Red Guide 46: The CEM Model contextualising in-sessional language and study skills support for international and EU students

This revised guide is designed to present the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK, that of providing academic language and study skills support to international students studying in a business context

Contextualising, Embedding and Mapping (CEM): A model and framework for rethinking the design and delivery of an in-sessional academic literacy programme support

The paper documents the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK: providing academic language and study skills to support international students running concurrently with their degree programmes. The paper presents research carried out by an academic literacy specialist and a Programme Director in the postgraduate area of Newcastle Business School at Northumbria University. The paper documents a critique of past practice and research leading to identification of key issues influencing the attendance and participation of overseas students on an in-sessional academic literacy programme. To address these issues, a model was developed model which identified Contextualisation, Embedding and Mapping (CEM) as the foundation for improving academic literacy programme provision. The findings show that application of the CEM model is already demonstrating added value in the key areas of student attendance, understanding of the relevance of the academic literacy programme and integration within degree programme learning objectives and outcomes. To address the issue of sustaining the benefits of the CEM model the work concludes with the development of a framework which establishes the integration of an academic literacy programme within postgraduate programmes both at the strategic level through teaching and learning policies and at operational level through programme and module development

The management of English language support in postgraduate business education: the CEM model (contextualisation, embedding and mapping)

The paper documents the background, research and preliminary findings relating to a key area emerging in higher education institutions in the UK: providing academic language and study skills to support international students in parallel with their study programmes. The paper presents research carried out by an English language specialist and a Programme Director in the postgraduate area of Newcastle Business School (NBS) at Northumbria University. It documents a critique of past practice and research leading to identification of key issues influencing the attendance and participation of overseas students on an in-sessional English Language Support Programme (ELSP). To address these issues, a model was developed, the CEM Model, which identified contextualisation, embedding and mapping as the foundation for improving ELSP provision in a postgraduate business context. The findings show that application of the CEM Model is already demonstrating added value in the key areas of student attendance, understanding and integration within academic programme learning objectives and outcomes, and will be of use to subject specialists who collaborate with tutors of English for Academic Purpose (EAP)

RECAP Series Paper 30. The CEM Model: developing an operational model and strategic framework to support the in-sessional delivery of academic literacy to international students

This guide documents the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK

Using e-learning to support international students' dissertation preparation

Purpose: A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation. Design/methodology/approach: Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support. Findings: The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback. Originality/value: The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill

Some Common and Less Common Aspects of Orthoptics

Orthoptics (derived from the Greek word orthos --straight and ops --vision) has been in use for centuries at various stages of sophistication and has been applied to the treatment of visual anomalies not amenable to other medical approaches. However, today\u27s orthoptic evaluation and treatment techniques date back only about 50 years, with continuous refinements in both knowledge and technical equipment. Orthoptic treatment is primarily directed towards restoring normal binocular vision; whereas, pleoptic treatment is aimed at regaining monocular vision. Thus, although the art of oprthoptics is in the final analysis an ancient one, its scientific application has been greatly enhanced and placed on more solid scientific grounds, especially in the last decade

Using payment innovations to improve transportation networks: a conference summary

On June 12, 2007, Chicago Metropolis 2020 and the Federal Reserve Bank of Chicago jointly hosted a conference to discuss road pricing strategies, as well as other issues related to reducing transportation congestion and improving economic efficiency in the Chicago region and around the world. On June 12, 2007, Chicago Metropolis 2020 and the Federal Reserve Bank of Chicago jointly hosted a conference to discuss road pricing strategies, as well as other issues related to reducing transportation congestion and improving economic efficiency in the Chicago region and around the world.Toll roads ; Payment systems

Media portrayal of police: A content analysis of the Toronto Star , the Toronto Sun and Now (Ontario).

The purpose of the present study was to examine the nature of newspaper articles which dealt with the subject of policing in Canada and also to identify how this particular medium portrays individuals and events surrounding the police during the work-to-rule protest of 1992. A total of 730 newspaper articles were examined. These articles appeared in either the Toronto Star, Toronto Sun or Now. In addition articles were also drawn from the Globe and Mail, on days which a large amount of coverage occurred in the previously mentioned papers. A content analysis procedure was then used to examine the newspaper articles. Fifteen variables were used to assess the articles portrayal of Canadian police. The papers were compared on various levels, such as source of articles, use of pictures, length of headlines and placement of articles and advertisements. These results and others were discussed in terms of the findings of previous research and in terms of the possible effects which a distorted portrayal of the police may have upon public acceptance and criticism expressed towards the existing method of policing.Dept. of Sociology and Anthropology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1994 .P67. Source: Masters Abstracts International, Volume: 34-02, page: 0606. Adviser: Thomas Fleming. Thesis (M.A.)--University of Windsor (Canada), 1995