It Just Doesn’t Add Up: Grammatical Number in Spanish and English

This presentation examines the differences in grammatical number between Spanish and English, with respect to both the lexicon and agreement. These differences result in common errors by English-speaking students, such as yo pedí el camarón (“I ordered the shrimp”), tengo muchas ropas (“I have a lot of clothes”), mi postre favorito es las galletas (“my favorite dessert is cookies”), and me gustan cantar y bailar (“singing and dancing please me”). By highlighting the differences between Spanish and English, instructors can help their students avoid these pitfalls

The Thing about -ing

Once students are exposed to the Spanish progressive, they often start generalizing –ndo to every context where –ing occurs in English, producing ungrammatical structures such as me gusta nadando and el traje nadando. Expressing –ing in Spanish is actually quite complicated and depends on whether -ing functions as a verb, adverb, noun, or adjective. Even the Spanish progressive causes problems for students since it differs in use from the English progressive. In this presentation I hope to shed some light on the equivalents of –ing in Spanish

"Written So You Can Understand It" : the process and people behind creating an issue of Popular Mechanics

Professional project report submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Journalism from the School of Journalism, University of Missouri--Columbia.At 112 years old, Popular Mechanics has one of the longest legacies in magazines. Looking at the editorial process, editor-in-chief Jim Meigs talks about what makes great science journalism at Popular Mechanics. He talks on topics of style, content, and accuracy and how these come together to form every issue. This paper benefits the industry by analyzing how a consumer science magazine in a rapidly changing industry covers science and technology. These pages not only give industry professionals insight on how to find and craft a science magazine story, but this project also gives potential magazine students insight into the editorial process of a national magazine and the kind of journalism chops that are needed to succeed in this industry.Includes bibliographic references

Do the Math! Grading Scales and Grade Inflation

We’ve all heard the phrase “an A for effort,” but what exactly does that mean? What effect do effort-based grades such as participation and pass/fail homework have on students’ final grades? I argue that many instructors inadvertently inflate students’ final grades through the grading scale set forth in the course syllabus. The higher the ratio of effort-based grades with respect to performance-based grades, the more inflated students’ final grades become. Furthermore, effort-based grades have the biggest impact on students with the lowest performance-based grades

Conceptualizing the Co-Existence of Formal and Informal Institutions Within Planning

Conceptualizing the Co-Existence of Formal and Informal Institutions Within Planning Hazem Abu-Orf Faculty of Applied Engineering and Urban Planning, University of Palestine, Gaza, PalestineThe background to this study is addressing how formal and informal institutions might intersect in planning. This article has at its aim addressing not only the effects that formal and/or informal institutions have but also how both shape each other. In fulfilling this aim, analysis in this study adopts qualitative research methods, including qualitative interviewing, direct observation and archival records, which are applied to the Nicosia Master Plan that is considered in this study as a particular case study because it arguably helps this study to fulfill its aims. The perspective of formal/informal ‘dialectics’, marked by a ‘mutual-shaping’ exercise, is applied to this case study. Its application reveals several arguments as follow. First, formal institutions are found in this study to be blocked from mobilizing any development, however, remain the key determinant. The second argument concerns informal institutions that have been found to adopt strategies capable of mobilizing development, nevertheless, these strategies could not obviate the central role of formal institutions. Thirdly, formal institutions formalize informal institutions by ‘absorbing’ the latter into their hierarchy while equally denying any degree of autonomy, nor a role assigned, to informal institutions. Altogether, the findings revealed in this study stress the importance of the political and economic contexts of power that are key to how the formal/informal ‘dialectics’ occur.University of Palestine, www.up.edu.p

Factors that Promote and Inhibit Client Disclosure of Suicidal Ideation

Approximately 36,000 people commit suicide in the U.S. each year, making it the fourth leading cause of death for adults between 18 and 65-years-old. Clients participating in psychotherapeutic treatment are at elevated risk for suicide, due to the emotional distress that drives their entry into psychotherapy. Therapists cannot know the full extent of their clients’ risk for suicide if clients do not fully confide their thoughts and intentions. The current study sought to discover factors that inhibit and promote client disclosure of these thoughts and behaviors. The study utilized the Suicidal Ideation in Psychotherapy Questionnaire (SIPQ), a questionnaire developed for this study that assesses attitudes and behaviors regarding suicidal ideation during psychotherapy. The Working Alliance Inventory-Short Version Revised (WAI-SR) was also used to assess therapeutic alliance. These questionnaires were administered online to a sample of 85 participants who were over 18-years-old, currently involved in psychotherapy, and had thoughts of suicide during treatment. A hierarchical linear regression was conducted to identify which factors are most predictive of suicidal ideation disclosure. Specifically, this study assessed the degree to which the following are predictive of client disclosure of suicidal ideation: working alliance, the degree to which the therapist asked interpersonal theory of suicide assessment questions from the perspective of the client, how the therapists asks about suicidal ideation, and client fear of negative consequences for disclosure. Results suggested that the strength of the working alliance, the degree to which interpersonal theory of suicide assessment questions were asked, and lower levels of biased or awkward therapist questions about suicidal ideation all significantly predicted client disclosure of suicidal ideation. Implications explored include the utility of these identified factors in promoting a psychotherapeutic environment that optimizes the conditions associated with disclosure of suicidal ideation. Limitations of the study include methodological restrictions of online data collection as well as the homogeneity of the sample. Future directions include the importance of continuing research to identify more specific and different factors that both promote and inhibit client disclosure of suicidal ideation. The importance of researching factors associated with increased disclosure with varying demographic factors and diagnoses is also suggeste

Factors that Promote and Inhibit Client Disclosure of Suicidal Ideation

Approximately 36,000 people commit suicide in the U.S. each year, making it the fourth leading cause of death for adults between 18 and 65-years-old. Clients participating in psychotherapeutic treatment are at elevated risk for suicide, due to the emotional distress that drives their entry into psychotherapy. Therapists cannot know the full extent of their clients’ risk for suicide if clients do not fully confide their thoughts and intentions. The current study sought to discover factors that inhibit and promote client disclosure of these thoughts and behaviors. The study utilized the Suicidal Ideation in Psychotherapy Questionnaire (SIPQ), a questionnaire developed for this study that assesses attitudes and behaviors regarding suicidal ideation during psychotherapy. The Working Alliance Inventory-Short Version Revised (WAI-SR) was also used to assess therapeutic alliance. These questionnaires were administered online to a sample of 85 participants who were over 18-years-old, currently involved in psychotherapy, and had thoughts of suicide during treatment. A hierarchical linear regression was conducted to identify which factors are most predictive of suicidal ideation disclosure. Specifically, this study assessed the degree to which the following are predictive of client disclosure of suicidal ideation: working alliance, the degree to which the therapist asked interpersonal theory of suicide assessment questions from the perspective of the client, how the therapists asks about suicidal ideation, and client fear of negative consequences for disclosure. Results suggested that the strength of the working alliance, the degree to which interpersonal theory of suicide assessment questions were asked, and lower levels of biased or awkward therapist questions about suicidal ideation all significantly predicted client disclosure of suicidal ideation. Implications explored include the utility of these identified factors in promoting a psychotherapeutic environment that optimizes the conditions associated with disclosure of suicidal ideation. Limitations of the study include methodological restrictions of online data collection as well as the homogeneity of the sample. Future directions include the importance of continuing research to identify more specific and different factors that both promote and inhibit client disclosure of suicidal ideation. The importance of researching factors associated with increased disclosure with varying demographic factors and diagnoses is also suggeste