledge prior to assessments. Conclusion While the MAI failed to demonstrate any improvement in metacognition, students reported an increase in their ability to adapt their study strategies to the content and learning materials. Differences in knowledge of cognition and regulation suggests educators in TBL classrooms may need to provide students with additional resources and strategies to regulate their learning. Future studies aim to investigate the validity of the MAI for measuring metacognition in anatomy courses

Evaluation of Height as an Early Selection Criterion for Volume and Predictor of Site Index Gain in the Western Gulf

Data from repeated periodic measures of height, diameter and volume from eleven loblolly pine progeny tests maintained as part of the Western Gulf Forest Tree Improvement Program (WGFTIP) were analyzed to 1) determine the potential of using early height, diameter, or volume as selection criteria for rotation-age volume, and 2) to develop a method of expressing height performance as predicted change in site index. Using family means, few differences in family mean correlations existed between 5-year traits with volume at 15 or 20 years, but they were slightly higher for volume than the other two traits. Gain efficiency estimates for all three traits at age 5 were similar, suggesting that the traits were equally efficient in predicting rotation volume. However, at age ten, per-acre volume was the better predictor of per-acre volume at later ages. Predicted gains in breeding value for height, expressed as percent change in site index (SIBV), were estimated following published WGFTIP methodology for volume. Age specific site index equations and coefficient of genetic prediction (CGP) estimates for height were developed using the 15-year data from the eleven progeny tests. Estimates of CGP for height at ages 5 and 10 with height at age 15 were 0.55 and 0.61, respectively. Correlation between parental breeding values for volume production and site index breeding values were high (r=0.80). Predicted genetic gain for site index provides additional information for decision-making. Uses and limitations of this gain information are demonstrated.Papers and abstracts from the 27th Southern Forest Tree Improvement Conference held at Oklahoma State University in Stillwater, Oklahoma on June 24-27, 2003

Performance of Nuttall Oak (Quercus texana Buckl.) Provenances in the Western Gulf Region

Three series of three tests each of Nuttall oak (Quercus texana Buckl. formally Q. nuttallii Palmer) were established by the Western Gulf Forest Tree Improvement Program at three locations: Desha and Lonoke Counties in Arkansas and Sharkey County in Mississippi. The three series included 28-42 different half-sib families from throughout the natural range of Nuttall oak. Families were arbitrarily divided into provenances based on the river basin in which they originated. Significant provenance differences were found for survival in all series. Provenance differences for growth were highly significant for series 2 and 3, but not for series 1. The Red River provenance had the best growth performance in series 3 tests, but it was not represented in the other two test series. The best provenance in series 2, the Ouachita River provenance, ranked second in series 3 tests. The Western provenance performed well in series 1 and 3 tests but had poorer performance in series 2 tests. The interactions between site and provenance were significant for all growth traits in all series. Family-mean heritability estimates, however, were high ranging from 0.72-0.96 for height and 0.22-0.95 for diameter. There were good families from all sources indicating that family selection will be effective in this species.Papers and abstracts from the 27th Southern Forest Tree Improvement Conference held at Oklahoma State University in Stillwater, Oklahoma on June 24-27, 2003