The Role of the Native-Speaker Listener in English as a Lingua Franca Interactions

Research agrees that monolingualism, through a lack of linguistic and metalinguistic awareness and general linguistic reflexivity, is the source of a widely observed listening problem where monolingual native-speakers (NSs) of English fail to correctly perceive the meaning of spoken English that diverges from their own in phonological forms or contextual norms. On the other hand, research has also shown multilingual communities, such as those which use English as a Lingua Franca (ELF), to display the intuitive use of collaborative, pragmatic listening strategies that keep them from misunderstanding each other, despite their differences in forms and norms. As a result, this project sought to create a website that would teach the strategic multilingual listening techniques intuitive to ELF to monolingual English NSs to raise their speech recognition skills in exchanges with NNSs of English. This objective was influenced by the concept of ambiguity tolerance (TA) which measures a person’s level of listening flexibility based on the sum of their language learning or language exposure experiences over time (Dewaele & Wei, 2013) and by the understanding that a person’s perceptual boundaries can shift (Cenoz, 2019). The website first offers users an self-assessment, through which they are introduced to TA as they respond to prompts about their language experiences and perceptions of English variety. The next two sections of the website offer video-based training, first in understanding the useful linguistic repertoire that each communicator has access to if activated, then in pragmatic listening strategies observed in multilingual ELF-using communities. The goal of this project is to give English NS United States educators, who have had their listening abilities influenced by monolingualism, the chance to act upon their linguistic identities and take responsibility for listening in a way that will positively impact the second language (L2) English students in their classroom

Influences of Coach Leadership Related to Nutrition on Collegiate Student Athletes Dietary Choices

The purpose of this study is to better understand how coach leadership related to nutritional information influences collegiate student athletes’ acquisition and application of nutrition. This will be followed up to consider how the information and expectations of coaches influences athletes’ knowledge and dietary choices

Electromyographic Analysis of Muscle Activity of Serratus Anterior Muscle: Pilot Study

Introduction. The purpose of this study is to record electrical activity (electromyographic or EMG) from the serratus anterior during three different commonly applied methods to determine which method produces the most EMG activity. Methods. Eleven male subjects voluntarily participated in the experiment. All of the subjects were healthy, active college students with no prior history of shoulder or scapular injuries. EMG was tested on right serratus anterior parallel to muscle fibers. MVC was taken in 3 different testing positions to compare EMG during a push up with a plus. Outcomes. There were significant findings following the tests and data analysis. In all subjects, the Test 2 MVC produced the most microvolts from the serratus anterior on the EMG reading. In order to standardize the results, the EMG reading for each test position was compared with the EMG activity from the subject\u27s push up with a plus. A percentage was determined to compare these two values. The results of this comparison demonstrated that Test 2 consistently produced greater activation of the serratus anterior than the push up plus in all subjects. Discussion. There are no other current studies of this kind looking at the electrical activity of the serratus anterior during three commonly applied methods to test serratus anterior strength. Future studies should include both male and female participants with a larger sample size and determination of dominant arm

Leadership As We Know It

Leadership as We Know it is a collection of insights into modern leadership compiled by graduate students in Winona State University’s Leadership Education program during the Spring 2019 semester in a course aptly titled, Change Leadership. Each chapter was penned by one of 20 unique class members who offer their vision of leadership based upon their eclectic personal backgrounds and professional experiences, whose fields include athletics, business, education, and more. These diverse narratives offer something for everyone; whether it be a veteran or blossoming leader eager to continue their growth and evolution. Leadership as We Know it provides accounts from seasoned professionals who oversee their own organizational departments as well as emerging leaders just beginning their careers. Throughout these unique stories, clear patterns will emerge for the reader in what it takes to inspire change and provide authentic leadership for followers.https://openriver.winona.edu/leadershipeducationbooks/1003/thumbnail.jp

Differential regulation of mammalian Period genes and circadian rhythmicity by cryptochromes 1 and 2

Cryptochromes regulate the circadian clock in animals and plants. Humans and mice have two cryptochrome (Cry) genes. A previous study showed that mice lacking the Cry2 gene had reduced sensitivity to acute light induction of the circadian gene mPer1 in the suprachiasmatic nucleus (SCN) and had an intrinsic period 1 hr longer than normal. In this study, Cry1−/− and Cry1−/−Cry2−/− mice were generated and their circadian clocks were analyzed at behavioral and molecular levels. Behaviorally, the Cry1−/− mice had a circadian period 1 hr shorter than wild type and the Cry1−/−Cry2−/− mice were arrhythmic in constant darkness (DD). Biochemically, acute light induction of mPer1 mRNA in the SCN was blunted in Cry1−/− and abolished in Cry1−/−Cry2−/− mice. In contrast, the acute light induction of mPer2 in the SCN was intact in Cry1−/− and Cry1−/−Cry2−/− animals. Importantly, in double mutants, mPer1 expression was constitutively elevated and no rhythmicity was detected in either 12-hr light/12-hr dark or DD, whereas mPer2 expression appeared rhythmic in 12-hr light/12-hr dark, but nonrhythmic in DD with intermediate levels. These results demonstrate that Cry1 and Cry2 are required for the normal expression of circadian behavioral rhythms, as well as circadian rhythms of mPer1 and mPer2 in the SCN. The differential regulation of mPer1 and mPer2 by light in Cry double mutants reveals a surprising complexity in the role of cryptochromes in mammals

The Effects of Homework Practice on Performance in Therapy: Broca\u27s Aphasia

The aim of this study was to examine the effects of regular homework practice on performance in an aphasia therapy. The benefits of homework components in therapy have not been well documented by researchers. This study addressed this gap in the literature and found results that can guide the creation of quality treatment plans for aphasia patients. The study participant was diagnosed with severe nonfluent aphasia. Her therapy focused on speech production of six short target phrases (e.g., “help me”) using a modified Melodic Intonation Therapy (MMIT) program. MMIT uses inner rehearsal, first sound practice, and intoned singing with left hand tapping to facilitate the verbal production of speech targets. With assistance from her spouse, the participant completed weekly homework to practice the targets. Accuracy of phrase productions in therapy and in homework was recorded numerically. Graphs were created and visually analyzed to compare the percent of phrases produced correctly in therapy and homework each week. The participant’s speech production of target phrases improved in homework practice and in treatment sessions over time. The data indicated a positive relationship between the completion of weekly homework practice and increased accuracy of phrase productions in treatment. The results addressed the gap in the literature as they indicated that homework practice appeared to show positive effects on performance in aphasia therapy. Clinical implications of this study suggest that clinicians should include homework in aphasia therapy on a regular basis as it is likely to facilitate speech production in adults with severe nonfluent aphasia