The Khrushev’s Thaw spawned another period of semiotics’ prominent development. Many victims of illegitimate oppression were rehabilitated during 1960s, semioticians among them. M. Bakhtin’s works were published, playing major part not only in Russian semiotics’ development but in Western science as well. Works of O. Freidenbergh and other authors were also published. At that time a famous Moscow-Tartu Semiotics school was founded and began to advance further. Since then not only literature have started to be considered an object of semiotic studies but another forms of art – music, visual arts, films. Moreover, semiotic methods were being applied to other spheres like everyday life and dwelling, ideology, politics. Philosophical studies in semiotics emerged and semiotic methods in psychology and medicine were practiced. Nevertheless, a period of open development of semiotics in Russia was short-term, like Khrushev’s Thaw itself, which devolved into The Era of Stagnation (I date the beginning of the Period of Stagnation with 1967). Since that time mass media started a humiliating campaign against semiotic studies, methods and terminology. Many semioticians were forced to emigrate and the only center for semiotic studies remained in Tartu University, in particular the department of Literature, headed by U. Lotman. In response to oppressions a language of studies became increasingly complicated, the term “secondary modeling systems” emerged. A series of “The Summer School for the Study of Secondary Modeling Systems”, five in total, were published in Tartu. Publications on semiotics were strongly anticipated both in Russia and other countries, but the spreading of these ideas and the audience was artificially limited. Thus, the development of semiotics in Russia was once again restrained. But despite obstacles, semiotic studies were being held in conjunction with scholars from other cities, primarily Moscow (hence, the “Moscow-Tartu School” name). During the years of the Stagnation Period this center remained the only place for semiotic studies to be conducted. It also worth mentioning that at the beginning of the period of establishment of semiotics, scholars from Saint-Petersburg University played essential part in development of the discipline’s major aspects and problems.
This study demonstrate that the current application of knowledge and skills acquired from academictraining into the classroom in academic environment is insufficient for improving teaching and learning practices; because their impact is slight. This observation might be linked to the roles of the unit of development and quality in respective university in designing and implementing more purposive training programs for all academic staff, beside strong commitment required from leaders of educational institutions at all levels (coordinators, departments and faculties) in order to raise status for teaching and learning & promote positive cultural change. This study shows the factors impede or limit the transfer of knowledge and skill acquired from academictraining into the classroom in academic environment in the Saudi context; which could work well in other university contexts. Furthermore, the findings revealed a consensus among the surveyed academic staff's sample that; training design, participant learning degree, participant readiness and expectations to transfer, environment resources to transfer, supervisor support; have an impact on the transfer of learning acquired from academictraining to the classroom which helps in securing the achievement of targeted learning outcomes.
5. Bhaven N. Sampat. 2010. “Catching Up in Indian Pharmaceuticals and Software: The Roles That Patents Did and Did Not Play.” In Intellectual Property Rights, Development, and Catch Up: An Inter- national Comparative Study, eds. Richard R. Nelson, Hiroyuki Oda- giri, Akira Goto, and Atsushi Sunami. Oxford, New York: Oxford University Press.
Regarding ICT use, before the intervention, only 4 students from the sample (32) said that they knew about Google Docs and the possibility of individually or collectively writing online, though they had only used it once. However, a significant number (20) were users of blogging platforms, and had even created their own blogs for recreational purposes. The remaining 7 subjects neither knew about nor used the mentioned technology. These data helped us create an online and face-to-face tutorial on how to use the above-mentioned application and platform, which was included in the didactic design. Regard the command of the discursive genre, most of the subjects from the sample (26) felt that the most significant progress they had made between the diagnostic stage and the post-test stage was in the use of the technology and the DWT because it presented an overall structure organised into paragraphs, and that each one contained indications about how to complete the content and what connectors to use to enable them to sort their ideas properly. They acknowledged that the template could not have been completed if they had not had a grasp of the topic. This idea was backed up by the virtual lecturer/tutor, who highlighted the fact that the DWT had provided a general structure for argumentative discourse, shifting the focus of attention of essay production away from the ‘how’ – the form – towards the ‘what’ – the content – and, in doing so, had lent a helping hand to the students who had only just started to grapple with academic writing.
For instance, the learners’ academic achievement is considered as one of the most important evaluation factors of teachers’ performance. The students’ average represents their scientific capabilities to enter the world of work and employment and continue their studying. Perhaps, it is due to this importance that the educational theorists focused their researches on influential factors of academic achievement. For years, educational researchers and scholars and social psychologists have conducted many studies on influential factors of the students’ academic achievement. Achievement is the topic of many researches all over the world. Every year, a large amount of the countries’ funds are spent on the children’s education and many researches are conducted to study different factors that can affect academic achievement, including family, environment, school, and educational programs.
As we can see, in the Czech Republic, students who are trained for scholarly academic writing, meet with plagiarism more frequently than those who are not trained. The same relation is in Eastern Europe, whereas in Western Europe, these ratios are without statistically signiﬁ cant diﬀ erence. This may be caused by the fact, that there is less experience with the concept of plagiarism in Eastern Europe. Some institutions take it seriously, train students and discover cases of plagiarism, but there are also institutions ignoring this topic, which neither train their students nor uncover plagiarism. In Western Europe, higher education institutions are oblique (either by the law or by the press of the society) to uncover plagiarism and therefore the ratio of students who have met a case of plagiarism is independent to any training they may have received.
In 2014, whilst attending a European Educational Research Association (EERA) conference, we became intrigued by one of our colleagues who spoke about her transition into teaching as a migrant academic. Being both migrant academics, we were eager to explore to what extent the issues that she experiences were similar for us as well as other migrant colleagues. This resulted in us editing a book on a collection of personal narratives of migrant academics reflecting on their teaching journeys in the UK and elsewhere (see Hosein, Rao, Shu-Hua Yeh, & Kinchin, 2018 forthcoming). Through editing the book, it became increasingly apparent that migrant academics may have special academicdevelopment needs in relation to their teaching but it was not clear what these were and how they could be best catered for. Further, considering that migrants make up about 28% of academics within the UK, there was a lack of literature on how migrant academics are supported in their teaching journeys although a fair amount of literature existed on the learning support needs of international students. Also, the development of a shared understanding of working in international teaching contexts is still in its infancy which makes the transition for those moving into teaching positions (fully or partly) in other countries more complex. This is unlike international research collaborations which have allowed for more mature understanding of ways of working in research in and with different cultures.
Rather than dividing Center City and University City, the Schuylkill River is increasingly serving to bind these two dynamic neighborhoods together. More and more Philadelphians are looking to the Schuylkill River as an attractive place to work, live and play. And the river’s gravitational pull is resulting in new kinds of development, reshaping the city’s relationship to the river. From 2012 to 2017, The Children’s Hospital of Philadelphia (CHOP) will spend over $2 billion to build and renovate facilities that meet the growing demand for exceptional pediatric care and ground- breaking research necessary in advancing cures for childhood diseases. The Schuylkill Avenue Project (pictured), a purchase of land east of the Schuylkill River near South Street, is one component of this multi-pronged expansion beginning with the development of a 500,000 square foot building and parking facility. CHOP is also partnering with the Schuylkill River Development Corporation (SRDC) to provide access to the Schuylkill River Trail supporting the SRDC’s goal of extending the trail beyond the South Street Bridge.
Emotional Intelligence is a highly valued asset both in academic studies and career prospects. It is the combination of personal skills and abilities that enable an individual to accurately know their personal strengths and weaknesses, establish and maintain effective and healthy relationships, get along and work productively with others, and deal effectively and healthily with the demands and pressures of daily living.
The quantitative data was analyzed using both descriptive and inferential statistics. Descriptive statistics was quantified using percentages, frequencies, mean, and standard deviation while inferential statistics was quantified using correlation and regression to explain the relationships between the independent variables and the dependent variable using SPSS version 21. Correlation measures indicate the degree of association between three or more variables simultaneously (Cohen et al., 2007). Pearson’s product-moment correlation coefficient (PPMCC) analysis was conducted for this study at 95% confidence interval and 2-tailed5% level of confidence to examine the strength of the relationship between the variables (training, career development and employee empowerment); by examining the statistical significance of the relationship; and by examining the amount of the correlation coefficient. According to Saunders, Lewis, and Thornhill (2009), this correlation coefficient (usually represented by the letter r) can take on any value between -1 and +1. Therefore a value of +1 represents a perfect positive correlation, while a value of -1 represents a perfect negative correlation and a value of 0 meaning the variables are perfectly independent.
Periods of transition in schooling bring additional factors into play that affect self- efficacy. Eccles and her colleagues (Eccles & Midgley, 1989; Eccles, Midgley, & Adler, 1984) have reported that the transition to middle school brings several changes. Elementary students remain with the same teacher and peers for most of the school day, children receive much attention, and individual progress is stressed. Because many elementary schools typically feed into the same middle school and because students change classes, middle school students are exposed to peers whom they do not know. At this academic level, most evaluation is normative and there is less teacher attention to individual progress. The widely expanded social reference group, coupled with the shift in evaluation standards, requires that students reassess their academic abilities. As a consequence, perceptions of academic competence typically begin to decline during middle school (Harter, 1996; Midgley, Feldlaufer, & Eccles, 1989).
In FY ’01 the Department of State exceeded the established performance goals. We employed a full range of strategies to meet our recruitment and hiring goals and set the stage for FY ’02.
We targeted recruitment, increased outreach to job candidates, and developed new advertising and Web sites. Senior management led the effort. The Secretary participated in the 2001 ad campaign and senior officials assisted with direct outreach efforts generating press interest and stories about our efforts. This full court press produced an unprecedented 23,000 plus registrants for the Foreign Service Written Exam and over 13,000 takers - a 63 percent increase over the 2000 exam. Our minority registrants and test takers reached the highest numbers ever due to our targeted outreach and advertising campaigns and intensive follow-up. The “no show” rate, although high, was predictable due to the fact that 90 percent of applicants registered on-line - a process that doesn’t require a lot of commitment. In allocating new people internally, we used workforce planning tools and the Department’s strategic plan to ensure that human resources are aligned with the Administration’s priorities. We also made progress in FY ’01 towards completing a comprehensive workforce plan. The Domestic Staffing Model, under development, will be completed in FY ’02 and will complement the Overseas Staffing Model. The Secretary secured Administration approval for the three-year Diplomatic Readiness Initiative which calls for the hiring of 1,158 personnel above attrition to fill vacancies, allow a training float, provide sufficient bench strength to respond to crises, and minimize staffing gaps. We have received Congressional support for the FY ’02 budget for our human resources diplomatic readiness goals.
Though they enter to the training programme their qualification is not unrecognised by the industry because of them as women. according to Byrne et al,(2005) found that even if women are able to obtain qualifications through college training, these may count for little.it gives an impression that though women enter for the training programme still they were unqualified in the industry. The proportion of women in training is far higher than those in employment, at 0.3%, indicating that many with a formal training are unable to obtain the work experience with an employer necessary to enter the labour market. It is for this reason that efforts to bring women into construction have tended to concentrate on improving their access to work experience and employment (Beck et al., 2003). Colleges appear particularly accessible compared with apprenticeships, including offering women- only courses in a number of trades. Those women who do succeed in finding employment will as a result generally have a higher level of theoretical knowledge and formal
Perhaps the leading example is the Ackers Trust, within a mile of the centre of Birmingham, on an old waste tip (garbage dump) where a canal and a railway cross. Nearby are the derelict buildings of the old BSA motorcycle works. The area is characterised by old residential housing, a poor district with a wide variety of ethnic groups represented. The BSA social club was taken over as a community centre, the derelict land set aside as a nature reserve and park. The contours of the rubbish heap have been used as the base for a motorbike scramble course and road training facility. A trim trail quickly sprouted, followed by a ski slope on the biggest mound of rubbish and a climbing tower was built in the centre of the park. There are plans for an indoor equestrian centre in an adjacent empty factory. The canal has been dredged (there are more miles of canals in Birmingham than in Venice) and two narrow boats and a fleet of canoes are available. There is open access to the local community as well as educational and recreational groups. The site managers provide supervision where necessary, but prefer to train group leaders in the skills needed to run their own sessions.
It is one of the primary functions of any library and information centre S.R. Ranghnaths 5 lack have profound implications for policies regarding collection development. CDPS all library personnel have to develop proper collection based and provide value added services to users.
students’ academic literacies viewed through a political ethics of care lens” draws on the insights offered by the political ethics of care to re-imagine students’ academic literacies development. This article marks an important milestone for research on academic literacies at the frameworks provided by the ethics of care approach has not previously be used in academic literacies development. In this article, data on academic literacy development within a health sciences faculty at a South African university is analysed through an ethics of care lens to argue for the contribution of care ethics to the decolonisation of higher education. In “Creating ‘safe- ish’ learning spaces ‒ attempts to practice an ethics of care” Pam Sykes and Daniela Gachago argue for locating “decolonising pedagogies” within the normative framework of Tronto’s ethics of care. While fully safe spaces cannot be guaranteed when “gendered, classed and raced subjectivities” are revealed in a digital storytelling project, the practice of an ethics care by facilitators and students creates a space for the “generative dialogue” that is needed in building a more socially aware and socially just higher education.
Prior to 2006, a number of approaches had been taken to develop nursing students’ numeracy levels at the USQ (Galligan & Pigozzo, 2002). In 2006 USQ’s nursing program was reaccredited with the Australian Nursing and Midwifery Council (ANMC). This meant courses, especially those offered in first year, were revised. When planning the reaccreditation, it was decided by the Department of Nursing, that nursing students needed to develop some key academic skills in first semester of first year, as a separate course. Two new integrated first year nursing courses were developed (Lawrence, Loch, & Galligan, 2010) that included Information Technology and mathematics (one course) and literacies skills (second course). The aims of first course were to develop students’ numeracy and Information Technology skills directly linked to their degree. These skills were addressed by embedding aspects of the other courses taken in the students’ first semester and course content encountered later in the program.
Autism is a neurodevelopmental disorder that affects the functioning of the brain and consequently other areas of development in an unstable and irregular way. There are many therapeutic approaches to autism and one of them is music therapy. Music therapy is a purely therapeutic treatment (Anagnostopoulou & Manti, 2009)  . It does not seek entertainment or music education. Music therapy is used as a means of expression and creativity, giving people with limited verbal communication capabilities such as autistic people an alternative way of communicating and expressing themselves. The purpose of this research is to investigate the development of social and communication skills through music therapy in children with ASD, focusing on emotional development, behavioral problems and academic performance. For the purposes of investigating the above purpose, the quality method and the data collection tools that helped to implement it were the semi-structured interview and the structured observation. In the interview were special therapists who implement music therapy approaches and observation was used to record a possible change in the unacceptable behaviors of a child attending a music therapy program. The results obtained from the qualitative analysis of the data demonstrate a significant weakness of the child with ADHD. both in terms of communication and sociability. Music therapy seems to be helpful in their academic skills. The results of the research show that music therapy plays an important role in early intervention to address the weaknesses faced by children with ASD.
Even though Coxhead’s AWL is influential and widely used, the list has been criticized for several issues. Gardner and Davies (2014), for example, point out that there are two main problematic issues: the use of word families for initial word counts and the relationship of AWL to GSL. The use of word families has been criticized because members of some word families might not share the same core meaning. In addition, the AWL was built on the GSL, which is an old list containing more general, high-frequency words. Yet, it is found that 79% of the AWL word families are still among the high-frequency words. That is to say, the good coverage of the AWL in academic texts is the direct result of high-frequency words in the list instead of its academic representativeness. As a result, Gardner and Davies introduced a new Academic Vocabulary List (AVL) in 2014. One of the key characteristics of the AVL is that it represents contemporary English. The text coverage of the AVL is reported to have twice as much as the AWL, but Nation (2013) found that 40% of the top 500 words of the AVL are also in the GSL. This means the AVL includes high-frequency words which students most likely know (e.g. ‘study,’ ‘use,’ ‘group,’ ‘level,’ ‘however’). Webb and Nation (2017) suggest that, as the AVL contains about 3,000 academic words, it is too big to be used in a language course. The AVL might be a good resource for researchers rather than for learners or teachers.
4 from entering radiography and a survey of first and second year radiography students in 2016 indicated that up to 60% of those returning surveys would not have entered radiography education under the new funding arrangements, with mature students being most likely to be deterred 4 . Furthermore, in 2016 the Stern review: research excellence framework (REF) has suggested that all research active staff should be submitted in the REF 5 . This means that in future, potentially all radiography academics classified as undertaking research as part of their role will need to be undertaking research of at least national importance and universities will be graded on this in the next REF. This is potentially beneficial to radiography, since a strong research culture and the development of radiographers to doctoral level to lead research is essential to the profession 6 . However, with the primary route for radiographers entering academia being through clinical practice alongside relatively low numbers of radiographers in the UK holding doctorate level qualifications and with a low level of research activity in the UK, this is likely to be challenging for the profession 7, 8 . Alternatively, universities could choose to support fewer radiography academics to undertake research and the increasing use of teaching only contracts may have a potential negative effect on the profession and subsequently the evidence base which underpins practice. In such a situation, radiography as a discipline might become unattractive to those higher education institutions, which are underpinned by the ethos of research to drive excellence. Only a small number of Universities submitted radiographers for assessment in the 2014 REF and it was stated that “research must be seen as a priority for some academic staff and not an add- on” 9 .