6,893 research outputs found
Neil Bullock
No full textNeil has worked in the aviation world for most of his professional life. Firstly working in Air Traffic Control and Airside Operations, and latterly in linguistics as a specialist in teaching, teacher training and test development for English in aeronautical communication. Neil\u27s recent projects include developing teacher training courses for Aviation English teachers, ab-initio training for ATCOs as well as test development programmes.
Neil regularly writes and presents on language in the domain of aviation communication. He is ICAEA General Secretary and Joint-Coordinator of the ICAEA Research group, as well as Coordinator of IATEFL Testing, Evaluation and Assessment SIG.https://commons.erau.edu/icaea-workshop-images/1035/thumbnail.jp
Facing the Future: the Changing Shape of Academic Skills Support at Bournemouth University
No full textThis paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student’s subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice
Neil Bottle exhibition catalogue
No full textNeil Bottle exhibition catalogue with a critical review by Sue Prichard, Curator of Fashion and Textiles at The Victoria and Albert Museum in London. The text is in Welsh and English.
The exhibition took place during September 2010 at the Ruthin Craft Centre, Denbighshire, Wales
A case study in the evaluation of English training courses using a version of the CIPP model as an evaluative tool
No full textThis thesis presents an evaluative case study of the 20 English training courses offered in the Applied English Department (AED) of an Institute, given the pseudonym W.G, in southern Taiwan. No evaluation had been done since the AED had been set up and using Stufflebeam’s CIPP (Context, Input, Process and Product) evaluation model this research was carried out. The purpose of the research was to attempt, through the gathering of qualitative data from a variety of sources and using a variety of research instruments, an evaluation of the 20 English training courses which were designed for and taken by students who hoped, mainly, to become children's English language teachers. The courses were examined through four key components, namely, "course aims and objectives", "course contents and materials", "course conduct and teaching-learning process" and "assessment and student performance". Data were gathered through questionnaires, interviews and the review of existing documents and was obtained from current students, directors of the AED, instructors, alumni and employers of alumni. The resultant data served to present a comprehensive overview of the AED and the 20 English training courses and furnished evidence sufficient to allow for a number of recommendations for improvement and change to emerge. Fundamentally it is not clear that there is sufficient congruence of students needs and the courses offered. It emerged that the AED would probably benefit from a refocusing of student needs, a review of AED structures and governance, uniform syllabus design and presentation, a review of student feedback on instructor performance and a number of fundamental adjustments to the courses, in particular, their content, teaching methodology and assessment. Overall the AED had many positive aspects all of which could be built on and added to as the results of the data suggested. It emerged that the CIPP evaluation model has, in the educational context, a lot to commend it and this has been illustrated in this research. If followed carefully it covers all aspects and features of a program and provides a methodical, all-embracing design which can produce useful material for exploration and adoption if appropriate. It is in most cases a positive program enhancing exercise designed to develop rather than close existing programs
Why Privacy Matters: An Interview with Neil Richards
No full textProfessor Daniel J. Solove discusses the book \u27Why Privacy Matters\u27 and the future of privacy with the author, Professor Neil Richards
Neil Martin Camp
No full textView of sections of buildings of Camp Neil Martin being set in place; Holcombe Hall in background. On verso: [engr. Instr.] Temporary Housing Complex - Garland Street.Camp Neil Martin, located at the University of Arkansas, Fayetteville, was a series of wooden frame structures originally built in the 1930s that were used to house Army Air Corps trainees during World War II. The camp was named after Neil Martin, an alumnus of the university and a pilot killed in action in the Pacific Theater. It later served as a housing complex for married students and faculty.Holcombe Hall opened as a residence hall in the academic year 1948-1949 and was named for Jobelle Holcombe. Holcombe was a founder of Chi Omega in 1895 and received a Bachelor of Arts degree in 1898 from the University of Arkansas (known at that time as Arkansas Industrial University). She taught in the preparatory department of the University of Arkansas from 1902-1903 and again in 1906. In 1907, she became an English instructor and Dean of Women. She remained dean of Women for four years. She continued to teach until 1942 when she was granted status of Professor Emeritus of English. Later she was a librarian at Fayetteville Public Library. In 1947, she was the first woman at the University of Arkansas to receive honorary LL.D. degree
Neil andrews. -English Civil Justice and Remedies, Progress and Challenges Neil andrews. -The Modern Civil Process, Veröffentlichungen zum Verfahrensrecht 50
No full textFerrand Frédérique. Neil andrews. -English Civil Justice and Remedies, Progress and Challenges Neil andrews. -The Modern Civil Process, Veröffentlichungen zum Verfahrensrecht 50. In: Revue internationale de droit comparé. Vol. 61 N°2(1),2009. pp. 433-437
Neil andrews. -English Civil Justice and Remedies, Progress and Challenges Neil andrews. -The Modern Civil Process, Veröffentlichungen zum Verfahrensrecht 50
No full textFerrand Frédérique. Neil andrews. -English Civil Justice and Remedies, Progress and Challenges Neil andrews. -The Modern Civil Process, Veröffentlichungen zum Verfahrensrecht 50. In: Revue internationale de droit comparé. Vol. 61 N°2(1),2009. pp. 433-437
Interview with AntipodeFoundation.org: “Much More Than You Think: The Spatialities of Italian Autonomy” – Interview with Neil Gray, author of “Beyond the Right to the City: Territorial Autogestion and the Take over the City Movement in 1970s Italy”
No full textNo abstract available
Widening participation and English language proficiency : a convergence with implications for assessment practices in higher education
No full textThe widening participation agenda has important implications for those in Englishmedium higher education institutions responsible for the provision of English
language support. Importantly, given the diverse nature of the ‘non-traditional’ student cohort that is the focus of this agenda, that section of the student population potentially requiring English language development extends beyond
those students of non-English speaking backgrounds – traditionally the focus of such provision – to include native speakers of English whose language exhibits forms (dialectal characteristics) not necessarily in keeping with the expectations of the academy, or indeed the workplace post-graduation. In order to ensure that these students have access to language support resources that are squeezed by ever-present funding pressures, there needs to be a mechanism for identifying those most at risk due to weak language. This article considers some of the issues around the implementation of a post-enrolment English language assessment regime
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