Learner autonomy : the first language/ second language : some reflections on the nature and role of metalinguistic knowledge

Learner autonomy is classically defined as "the ability to take charge of one's learning" (Holec 1981:3). Such an ability presupposes a positive attitude towards the process, content and goals of learning, and is sustained and strengthened by a developing capacity for "detachment, critical reflection, decision-making, and independent action" (little 1991:4). The freedom that characterizes the autonomous learner is not absolute, but conditional and constrained. Learning, whether developmental/ experiential or formal, is always embedded in an interactive, social process (self- instruction entails an internalization of this process, so that our capacity for learning on our own develops out of our experience of learning in interaction with others; cf. Uttle 1991:5). This explains the paradox that learner autonomy can be fully understood as a theoretical construct and effectively pursued as a pedagogical goal only when we take full account of the social context in which learning takes place. The argument in favour of fostering learner autonomy has been conducted in both social and psychological terms. In adult education, for example, there has been a tendency to stress "the need to develop the individual's freedom by developing those abilities which will enable him to act more responsibly in running the affairs of the society in which he lives" (Holec 1981:1.). The link between educational purpose and political ideal could scarcely be plainer. Other explorations of the theory and practice of learner autonomy, by contrast, have focussed on the psychological dimension of learning, emphasizing that we can only ever learn on the basis of what we already know, and that no two individuals have exactly the same store of knowledge.peer-reviewe

Comparing the Profitability of Beef Production Enterprises in North Dakota

Agricultural Finance, Production Economics,

High-Pressure Injection Injury of the Face: A Case Report on Presentation and Management

Introduction: High-pressure injection injuries have been chronicled for decades.1 These injuries often affect distal extremities as they are most commonly involved in workplace accidents.1 However, we discuss a young male with a paint-gun injection injury to his face.Case Report: We discuss the case of a young man presenting to the emergency department after high-pressure injection injury to the face. He eventually underwent extensive debridement of the face. We discuss differences in caring for an injection wound to an extremity versus the face, including time sensitivity of treatment, initial stabilizing measures, and critical steps.Discussion: This case demonstrates a rare presentation of a high-pressure paint injection injury. This injury presented a unique surgical challenge where, despite compartment syndrome being less common, cosmetic outcome and infectious complication prevention remained critical priorities.Conclusion: While similarities exist in management of an injection injury to a limb, due to the rarity and deceptive appearance of this particular injury to the face, high suspicion along with urgent imaging and surgical consultation is warranted

Synthesis of FMSP Experience and Lessons Learned for Fisheries Co-Management, Final Technical Report

In November 2012, the UK Department for International Development (DFID) set the terms of reference for a commissioned assessment of fisheries and aquaculture science. The task was to complete a "scoping review", consisting of an in-depth assessment of the existing evidence related to fisheries and aquaculture activities in developing countries and their contribution to economic growth, food security and nutrition. For this the assessment was expected to identify the existing evidence and 'evidence in the pipeline' (i.e. to be published imminently) from the existing literature, compile it, and provide an assessment of the strength (in the sense, scientific rigor) of that evidence, and identify knowledge or evidence gaps. In addition the assessment was to be complemented by a mapping of existing relevant interventions in fisheries and aquaculture. In order to conduct this assessment, the team of consultants adopted a six step methodological protocol that allowed them to assess in a consistent manner the scientific quality of the documents included in the assessment, based on quality, size and consistency of the evidence. After scanning, 202 documents were retained. The main evidences from these 202 documents were organised under two main threads: (i) Developmental outcomes, including food security; nutrition; health; economic growth and (ii) Mediating factors focusing on governance; and gender