WAC in FYW: building bridges and teachers as architects

Students entering the first-year writing classroom directly out of high school often tell me that they had to 'write differently for each teacher and class.' Imagine their confusion and apprehension when they are told that one of the objectives of FYW is to prepare them for academic writing across all disciplines! How can teachers incorporate cross-curricular skills into their lessons? More importantly, amongst the already-complex demands on the purposes and goals of FYW courses, how do students learn these techniques that teachers deem 'easily-transferrable'? I argue, first, that the FYW classroom is an ideal location to present students with the individual tools for writing in any discipline. We discuss elements of writing like organization, idea development, thesis statements, citation, and the writing process within our courses as part of the standard curriculum. Therefore, I argue that the multi-faceted roles of FYW teachers include the characteristic of architect, and assert that transforming our lessons into WAC lessons involves the incorporation of examples, standards, and formats from outside disciplines. Mentioning how thesis statements tie together English and Religion papers or how dividing a paper into sections enhances the organization of Biology lab reports and Business reports establishes connections for students. With some simple additions to teachers' lessons, students will find that the writing techniques they learn are just as crucial and useful in both core and major classes. Building these bridges reinforces the lifelong importance of writing and helps students continue to develop their writing skills across and through the college curriculum

Words, Pictures, and the “Nonlistening Space”: Visual Design and Popular Music as Forms of Performance in First-Year Writing

The chapter focuses on the importance of teaching visual rhetoric by examining a multimodal first-year writing course unit that asks students to create concert posters for their favorite bands or musical artists. In addition, students produce explanatory essays that translate their creation process into words, representing their imaginations on paper. Soriano discusses the ways that this unit has improved and enriched the writing of many of her students, including poster examples and supplemental materials for instructors who might want to adopt this assignment and challenge their students to invade their own “nonlistening spaces.

Student-Consultant Continuum: Incorporating Writing Center Techniques of Peer Review Into the Composition Classroom

Peer collaboration about writing often functions as a required step in the writing processes of first-year writing students. Within the composition classroom, students read and respond to the writing of their peers, sometimes obtaining useful feedback, and sometimes just getting “You did a good job” as an evaluation. Outside of the classroom, the Writing Center exists as a space where students can work with a trained consultant to receive helpful suggestions and a thorough evaluation of their writing. Though the first-year writing classroom and the Writing Center exist as physically separate places, both rely on principles of collaboration and conversation between peers with the objective of creating better writers. Composition scholars like Stephen M. North, Muriel Harris, and Kenneth Bruffee wrote foundational essays that support collaborative pedagogy for its social benefits, which encourage learning between two peer equals. The scholarship that follows these landmark essays further develops the exclusive benefits of collaboration in the Writing Center and the composition classroom. Despite the fact that both spaces rely on some of the same theories and practices, they remain distanced. This thesis examines the benefits of a style of peer review that takes place within first-year writing classrooms and replicates the procedures of Writing Center consultations. Based on my experiences as a Graduate Assistant—which placed me in both locations at the same time—I found that a Writing Center style of peer review encourages first-year writing students to read, talk about, and learn about writing with one other person, and is more productive than large group work. The thesis begins with a literature review that discusses key essays within the composition field. Then, I explain my procedures for peer review and my methods of gathering student feedback. I also take into consideration the college where I teach and its students. Also discussed are the objections and ethical considerations associated with this style of peer review. The thesis concludes with a discussion of students‟ positive and negative responses to peer review, and an affirmation that incorporating Writing Center techniques of peer review into the first-year writing classroom bridges the gap between the two collaboration-focused locations

Mind the science and technology skills gap

This policy brief shows new evidence on the causes of the S&T skills gap in European regions. It highlights that the S&T skills gap is mainly due to shortages of capabilities that are crucial to support the innovation and growth of firms and the other actors of the regional system, including university and government. From these findings, ad hoc policy implications upon the development of innovation capabilities and skills for the European Research Strategy and Innovation agenda are proposed and future research issues identified.JRC.J.2-Knowledge for Growt

L'ús d'hormones com a promotors de creixement: EUA vs UE

Treball presentat a l'assignatura de Deontologia i Veterinària Legal (21223

Occupational Rehabilitation Policy and Practice in the Philippines: Initiatives and Challenges

Introduction Challenges to occupational rehabilitation or work integration or reintegration which include the socio-political system, poor labour infrastructure, legislation implementation and monitoring limit work participation of an estimated eight million Filipinos with disabilities. This paper aims to present government-level initiatives and ongoing challenges of occupational rehabilitation as a field of practice and research in the Philippines. Methods We performed a review of occupational rehabilitation literature relevant to the Philippines looking at legislation, policies, and practice. Results While several socio-political mechanisms exists, we found no concrete information on the surveillance or distinction of services and their effectiveness provided under occupational rehabilitation and there was also no systemic reporting of the characteristics of the population (persons with disabilities vs. injured workers) requiring those services—despite the effort of the Philippines in adopting a state policy for the total development of persons with disabilities towards gainful employment. Conclusions The dearth of information and literature in occupational rehabilitation is likely related to the scarcity of research in the broader area of occupational safety and health and work disability management in the Philippines. The findings of this study could guide work disability management and address further development of infrastructure in occupational rehabilitation in the Philippine

Variation at the Interfaces in Ibero-Romance. Catalan and Spanish Prosody and Word Order

We are grateful to Joan Borràs-Comes for kindly providing us with the map that appears in Figure 1. Alba Chacón, Verònica Crespo-Sendra and Marianna Nadeu deserve a special mention for having participated unselfishly as narrators of the short picture stories presented in a PowerPoint slide show. We also thank participants, and people that helped us to get in contact with potential participants: Gotzon Aurrekoetxea, Mercedes Cabrera, Verònica Crespo-Sendra, Irene de la Cruz, Gorka Elordieta, Leire Gandarias, Miriam Rodríguez, Paco Vizcaíno. This research has been funded by the project FFI2011-23829/FILO awarded by the Spanish Ministry of Economy and Competitiveness.En aquest estudi investiguem la interacció entre l'ordre de mots i la prosòdia a l'hora d'expressar la modalitat i diferents construccions de focus en una sèrie de dialectes del català i de l'espanyol. Hem analitzat un corpus obtingut mitjançant dues tasques: a) una tasca de producció dissenyada per obtenir diferents construccions de focus mitjançant parells de pregunta-resposta amb petites històries presentades a partir de figures i b) la metodologia de la tasca de compleció del discurs. Les dades recollides s'han analitzat prosòdicament i sintàctica. Les nostres dades confirmen que en català i en espanyol la prominència entonativa tendeix a recaure al final de l'oració, però això és del tot cert només en les declaratives de focus ample, ja que la prominència principal pot recaure a l'inici de l'oració en les declaratives de focus informatiu en català oriental i en espanyol del País Basc o restar in situ tant en les declaratives de focus informatiu com en les de focus contrastiu (especialment en valencià o espanyol). Quant a la modalitat interrogativa, podem fer una distinció important entre les llengües que poden presentar inversió del subjecte-verb en les interrogatives directes (valencià i espanyol) i les llengües que no (català oriental). En català oriental el subjecte apareix dislocat.In this study we investigate how word order interacts with prosody in the expression of sentence modality and different focus constructions in different varieties of Catalan and Spanish. We analyze a corpus obtained by means of two tasks: a) a production test designed to elicit different focus constructions by means of question-answer pairs from short picture stories and b) the Discourse Completion Task methodology. The collected data were prosodically and syntactically annotated. Our data confirm that in Catalan and Spanish the intonational prominence tends to be located in clause-final position but this is completely true only for broad focus declaratives, since the main prominence can also fall on clause-initial position in Eastern Catalan and Basque Spanish informational focus declaratives or remain in situ in both informational and contrastive focus declaratives (especially in val_cat or Spanish). As for interrogative modality, an important distinction is made between languages that can present subject-verb inversion in direct questions (val_cat and Spanish) and languages that cannot (Eastern Catalan). In Eastern Catalan the subject is dislocated

CUENCA (SPAIN), WORLD HERITAGE CITY. ANALYSIS OF VERNACULAR ARCHITECTURE AND MANAGEMENT STRATEGIES

[EN] This text presents a study on the city of Cuenca, carried out as part of the Project 3DPast-Living & virtual visiting European World Heritage. Nine case studies were selected within the project, when Cuenca was selected as the Spanish case study. The case studies selected had to be cases of inhabited vernacular architecture in places still preserving the traditional constructive techniques. In addition the selection was expected to cover all of Europe in some way. This is therefore a case study for a city declared World Heritage site, aiming to analyse the characteristics of vernacular architecture which have earned it the title of World Heritage Site (through different analyses and 3D methodologies), such as the management strategies currently used there, learning from those proving successful, and even showing these as an example of management for other World Heritage cities which may be encountering similar problems.This work has been carried out as part of the project 3D Past - Living and virtual visiting world heritage site (2016-1740/001- 001).García-Soriano, L.; Cristini, V.; Diodato, M. (2020). CUENCA (SPAIN), WORLD HERITAGE CITY. ANALYSIS OF VERNACULAR ARCHITECTURE AND MANAGEMENT STRATEGIES. International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences (Online). 44:529-533. https://doi.org/10.5194/isprs-archives-XLIV-M-1-2020-529-2020S5295334

Cross-Border Higher Education : The Expansion of International Branch Campuses

The international expansion of higher education has intensified in recent decades with a rapidly growing number of international branch campuses appearing on the scene. This study investigates the economic, cultural and institutional, and educational determinants of transnational higher education on both the extensive margin (number of international branch campuses), and the intensive margin (the total number of educational programmes offered). Using the gravity equation, we applied fixed-effect empirical methods to a panel dataset that combined and extended the raw data from campuses and master's programmes in 33 source countries and 76 host countries in the period from 1948 to 2016. Estimates reveal that although cultural, economic and institutional ties foster cross-border educational relationships, their effect differs significantly from one margin to another. The study highlights the relevance of globalisation, research activities, and aggregate demand in international higher education