Engaging Students in Error Analysis and Correction: A learner-Centered Approach to Improving Linguistic Accuracy

The main objective of this study was to assess the influence of team acquisition, training & development and motivation on project performance, encompassing scope management, cost control, timeliness, quality of deliverables, and stakeholder satisfaction. Effective management of project teams is pivotal in determining project success. This research endeavors to examine the correlation between project team management practices and project performance within the framework of the National Union of Disabilities’ Organizations of Rwanda (NUDOR) project implemented by University of Rwanda - College of Agriculture, Animal Sciences and Veterinary Medicine (UR-CAVM) in Rubavu District from 2020 to 2022. By employing a mixed-methods approach, the research incorporated quantitative data derived from questionnaires and qualitative. The anticipated findings seek to illuminate the efficacy of team acquisition processes, underscore the importance of team training and development in enhancing project performance, and elucidate the role of team motivation in attaining project objectives. Furthermore, the research aims to uncover how these team management practices influence effective project scope management, strategies for cost control, adherence to project timelines, delivery quality, and stakeholder satisfaction. Strong positive correlations are observed between various team management factors and project performance. Specifically, the findings reveal that team acquisition, team training and development, and team motivation exhibit significant coefficients of β1: 0.302 (p: 0.000), β2: 0.123 (p: 0.046), and β3: 0.546 (p: 0.000) respectively. All these coefficients are statistically significant, as indicated by their associated Sig. values below 0.05. NUDOR project team should keep enhancing recruitment and selection process, invest in training and development, foster motivation strategies and conduct regular performance evaluation to ensure that individuals with the right skills, experience, and cultural fit are brought on board and their performance sustained.

Background : Investing in health professions education is widely known to improve the overall health outcomes of a community, with collaboration as a strategy. Umuganda is a Rwandan concept of community collaboration. Objective : This article describes several recent milestones in collaborative development of health professional education at the College of Medicine and Health Sciences, University of Rwanda, towards more socially accountable education. Methodology: Literature review and personal experiences from the authors were used to describe recent milestones in the article. Results : In 2012 the 7-year Human Resources for Health (HRH) program was launched, in 2013 the new University of Rwanda created the College of Medicine and Health Sciences, in 2014 the undergraduate medical curriculum was revised,and incorporated interprofessionality and integrated social and community medicine training. Furthermore, innovative teaching methods were introduced to increase numbers of students.. In 2015 several international conferences were organised by the College of Medicine and Health Sciences. Conclusion : Innovation and collaboration go hand in hand in the development of health professions education. Recent milestones at the College of Medicine and Health Sciences, University of Rwanda, show the use and progress of ‘umuganda’ in the educational side of health care delivery. Key words : Medical education, health professions education, Human Resources for Health, curriculum review, milestones, Rwanda

Veterinary RecordVolume 141, Issue 11 p. 271-273 Short Communication Hydropericardium-hepatopathy syndrome in Asian poultry R. K. Asrani, R. K. Asrani Department of Veterinary Pathology, College of Veterinary and Animal Sciences,...

Australian Veterinary JournalVolume 71, Issue 2 p. 57-57 Identification of Kagoshima and Chuzan viruses of Japan as Kasba virus, an orbivirus of the Palyam serogroup ER JUSA, ER JUSA Department of Veterinary Epizootiology, College of Agriculture and Veterinary Medicine, Nihon University, Fujisawa, Kanagawa 252, JapanSearch for more papers by this authorY. INABA, Y. INABA Department of Veterinary Epizootiology, College of Agriculture and Veterinary Medicine, Nihon University, Fujisawa, Kanagawa 252, JapanSearch for more papers by this authorK. KADOI, K. KADOI Department of Veterinary Epizootiology, College of Agriculture and Veterinary Medicine, Nihon University, Fujisawa, Kanagawa 252, JapanSearch for more papers by this authorH. KUROGI, H. KUROGI National Institute of Animal Health, Tsukuba, Ibaraki 305, JapanSearch for more papers by this authorE. FONSECA, E. FONSECA Yale Arbovirus Research Unit, Department of Epizootiology and Public Health School of Medicine, 60 College Street, PO Box 3333, New Haven, Connecticut 06510, USASearch for more papers by this authorRE SHOPE, RE SHOPE Yale Arbovirus Research Unit, Department of Epizootiology and Public Health School of Medicine, 60 College Street, PO Box 3333, New Haven, Connecticut 06510, USASearch for more papers by this author ER JUSA, ER JUSA Department of Veterinary Epizootiology, College of Agriculture and Veterinary Medicine, Nihon University, Fujisawa, Kanagawa 252, JapanSearch for more papers by this authorY. INABA, Y. INABA Department of Veterinary Epizootiology, College of Agriculture and Veterinary Medicine, Nihon University, Fujisawa, Kanagawa 252, JapanSearch for more papers by this authorK. KADOI, K. KADOI Department of Veterinary Epizootiology, College of Agriculture and Veterinary Medicine, Nihon University, Fujisawa, Kanagawa 252, JapanSearch for more papers by this authorH. KUROGI, H. KUROGI National Institute of Animal Health, Tsukuba, Ibaraki 305, JapanSearch for more papers by this authorE. FONSECA, E. FONSECA Yale Arbovirus Research Unit, Department of Epizootiology and Public Health School of Medicine, 60 College Street, PO Box 3333, New Haven, Connecticut 06510, USASearch for more papers by this authorRE SHOPE, RE SHOPE Yale Arbovirus Research Unit, Department of Epizootiology and Public Health School of Medicine, 60 College Street, PO Box 3333, New Haven, Connecticut 06510, USASearch for more papers by this author First published: February 1994 https://doi.org/10.1111/j.1751-0813.1994.tb06155.xCitations: 14AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume71, Issue2February 1994Pages 57-57 RelatedInformation

BackgroundEarly involvement of students in research processes is an important step in professional development and can increase the academic output of the university. Previous studies indicate low research involvement amongst undergraduate students, however limited research has been done in sub-Saharan Africa. This study aimed to describe the level of research involvement amongst undergraduate students at the College of Medicine and Health Sciences (CMHS) at University of Rwanda (UR) and to assess factors associated with research involvement.MethodsThis cross-sectional study covered the three CMHS campuses. A survey was shared in class WhatsApp groups from July to September 2020. Data were analyzed using Stata IC 16.0 with descriptive statistics and Fisher’s exact test. P-values < 0.05 were considered statistically significant.ResultsIn total, 324 students participated with the mean age being 23.3 (standard deviation 2.27). Males constituted 65.1% of respondents vs. 33.3% females. The largest portion of respondents were from the School of Medicine and Pharmacy (46.6%), and Medicine was the most frequent department (33.3%). On a Likert scale from 1 to 10, 60.0% of the respondents thought that research was 10/10 important for undergraduate students, with the mean value being 8.8. Rating their interest in taking part in research during undergraduate studies, 48.2% scored it 10/10, with the mean value being 8.57. 80.3% of respondents had attended a research module, course, or workshop; however, only 48.8% had participated in a research project and 72.0% of them had been involved in data collection. Inadequate knowledge about research processes and lack of mentors were the main barriers to research participation in 48.0 and 40.2% of respondents respectively. Establishment of a UR-Undergraduate research support center (77.2%), and involving students in ongoing UR projects (69.4%) were the most frequent suggestions to improve students’ research participation.ConclusionUndergraduate students at the CMHS in the UR have a large research interest, yet their involvement is currently low. Limited knowledge about research processes and shortage of mentors remains potent barriers to participation. Inviting undergraduate students to partake in ongoing projects and establishing a UR undergraduate research support center are recommended to strengthen undergraduate research experience at the UR-CMHS.

Purchase of Journal Portfolios by Research Libraries is not Cost-Effective and May Lead to Normalization of Collections

Today classroom language learning and teaching is a more complex tack and a challenging job for language teachers. The may find ourselves in a position where all ICT technologies is create our disposal for example - computer, internet, video, etc. Though at some point, we may find ourselves in a place where even a blackboard is sufficient and effective tool for teaching, learning process of language. The present paper will focus on task-based approach in English language learning. At first, the papers will discuss the language teaching methods especially, the student / learner-centric methods in English language teaching. It attempts to state how task-based teaching lead to language learning It also tries to state how linguistic competence is developed and how it involves the process of understanding, thinking and stating com outcomes. The learners engaged in an effort to understand and express meaning in their target language. The learner. in a task-based classroom can get their meaning across by means of ungrammatical expressions with the use of task-based approach learners can achieve grammatical conformity in their use of Target language. In the present paper we will discuss the difference between various student/learner-centric methods. It will highlight the task-based approach in English Language Teaching + The paper will try to illustrate the Task-based Approach with the help of various tools used in the actual English language classroom. This particular method will be helpful for creating rule focused activities, form focused activities, meaningful activities and meaning focused activities. It helps to create more interactive groups of learners in the English language classroom. This approach tries to create interest and enthusiasm among the learners regarding the Target language. This paper intends to create resourceful language teachers in any kind of circumstances. It tries to bridge the gap between language study and language use. In short, the paper presents an effective learner-centric method for English language Teaching in real classroom situations.

Comparison of demographic characteristics, animal science subject knowledge, academic performance and critical thinking skills in students majoring in animal science and equine science

Journal of Veterinary Pharmacology and TherapeuticsVolume 29, Issue 4 p. 321-324 Pharmacokinetics of enrofloxacin in sheep following intravenous and subcutaneous administration A. RAHAL, A. RAHAL Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A. & T., Pantnagar, India;Search for more papers by this authorA. KUMAR, A. KUMAR Department of Animal Husbandry, State Veterinary Services, UP State Government, Uttar Pradesh, IndiaSearch for more papers by this authorA. H. AHMAD, A. H. AHMAD Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A. & T., Pantnagar, India;Search for more papers by this authorJ. K. MALIK, J. K. MALIK Division of Veterinary Pharmacology & Toxicology, Indian Veterinary Research Institute, Izzatnagar, Bareilly, Uttar Pradesh, IndiaSearch for more papers by this authorV. AHUJA, V. AHUJA Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A. & T., Pantnagar, India;Search for more papers by this author A. RAHAL, A. RAHAL Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A. & T., Pantnagar, India;Search for more papers by this authorA. KUMAR, A. KUMAR Department of Animal Husbandry, State Veterinary Services, UP State Government, Uttar Pradesh, IndiaSearch for more papers by this authorA. H. AHMAD, A. H. AHMAD Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A. & T., Pantnagar, India;Search for more papers by this authorJ. K. MALIK, J. K. MALIK Division of Veterinary Pharmacology & Toxicology, Indian Veterinary Research Institute, Izzatnagar, Bareilly, Uttar Pradesh, IndiaSearch for more papers by this authorV. AHUJA, V. AHUJA Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A. & T., Pantnagar, India;Search for more papers by this author First published: 03 July 2006 https://doi.org/10.1111/j.1365-2885.2006.00751.xCitations: 13 Dr Anu Rahal, Assistant Professor, Department of Veterinary Pharmacology & Toxicology, College of Veterinary & Animal Sciences, G.B.P.U.A & T., Pantnagar-263145, India. E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume29, Issue4August 2006Pages 321-324 RelatedInformation

Interprofessional education (IPE) is essential for preparing healthcare students to work collaboratively. However, embedding IPE in a traditionally siloed educational framework can be a challenging process as its integration requires a shift in teaching strategies and creation of collaborative learning environments, allowing practical and meaningful interactions between students. The study explored the experiences and perceptions of students regarding the implementation and effectiveness of IPE at the University of Rwanda, College of Medicine and Health Sciences. We used qualitative descriptive exploratory design. Data were collected through focus group discussions among 31 students. Thematic analysis was conducted on the transcripts from students' narratives, organized using NVIVO version 15. Four overarching themes emerged from the analysis: (1) experiences of IPE in clinical settings, (2) perceived benefits of IPE, (3) structural challenges to implement IPE at UR-CMHS, and (4) proposed strategies to enhance IPE at UR-CMHS. IPE has the potential to enhance communication, reduce medical errors, and improve patient care. However, barriers such as hierarchies, workload issues, and lack of shared training hinder its effectiveness. Implementing institutional support and a dedicated IPE module at the CMHS-UR could foster a collaborative learning environment and better prepare graduates for team-based healthcare.

This article investigates the impact of WhatsApp language on English as a Second Language (ESL) learners’ writing performance. The study is based on the assumption that secondary schools learners’ essay scripts are full of orthographic errors caused by the use of WhatsApp language. Data collection tools included questionnaires and learners essays. The descriptive survey design within the social learning theory and the constructivist theory of error analysis was adopted in the analysis of data. The study concluded that WhatsApp language negatively affects the orthographic performance of the Government Bilingual High School ESL students of Bertoua. The way forward proposes the development of teachers’ skills in error analysis as well as the active involvement of learners in reflecting on the source of their errors as part of the remediation process.

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

&#x0D; &#x0D; &#x0D; During language teaching and learning, the focus is on how correct or wrong the input is reflected in the output. Accuracy first approaches reject errors due to the risk of interference whereas the communicative approaches use them as signs of learning. So, errors play a vital role in foreign language learning. It is viewed as improvement in different language learning approaches. This paper after reviewing the literature about error and error correction in English language teaching examines the types of errors the students can self-correct. The procedure is as follows: Twenty erroneous sentences from examination papers were chosen as student errors and learners were asked to correct any kind of errors in the sentences. The results were categorised, analysed and commented. The results show that students are better at correcting the structural errors and worst in discourse ones. Under these findings, it is suggested that learner training should focus more on contextual learning.&#x0D; Keywords: Error correction, EFL, self-correction, accuracy, exam papers.&#x0D; &#x0D; &#x0D;

The top-ranking world-class universities in agricultural science denote those universities which are globally popular with agriculture-related subjects. The paper synthesizes the results of three different ranking scales (NTU, QS and ARWU) of top 50 universities in agriculture subject in 2013. The overlapped parts have been synchronized to derive the following four classifications: A (agricultural universities amalgamated with others to be an agricultural comprehensive university), R (agricultural universities re-named to be a comprehensive university), M (agricultural universities merged into other units to form or to be a part of a comprehensive university) and C (comprehensive university’s agricultural colleges or departments all the time). The following conclusions can be drawn: the majority (up to 94 %) of these universities are comprehensive ones (combination of R, M and C), and only 6 % of them are purely named agricultural universities; merging, renaming and comprehending are the three paths of agricultural universities’ development; and to be a world-class university, it is necessary to have more than 9 ESI 1 % advantage subjects among the following: Plant and Animal Science, Environmental Science/Ecology, Biology and Biochemistry, Clinical Medicine, Chemistry, Engineering, Agricultural Sciences, Social Sciences/General, Molecular Biology and Genetics, Pharmacology and Toxicology and Geosciences. It would be possible for specialized universities to be world-class universities in their fields by being a major concentration of teaching and research as well as extending other subjects through merging and renaming.

Careers in animal science are typically as much about animals as they are about people, which means that animal science undergraduate students should be not only knowledgeable about animals, but also people and their behavior, including substance use disorders, such as opioid abuse. The purpose of the study was to investigate the pharmacological knowledge of undergraduates who are majoring in Animal Science in colleges of Agriculture, including programs oriented to livestock, companion animals, wildlife ecology and those with a pre-veterinary medicine focus. Students at three different Southern Land Grant Universities completed an online survey, adapted from a previous study of veterinarians, in two waves. The response rates were comparable between the first wave of data collection in spring 2020 from University of Arkansas and Oklahoma State University, 32%, and 39%, respectively. The response rate from the second wave of data collection in fall 2020 at Louisiana State University, 51%, however, was greater. Not surprisingly, most of the respondents were white females. Based on a 10-point grading scale, students’ factual knowledge about opioids and the opioid crisis would have yielded an A grade at one of the universities and a C grade at the other two universities. The question all students scored the lowest on was “chemically, there’s a huge difference between prescription opioids people get from doctors or healthcare professionals and heroin.” Students seemed most knowledgeable about the prescribing or administration of Tramadol from a list of 10 medications. They agreed that DVMs have changed their prescribing practices because of human opioids misuse. Almost all of the students also agreed/strongly agreed that use in animals and the use or misuse of opioids in humans should be taught in veterinary medicine. In conclusion, the findings of the current study suggest that undergraduate curricula in animal science should not only include humans’ misuse of opioids, but also, other drugs meant for animals, such as ketamine or ivermectin.