Genre across the Curriculum

American first-year college writing courses operate without a powerful context: they are designed to teach academic writing, but what kind of academic writing? Which of the many particular discourses, and, within those discourses, which recurring social situations? Lacking a clear context to refer to, textbook authors inevitably privilege form. Genre across the Curriculum will function as a good textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer. While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students\u27 prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching. The first book to represent genre in practice among teachers and students, Genre across the Curriculum will be of interest to composition scholars and to teachers of writing from across the disciplines.https://digitalcommons.usu.edu/usupress_pubs/1151/thumbnail.jp

Pyogenic Liver Abscess Following an Uncomplicated Colonoscopy

Pyogenic liver abscess is a potentially devastating clinical entity associated with significant morbidity and mortality[1]. A myriad of causes for liver abscess have been described including intra-abdominal infections such as diverticulitis[2]. Due to a non-specific presentation, clinicians often require a high level of suspicion in their diagnosis of this condition. A handful of cases of liver abscess have been described following colonoscopy which was usually a complicated procedure or one where multiple biopsies had been taken[3,4]. The case of a patient presenting pyrexia of unknown origin one week after undergoing an uncomplicated colonoscopy in which no biopsies were taken is reported. She was ultimately diagnosed with a pyogenic liver abscess

Exercises for improving quick perception grades I, II, III.

Thesis (Ed.M.)--Boston University N.B.: Page 242 is misnumbered. No content is missing from thesis

Turning Research into Practice: Key Strategies for Developing a Shared Vision Approach for Health Education Advocacy

Public health studies thus far have not identified methods toward developing a shared vision to reduce health disparities in a unique area such as the U.S./Mexico border region. Purpose: To identify strategies to foster a shared vision among those in the media, the public, and policy arenas to help reduce health disparities in the U.S.- Mexico border. Methods: The Healthy Border 2010 research project included qualitative structured face-to-face interviews with ten individuals, each from Las Cruces, NM, El Paso, TX, and Cd. Juarez, Chih, Mexico, for a total of 30 interviewees from the media, the public and policy affiliations. Participants were identified and selected from the population of agenda-setters in the Paso Del Norte region. A snowball sample was used for studying the sometimes “hidden” population of border region agenda-setters. Data-analysis included extraction, coding, and quantifying of common themes from a transcription of interviews. Findings: Most participants (93%) suggested a systems level approach is required. The second most suggested strategy with 63% of participant support was sensitizing border leaders of the reality of issues in the area. Participants (46%) also suggested networking and media advocacy (40%) strategies as more important than the inclusion of priority audience (23%) or the proper allocation of resources (23%). Conclusion: In review of many current border health issues, there are significant gaps where a clear, shared vision is yet to emerge. When a common vision is well developed in a group or population, that is when genuine cooperative actions foster health policy development

Self-Monitoring of Attention Versus Self-Monitoring of Performance with Second-Grade Journal Writing: A Comparison of Two Techniques

Students do not generally self-monitor when they write. This study examined the comparative effectiveness of self-monitoring of performance (SMP) and self-monitoring of attention (SMA) in the area of journal writing. Eight second-grade students with writing problems participated in this study. A multiple-baseline design was implemented to examine the differential effects of SMA and SMP. Observational data were collected by the experimenter and consisted of observing and recording each of the following behaviors during morning writing sessions: on-task behavior, number of words written, and number of minutes spent writing. Writing quality was also assessed. This study took place in two general education inclusive classrooms. Number of words written during both the SMA and SMP conditions exceeded the number of words written during baseline for all students. During SMA, time on-task increased for all 8 students. Although students in the SMP condition demonstrated gains, in time on-task, these were not as large as the gains for students in the time on-task SMA condition. Number of words written during both treatments exceeded the average number of words written during baseline. Generally, students increased the number of minutes spent writing in both SMA and SMP. However, 6 of the 8 students spent more time writing during the SMP condition than the SMA condition. Writing quality was improved over baseline during the SMA condition for 7 out of 8 students. During the SMP condition, 5 out of 8 students improved their writing quality over baseline. No carry over effects were noted

How can technology make this work? Preservice teachers, off-campus learning and digital portfolios

Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of ICT. Challenges with regard to communication and learning were numerous as 34 preservice teachers (PSTs) from three universities in NSW (situated in country towns, and in Sydney) worked together as a collaborative learning community. Meeting regularly face-to-face during the 12-month process was not always possible and so ICT resources were employed to facilitate instruction and communication. An action research methodology generated a data set of surveys, observational field notes, and student assessment artefacts. We share the findings in this paper so that others may learn from our experiences in using free access software and commonplace hardware when constructing digital portfolios with students who are some distance from campus

We Have Moved: The evaluation report of the ten years of Moving on Programme model of work with young mothers

The Moving On programme at St Catherine's Community Services Centre was established in 1996 in response to the needs of young mothers in Co Carlow. The Cnetre for Social and Family Research, WIT was commissioned to carry out this evaluation report

Maternal State of Mind: How Does It Impact the Ability to Flexibly Adjust to Siblings\u27 Needs?

PURPOSE: To investigate the impact of maternal state of mind on the ability to adapt interactive behavior and perceptions of attachment behaviour across siblings. RESULTS: Maternal sensitivity and perceptions of siblings’ attachment behavior were highly correlated across children of non-Autonomous mothers, but not Autonomous mothers. Non- Autonomous mothers behaved similarly on eight domains of interactive behaviour, while Autonomous mothers behaved similarly on only two. CONCLUSION: These findings suggest that maternal state of mind is implicated in the ability to flexibly adapt interactive style and relationship-specific attachment perceptions across siblings