International students’ perception of the development of their digital academic writing identity based on their participation in an intensive English language program

The U.S. economy receives consistent and increasing benefits from international students in higher education, an estimated $41 billion during the 2018-2019 academic year. However, the existing research literature has failed to determine whether Intensive English Language Programs (IELP) adequately prepare these students for college-level composition in digital mediums. The objective of this study is to distinguish the perceptions of how academic digital composition and identity were developed among international students relative to their experiences in an IELP. This dissertation research sought to understand the cultural perspectives of international students around a) their digital writing identity, b) digital composition in academia, and c) their perceptions of preparedness for undergraduate studies. The theoretical paradigm is grounded in Vygotsky’s socio-cultural theory and constructivism. The methodology took a transcendental phenomenological approach based on the work of Husserl. The research took place online with international students who attended an IELP in the United States amid a pandemic in 2020. Data collection included a questionnaire and semi-structured interviews with nine students holding F1-Visas for academic study in the United States. The findings of this study reveal that international students are unaware of their digital writing identity and have limited opportunities to explore their identity through digital composition in their IELPs classes. However, international students’ preparedness for their undergraduate or graduate coursework varies on the individual experience studying at an IELP

The effect of stimulus location on the major components of the visual evoked response

The topographical distribution of the pattern reversal Visual Evoked Response (VER) was recorded from a localised montage of 20 electrodes over the visual cortex. The response was recorded after stimulation with a black and white checkerboard stimulus. The effect of field location on the major components was investigated in 11 subjects (age range (23-55). The major components of the half field response were; a negative around 75ms (N75) followed by a positivity around 80ms (P80), then a positivity around 100ms (P100) followed by another positivity at around 120ms (P120) and a negativity at approximately 145ms (N145). No effect of field size could be demonstrated on either the amplitude or latency of the late negativity, N145. No significant effect of field size or location was shown on the latency of the P100 response. A delay previously shown in the upper half field response was therefore not substantiated. In contrast the amplitude of the major positivity, P100 was significantly affected by the field size and location. The amplitude of both P100 and N145 were significantly reduced following upper field stimulation when compared with the lower field response. No significant amplitude difference between the upper and lower field responses was demonstrated using electroretinography, the amplitude may therefore be reduced as a result of the ventral position of the upper field representation on the visual cortex. The lateral half field VEP was compared with the distribution of the visual evoked magnetic response (VEMR). The distribution of the VEMR supported the proposal that the paradoxical lateralisation of the VEP half field response is the result of the source being directed ipsilaterally. The morphology of the VEP following octant and double octant stimulation suggests that the response is generated in the striate cortex, with a reversal in response distribution following stimulation of the upper vertical and horizontal meridia

Character education in a pluralistic context: can and should we teach values?

The last two years have seen a resurgence of interest from the UK Government and Department for Education in character education and the role of the school in educating students in more than just academics. The notion of school-driven character education is far from new and although few would disagree with the principle of cultivating good character in young people, the diversity of values in pluralistic societies and schools raises serious questions of whether it is possible or even legitimate to teach character. Here, I outline what character education does and does not set out to do, identify the issues of delivering character education in an educational context which some have argued is not fit for purpose, and offer some thoughts on its value in a society, which, increasingly, finds its diverse values in conflict with one another

Enduring identities : Jewish identity in the Holocaust literature of Primo Levi and Elie Wiesel

'Enduring Identities' is a comparison of the Holocaust literature of Primo Levi and Elie Wiesel, debating the cultural divide between Jewish communities in the East and West of Europe. Beginning with a historical and theological context, the thesis explores the establishment of the Jewish people, their movement into the Diaspora, the changes of Modernity and the ensuing dichotomy between East and West which created divided Jewish identities. There follows an identification and analysis of a literary lineage between the East and West of Europe, identifying a divide in cultural trajectories and situating Levi and Wiesel as Jewish authors within Western and Eastern literary paradigms. Identifying four conceptual frameworks through which to compare the written works of Levi and Wiesel, the study takes as its central focus the Holocaust and discusses the representation of Jewish identity through the literary lineage of modern Jewish authorship and the East / West divide. The theme of 'otherness' is a central point of contention, identified through the work of Zygmunt Bauman on Modernity and Edward Said's work on theories of Orientalism, discussing the construction of 'the Jew' and Jewish identity as 'other' in Europe. Finally 'Enduring Identities' uses the Holocaust literature of Levi and Wiesel to discuss the identification of 'the Jew' from 'within and without', how Jewish communities perceived each other as different, across the East and West of Europe, from 'within' and how Jewish communities were perceived by the Gentile majority, from 'without'. The study identifies how the divided Jewish communities of Europe had their identities deconstructed by the Nazi anti-Semitic persecution to the point of convergence in the concentration and extermination camps. The primary question the study aims to identify is whether the Holocaust united divided Jewish identity, or whether the cultural separations between the Eastern and Western Jewish identities endured. The study concludes that although the Jewish identities of Levi and Wiesel necessarily changed through the Holocaust, as a metaphor for an East / West dichotomy, the literature of Levi and Wiesel represents the continuing divide between European Jewry

Family Outcomes After the Pediatric Intensive Care Unit: A Scoping Review

Background: Intensivists are increasingly attuned to the post-discharge outcomes experienced by families because patient recovery and family outcomes are interdependent after childhood critical illness. In this scoping review of international contemporary literature, we describe the evidence of family effects and functioning post-PICU as well as outcome measures used in order to identify strengths and weaknesses in the literature.Methods: We reviewed all articles published between 1970 and 2017 in PubMed, EMBASE, PsycINFO, Cumulative Index of Nursing and Allied Health Literature (CINAHL), or the Cochrane Controlled Trials Registry. Our search used a combination of terms for the concept of “critical care/illness” combined with additional terms for the pre-specified domains of social, cognitive, emotional, physical, health-related quality of life (HRQL), and family functioning.Results: We identified 71 articles reporting on the post-PICU experience of more than 2,400 parents and 3,600 families of PICU survivors in 8 countries. These articles used 101 different metrics to assess the various aspects of family outcomes; 34 articles also included open-ended interviews. Overall, most families experienced significant disruption in at least 5 out of 6 of our family outcomes subdomains, with themes of decline in mental health, physical health, family cohesion, and family finances identified. Almost all articles represented relatively small, single-center or disease-specific observational studies. There was disproportionate representation of families of higher socioeconomic status and Caucasian race, and there was much more data about mothers compared to fathers. There was also very limited information regarding outcomes for siblings and extended family members after a child’s PICU stay. Conclusions: Significant opportunities remain for research exploring family functioning after PICU discharge. We recommend that future work include more diverse populations with respect to the critically ill child as well as family characteristics, include more intervention studies, and enrich existing knowledge about outcomes for siblings and extended family

The effect of stimulus location on the major components of the visual evoked response

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