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The use and effect of comic book reading on the reading attitudes and reading habits of Greek (typically developed and dyslexic) EFL learners in a mixed ability EFL classroom
No full textability classroom, is not only that pleasure reading is somewhat marginalized, but, most importantly the significance of reading attitudes and subsequent reading habits, generally, are not factored.This study reports on an investigation of 9 Greek, dyslexic and typically developed, EFL learners' (L2) reading attitudes and habits within a mixed ability EFL classroom, aiming at identifying the perceived effect(s) that the use and reading of comic books had on them.A case study method was employed whereby multiple tools of data collection were used across 6 weeks during Spring 2014. Tools included: McKenna and Kear's (1990) Elementary Reading Attitude Survey (ERAS), Semi-Structured, Focused Interviews, Targeted Questionnaires, Field Notes derived from Participant Observations, and Focus Group-like Literature Circle Discussion Groups. The data were analyzed descriptively using SPSS (quantitative data) and content analysis (qualitative data).Findings suggest that participants, dyslexic and typical, held mostly positive, yet, utilitarian views of English reading and learning, and did not generally engage in English pleasure reading, despite mostly liking reading and learning English. Moreover, by the end of the study, extensive comic reading was shown to be an effective means by which to engage learners in reading and reading-related practices, such as active participation in Literature Circle Discussion Groups and a comic book borrowing library. Additional findings indicate that most participants were gradually more interested, enthusiastic, willing and dynamic in their participation, providing longer, more accurate responses as the study progressed. Upon completion of the study, practically all students, as well as their parents and EFL teacher supported witnessing some beneficial effect on the students' reading attitudes and habits.The data lends itself to the conclusion that extensive comic reading and comic-related reading practices may be of benefit to developing positive reading attitudes and habits to English reading, as well as numerous other skills, indirectly and/or directly, effected and enhanced via the procedures (reading speeds, comprehension, oral and vocabulary skills and positive group dynamics).This study emphasizes the significance of considering learners', dyslexic or otherwise, reading attitudes as well as interest, during the curriculum design and teaching practices of (EFL) educators
Reache North West – Applying transition pedagogy principles to Refugee Healthcare Professionals and International Medical Students/Graduates[Presentation]
No full textTransition pedagogy has a wider application of practice outside of the first year higher education experience. International Medical Graduates (IMGs) who have qualified in a country other than the one they may be undertaking further training or practice can also benefit from a scaffolded approach to their transition to education and work. Reache North West provides a transition programme of education and training into working in the UK National Health Service (NHS) for refugee and asylum seeking healthcare professionals that has wider applications for international undergraduate medical students and international medical graduates (IMGs)
Dual diagnosis : how can positive psychology help?
No full textPeople with dual diagnosis – co-occurring substance misuse and mental health issues – have complex needs. The duality of their disorders gives augmented symptoms, leaving clients particularly vulnerable and with poorer treatment outcomes. They require the most support, but in fact receive the least, according to Turning Point’s recent Dual dilemma report
"Interminably delaying what needs to be done" : Drink driving control in Britain 1970-1985
No full textRemarkable lives : Kayleigh Beard-Blackband in conversation with Jerome Carson
No full textPurpose: The purpose of this paper is to provide a profile of Kayleigh Beard-Blackband.Design/methodology/approach: Kayleigh provides a short biographical description of her life. She is then interviewed by Jerome.Findings: Kayleigh achieved so much while under intense domestic and academic pressure. This gives her hope that she will be able to recover from recurrent depression.Research limitations/implications: Single case studies are of course only one person’s story. However they can offer key personal insights and provide encouragement to others.Practical implications: Kayleigh’s comments, “It is easy to fall off the radar in mental health services,” suggests services need to ensure that all referrals are followed up.Social implications: Services need to offer individuals the help that they want. Many will have a preference for individual over group treatments. People should be offered a choice.Originality/value: Kayleigh’s story is a remarkable account of survival and growth against all the odd
Engaging students from a collaborative partnership in Sri Lanka
No full textTransnational higher education and collaborative partnerships are a growing trend in UK higher education institutes (Baskerville, 2013). The exponential growth described by Naidoo (2008) can be seen beyond the UK in a global context, though there are limited statistics to quantify this (British Council, 2013).The University of Bolton is no exception with 32 collaborative partnerships, with 17 of those outside of the UK. Providing a comparable experience for students being taught in collaborative centres is a challenging concept dependent on a variety of factors including delivery mode, the quality of training, resources and support available. Cultural and pedagogical challenges also arise (Smith, 2014) alongside logistical challenges and appropriate infrastructural developments.This poster addresses both the ‘student’ and ‘success’ elements of the conference in relation to who the students are, their needs and engaging the students in their expectations and realities. Findings from a pilot scheme that used semi-structured interviews to engage students studying at a collaborative partner in Sri Lanka will discuss the student identity, engagement from students, and how to engage more with this group of students to provide a comparable student experience
Assessment and accountability;3 – Accountability and sign off mentors.
No full textResponsibility and accountability are essential concepts that mentors and practice teachers need to explore as part of their role in supporting learning and assessment of students in practice. Mentors and practice teachers within the United Kingdom (UK) are required by the Nursing and Midwifery Council (NMC 2008a) to demonstrate that they have met NMC (2008a) Standards to Support Learning and Assessment in Practice (SSLAP). This article is part of a series of eleven which relates to these standards of which this is part 8 and the final part that considers assessment in practice. It will provide a brief recap on the history of the development of the SSLAP followed by exploration of the responsibility, accountability and ethical issues of the mentor and practice teacher in relation to the assessment process along with application of the ethical principles. The sign off mentor role as well as ‘due regard’ will be discussed. The meaning of competence and partnership working when making assessment decisions will finally be explored. Much like the other two articles on assessment the issues discussed directly relate to the third domain and outcomes of the NMC (2008a) SSLAP named ‘Assessment and Accountability’
Thermal protection of carbon fiber-reinforced composites by ceramic particles
No full textThe thermal barrier efficiency of two types of ceramic particle, glass flakes and aluminum titanate, dispersed on the surface of carbon-fiber epoxy composites, has been evaluated using a cone calorimeter at 35 and 50 kW/m2, in addition to temperature gradients through the samples’ thicknesses, measured by inserting thermocouples on the exposed and back surfaces during the cone tests. Two techniques of dispersing ceramic particles on the surface have been employed, one where particles were dispersed on semi-cured laminate and the other where their dispersion in a phenolic resin was applied on the laminate surface, using the same method as used previously for glass fiber composites. The morphology and durability of the coatings to water absorption, peeling, impact and flexural tension were also studied and compared with those previously reported for glass-fiber epoxy composites. With both methods, uniform coatings could be achieved, which were durable to peeling or water absorption with a minimal adverse effect on the mechanical properties of composites. While all these properties were comparable to those previously observed for glass fiber composites, the ceramic particles have seen to be more effective on this less flammable, carbon fiber composite substrate
