Graduate Courses in Languages for Specific Purposes: Needs, Challenges, and Models

The 2007 MLA assessment of the state of foreign languages in higher education correctly identifies the need for restructuring both program curricula and governance in order to meet current student needs. In its recommendations for doing so, however, the committee inadvertently defines the goals and objectives of graduate foreign language programs as narrowly focused on the production of future academics. The current reality of the academic job market, institutional demands, and of the global economy calls for a critical reassessment of this assumption. This article considers the potential benefits of, and challenges to, broadening existing graduate curricula, specifically through the incorporation of courses in Language for Specific Purposes (LSP), and presents a model graduate LSP course. It is imperative that graduate programs in foreign languages broaden their goals, objectives, and course offerings beyond literary and language competency in order to remain relevant. Expanding graduate course offerings to include LSP as an integral component of existing curricula better equips students to adapt and apply their education to the ever-changing demands of today’s global society

Volunteers Needed: Bridging Latino Immigrants and Local Communities Through Service Learning and Critical Analytic Practice Ethnography

This essay presents a brief ethnography of a small Latino community in Tennessee and their interaction with local volunteers following a disastrous flood that occurred in July 2014. The ethnography, in this case in the form of a screenplay, depicts the overall intercultural sensitivity of the volunteers, the affected, and the interpreters. In the process, this essay also considers such creative analytic practice (CAP) ethnographies may help students involved in Spanish and community service-learning courses as well as communities bridge the “self”/“other” gap that so often distances Latino immigrants and locals

Special Issue, Part II: Global Advances in Business Communication - World Languages for Specific Purposes: The Future is BLENDED

In the first half of the special issue, we discussed blended learning from four perspectives. In addition to the traditional use of BLENDED--hybrid systems and the adoption of synchronous and asynchronous online teaching, BLENDED referred to four other critical factors: The BLENDING of non-U.S. and U.S. educators; The BLENDING of traditional WLSP themes (business, engineering) and non-traditional themes (biotechnology and agribusiness); The BLENDING of academic, military, and corporate experts; and The BLENDING of diversity, equity, and inclusion. @font-face {font-family: Cambria Math ; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent: ; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family: Times New Roman ,serif; mso-fareast-font-family: Times New Roman ;}p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {mso-style-priority:34; mso-style-unhide:no; mso-style-qformat:yes; margin-top:0in; margin-right:0in; margin-bottom:0in; margin-left:.5in; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family: Calibri ,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family: Times New Roman ; mso-bidi-theme-font:minor-bidi;}p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-priority:34; mso-style-unhide:no; mso-style-qformat:yes; mso-style-type:export-only; margin-top:0in; margin-right:0in; margin-bottom:0in; margin-left:.5in; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family: Calibri ,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family: Times New Roman ; mso-bidi-theme-font:minor-bidi;}p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-priority:34; mso-style-unhide:no; mso-style-qformat:yes; mso-style-type:export-only; margin-top:0in; margin-right:0in; margin-bottom:0in; margin-left:.5in; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family: Calibri ,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family: Times New Roman ; mso-bidi-theme-font:minor-bidi;}p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-priority:34; mso-style-unhide:no; mso-style-qformat:yes; mso-style-type:export-only; margin-top:0in; margin-right:0in; margin-bottom:0in; margin-left:.5in; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family: Calibri ,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family: Times New Roman ; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family: Calibri ,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family: Times New Roman ; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}ol {margin-bottom:0in;}ul {margin-bottom:0in;

“Any Time, Any Place, Any Path, Any Pace:” A Curricular Design for the Teaching of Languages for Specific Purposes in the Pandemic Era and Beyond

As US universities face unprecedented financial challenges due to the Covid-19 pandemic, university officials have begun reducing and even eliminating foreign language programs. NYU marketing professor Scott Galloway is even predicting the demise of dozens of US colleges and universities as they depend almost exclusively on tuition (Galloway, 2020). Public health officials question whether pre-pandemic educational conditions will resume even after the end of the pandemic. Costly safety measures at schools and universities will have to be implemented. To safeguard the teaching of LSP courses, this essay proposes the adoption of a Center for LSP Studies, preferably anchored at a current U.S. Department of Education Title VI CIBER (Center for International Business Education and Research) or at a dynamic World Languages Department. Our recommendation is for LSP courses to be taught using a self-paced, mastery-based model of instruction designed for use during the pandemic and beyond. The model is based on two programs in operation, one at The Ohio State University’s Individualized Foreign Language Program (established in 1978), and the other at The Florida Virtual School (established in 1997). Specifically, students throughout the US would start and finish any one of a slate of online LSP courses at any time during the school year at a pace that best suits their needs. The Center would hire experts to design and manage the courses while students nationwide would pay tuition to the providing institution

Historical evolution of the Columbia River littoral cell

This paper details the historical coastal evolution of the Columbia River littoral cell in the Pacific Northwest of the United States. Geological data from A.D. 1700 and records leading up to the late 1800s provide insights to the natural system dynamics prior to significant human intervention, most notably jetty construction between 1885 and 1917. All reliable surveys, charts, and aerial photos are used to quantify decadal-scale changes at the three estuary entrances and four sub-cells of the littoral cell. Shoreline, bathymetric, and topographic change over three historical intervals—1870s–1920s, 1920s–1950s, and 1950s–1990s—are integrated to provide an understanding of sediment-sharing relationships among the littoral cell components. Regional morphological change data are developed for alongshore segments of approximately 5 km, enabling comparisons of shoreline change to upper-shoreface and barrier volume change within common compartments. The construction of entrance jetties at the Columbia River (1885–1917) and Grays Harbor (1898–1916) has profoundly affected the evolution of the littoral cell, and has accentuated the morphological coupling between the inlets, ebb-tidal deltas, shorefaces, and barriers. The jetties induced erosion of the inlets and offshore migration of ebb-tidal deltas. The change in boundary conditions at the entrances enabled waves to rework the flanks of ebb-tidal deltas and supply enormous quantities of sand to the adjacent coasts. Over several decades the initial sand pulses have been dispersed alongshore up to tens of kilometers from the estuary entrances. Winter waves and coastal currents produce net northward sediment transport across the shoreface while summer conditions tend to induce onshore sediment transport and accumulation of the upper shoreface and barriers at relatively high rates. Historical shoreline progradation rates since jetty construction are approximately double the late prehistoric rates between Kaminsky et al., MGSI 3 of 107 9/15/2009 1700 and the 1870s. Erosion rates of the mid- to lower shoreface to the south of the jettied estuary entrances have typically been greater than the accumulation rates of the upper shoreface and barrier, suggesting that the lower shoreface has been an important source of littoral sediments over decadal and longer time scales. Until recent decades, sediment supply from the ebb-tidal delta flanks and lower shoreface has largely masked the decline in Columbia River sediment supply due to flow regulation and dredging disposal practices. With the contemporary onset and expansion of coastal erosion adjacent to the jettied estuary entrances, proper management of dredged sediment is imperative to mitigate the effects of a declining sediment budget.Keywords: Washington State, Columbia River littoral cell, coastal evolution, sediment budget, shoreline change, large-scale coastal behavior, Oregon Stat

Genome-wide meta-analysis associates HLA-DQA1/DRB1 and LPA and lifestyle factors with human longevity

Genomic analysis of longevity offers the potential to illuminate the biology of human aging. Here, using genome-wide association meta-analysis of 606,059 parents' survival, we discover two regions associated with longevity (HLA-DQA1/DRB1 and LPA). We also validate previous suggestions that APOE, CHRNA3/5, CDKN2A/B, SH2B3 and FOXO3A influence longevity. Next we show that giving up smoking, educational attainment, openness to new experience and high-density lipoprotein (HDL) cholesterol levels are most positively genetically correlated with lifespan while susceptibility to coronary artery disease (CAD), cigarettes smoked per day, lung cancer, insulin resistance and body fat are most negatively correlated. We suggest that the effect of education on lifespan is principally mediated through smoking while the effect of obesity appears to act via CAD. Using instrumental variables, we suggest that an increase of one body mass index unit reduces lifespan by 7 months while 1 year of education adds 11 months to expected lifespan.Variability in human longevity is genetically influenced. Using genetic data of parental lifespan, the authors identify associations at HLA-DQA/DRB1 and LPA and find that genetic variants that increase educational attainment have a positive effect on lifespan whereas increasing BMI negatively affects lifespan

Genome-wide meta-analysis associates HLA-DQA1/DRB1 and LPA and lifestyle factors with human longevity

Genomic analysis of longevity offers the potential to illuminate the biology of human aging. Here, using genome-wide association meta-analysis of 606,059 parents' survival, we discover two regions associated with longevity (HLA-DQA1/DRB1 and LPA). We also validate previous suggestions that APOE, CHRNA3/5, CDKN2A/B, SH2B3 and FOXO3A influence longevity. Next we show that giving up smoking, educational attainment, openness to new experience and high-density lipoprotein (HDL) cholesterol levels are most positively genetically correlated with lifespan while susceptibility to coronary artery disease (CAD), cigarettes smoked per day, lung cancer, insulin resistance and body fat are most negatively correlated. We suggest that the effect of education on lifespan is principally mediated through smoking while the effect of obesity appears to act via CAD. Using instrumental variables, we suggest that an increase of one body mass index unit reduces lifespan by 7 months while 1 year of education adds 11 months to expected lifespan