It Happened All at Once: Switching Regressions, Gravity Models and Food Safety

Food Consumption/Nutrition/Food Safety,

Fukushima and beyond: teaching trauma survivors

Increasingly, many English learners come to the classroom with a history of trauma, which can impact on learning and behaviour. In this paper I examine posttraumatic stress disorder (PTSD) and English language learning within the context of the triple disaster in Tohoku in 2011. Now, after more than 5 years, Japan is still dealing with the psychological effects of the earthquake, tsunami, and nuclear disaster. This paper is aimed at raising awareness of traumatised learners and providing practical solutions for creating a learning environment in which all students can flourish. 心的外傷の既往歴を持つ英語学習者が次第に多くなりつつあるが、このことは学びや学習態度に影響を及ぼす可能性が ある。本論文は、2011年に発生した東日本大震災における心的外傷後ストレス障害（PTSD）をもつ学習者による英語学 習を分 析する。すでに5年以上経った後も、日本は地震、津波、および原子力事故による心理的影響に依然として直面している。本論 文は、心的外傷を持つ学習者に対する認識を高め、あらゆる学習者が活躍できる学習環境の整備に向けた現実的な解決策 を提供することを目的とする

The Expansion of the International Shoe Doctrine

Shaffer v. Heitner, 433 U.S. 186 (1977). In Shaffer v. Heitner, the Supreme Court joins judicial and scholarly advocates in the destruction of the distinction between in personam and in rem jurisdiction. Traditionally, the presence of the person or the res formed the basis of the court\u27s power over the dispute. While in rem and quasi in rem actions have continued to be established in this manner, in personam jurisdiction incorporates additional considerations of due process in determining the extent of a court\u27s power. Shaffer adopts this standard for all other types of actions as well, thereby limiting a distressing trend in some courts to stretch in rem and quasi in rem jurisdiction to its constitutional limits. Following Shaffer, jurisdiction in all types of actions, whether in personam, in rem, or quasi in rem, will be measured by considerations of fair play and substantial justice, a concept set out in the landmark case International Shoe v. Washington. For in rem and quasi in rem actions, it will no longer be sufficient merely to find property within a court\u27s jurisdiction. Instead, the court must determine whether it would be equitable for the non-resident owner of the property to be subject to the court\u27s power

Trauma-informed teaching of adults

Having immersed myself in trauma-informed teaching of adults learning English as an Additional Language (EAL) for the past five years, I am often tempted to say that the practice is obvious and common sense. However, recently I was again reminded that treating students like humans, that valuing and respecting their identities and backgrounds, is not obvious and common sense for everyone. If it were, small acts of kindness would probably not be so gratefully received

Perspectives of students on blended learning approach: post-COVID era.

COVID-19 has challenged the old school pedagogies of education and forced educators to reimagine the way education is delivered. Blended learning became the currency after the pandemic, although the concept has been around for a while. Yet, the definition of blended learning is still debated, as it can mean different things to different people. Most studies favour blended learning post pandemic, because it supports remote delivery. However, disciplines that primarily rely on studio work reportedly suffered during the pandemic and do not favour blended learning. Therefore, there is merit in investigating the suitability of the approach to different disciplines and to explore whether students really favour blended learning at the receiving end. In this study, we investigated the perspectives of built environment students on the blended learning approach in the form of a case study at a Scottish university. The study took the form of a questionnaire survey, which was issued to built environment students between Stage 2 and Stage 4. This presentation will provide an overview of the findings from this study, in terms of student's learning preferences, perceived advantages and disadvantages of blended learning, and trends and patterns within different courses. The findings will inform the planning, design and delivery of future built environment courses