On the Beginnings of Pidgin and Creole Studies : Schuchardt and Hesseling

Contains fulltext : 3832.pdf (publisher's version ) (Open Access

Introduction

Contains fulltext : 3844.pdf (publisher's version ) (Open Access

Patterns of success: First-year student success in multiple domains

Item does not contain fulltextThe goal of this study was to examine differences in university success between first-year students by analyzing three domains simultaneously: students' academic achievement, critical thinking disposition, and social–emotional adjustment to university life. Participants were 307 students who completed an online questionnaire. Latent class cluster analysis revealed three patterns of success: (1) average-achieving well-adjusted students (64%), (2) high-achieving average-adjusted students (14%), and (3) low-achieving low-adjusted students (22%). Follow-up ANCOVAs indicated that low-achieving low-adjusted students most strongly experienced that their social life hindered their study, whereas average-achieving high-adjusted students experienced the least interference from their study on their social life. These results indicated that student success is a multi-domain concept, with subgroups of first-year students showing specific patterns of success. The results of this study help to understand the feasibility of and tensions between domains of student success and provide suggestions for universities to adjust their support to specific student needs.15 p

How can student teachers elicit experienced teachers' practical knowledge? Tools, suggestions and significance

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Reconsidering research on teachers' professional identity

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Multi-method triangulation in a qualitative study on teachers' practical knowledge: An attempt to increase internal validity

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Brain areas affected by intranasal oxytocin show higher oxytocin receptor expression

Neuroimaging studies suggest that intranasal oxytocin (IN-OXT) may modulate emotional and social processes by altering neural activity patterns. The extent of brain penetration after IN-OXT is unclear, and it is currently unknown whether IN-OXT can directly bind central oxytocin receptors (OXTRs). We investigated oxytocin pathway gene expression in regions affected by IN-OXT on task-based fMRI. We found that OXTR is more highly expressed in affected than unaffected subcortical regions; this effect did not vary by task type or sex. Cortical results revealed higher OXTR expression in regions affected by IN-OXT in emotional processing tasks and in male-only data. No significant differences were found in expression of the closely related vasopressin receptors. Our findings suggest that the mechanism by which IN-OXT may alter brain functionality involves direct activation of central OXTRs.Diabetes mellitus: pathophysiological changes and therap

Производители сварочных материалов, имеющие сертификат соответствия в системе УкрСепро, выданный в НТЦ «СЕПРОЗ» (по состоянию на 01.01.2009)

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different ways in which activities in teacher education programmes can be designed, the different motivations students have to engage in them repetitively, and different ways in which feedback can be organised, within contextual constraints posed by all professional environments. Results also indicate that self-improvement is not the only motivation for engaging in deliberate practice for student teachers, as pupil improvement is also considered important. These results support a context-specific operationalisation of deliberate practice and provide starting points for teacher education programmes to promote deliberate practice in their curriculum