Service Courses Research Articles

Teaching & Learning Guide for Business Ethics: An Overview

Teaching & Learning Guide for Business Ethics: An Overview

Women of Valor: TheGarinProgram and the Israel Defense Forces

Mediating mechanisms between the Religious-Zionist (or national-religious) sector of Israeli society and the Israel Defense Forces (IDF) have been discussed in scholarly publications. The focus of this essay is Jewish female soldiers from this social segment who choose to be drafted through the garin program conducted in three midrashot . The program combines traditional Jewish religious study in midrashot , women's study academies ( batei midrash ) with full military service, usually in the IDF's education corps. The garin program and the midrashot they originate from serve as mediating structures, assisting students during their military service. This essay describes the garin program. It also discusses why young religious women opt to join the IDF through such a program and what advantages this course of service offers to both recruits and the IDF. In its conclusion, the article notes that the garin program may be indicative of two phenomena worth further investigation: 1) the IDF as still embodying the consociational form that was once more evident in Israeli politics and 2) the growing civilization of the IDF rather than militarization of Israeli society.

Modelling and inverse-modelling: experiences with O.D.E. linear systems in engineering courses

In engineering careers courses, differential equations are widely used to solve problems concerned with modelling. In particular, ordinary differential equations (O.D.E.) linear systems appear regularly in Chemical Engineering, Food Technology Engineering and Environmental Engineering courses, due to the usefulness in modelling chemical kinetics, mixing problems and reactors design, among others. The discussion in this paper will deal with important issues such as existence, uniqueness and stability for mixing problems in relation to teaching experiences. Conclusions based on the results of the teaching methods used, will be drawn for differential equations courses and other mathematical service courses.

A Services University

Of the three major sectors of the world's economy, the services industry is becoming the largest as growing numbers of people shift their jobs away from manufacturing and extraction (which includes agriculture, mining, and so on). Training people to work in the modern services economy will increasingly require innovative approaches to evolve our traditional education systems, which haven't necessarily changed with this shift. Therefore, building an extensible and flexible skills scale-up model is essential to help modernize the services industry. From a technology perspective, service-oriented architecture (SOA) and Web services are promising tools for achieving this goal. However, most SOA and Web services books and courses concentrate on one or a few topics, so they lack a comprehensive overview that can address the foundational challenges in the modern services industry.

"Herr ist meines Lebens Kraft, vor wem sollte ich mich fürchten?" Die religiöse Deutung des vorzeitigen Todes durch evangelische Diakonissen im 19. Jahrhundert

God gives me the strength to live, who should I be afraid of? The religious interpretation of premature death made by protestant deacon esses in the 19th Century?. A protestant replay to the pressing social problems of the 19th century was to found training centres for deaconesses. After 1830 protestant nurses were put to work in many hospitals where they were con fronted with the death of patients. A more pressing problem was to cope with the death of young people during the course of military hospital service at the time of the unification wars between 1864 and 1871. Against the backdrop of the founding of the training centres for deaconesses as part of the late piety conversion movement and the inner mission, the interpretation of premature death can only be a religious Christian one. With the help of letters sent by the deaconesses during their military hospital service and the normative answers from their superiors a biblical pattern of interpretations occurs and the spiritual care of the dying given by the deaconesses is portrayed. The death of a dea coness from one's own nursing staff was a particular challenge. The exemplary

A Field of Exciting and Diversified Opportunities: An Interview with Donna Brinton

A Field of Exciting and Diversified Opportunities: An Inter- view with Donna Brinton Innhwa Park University of California, Los Angeles Donna M. Brinton retired in November 2006 from her position in the Depart- ment of Applied Linguistics & TESL at the University of California, Los Angeles (UCLA) to devote more time to her work in international teacher development. She currently serves as Senior Lecturer in TESOL at the Rossier School of Education, University of Southern California. Looking back at her invaluable contribution dur- ing the 27 years of service at UCLA, we come to appreciate the breadth and depth of her career. She served in the capacities of Academic Coordinator of the UCLA ESL Service Courses, Lecturer in Applied Linguistics, and Associate Director of UCLA’s Center for World Languages. She is the co-author and co-editor of several professional texts including Content-Based Second Language Instruction, The Content-Based Classroom, Teaching Pronunciation, New Ways in Content-Based Instruction, New Ways in ESP, and Heritage Language Education: A New Field Emerging. She has also co-authored several English language textbooks, on-line content-based lessons for EFL learners 1 , and numerous articles in refereed journals and edited texts. For twelve years she also co-edited The CATESOL Journal. Adding to this impressive list of professional achievements, she has con- ducted short-term international teacher training and program evaluation in Thai- land, Vietnam, Myanmar, Korea, Japan, Taiwan, New Zealand, China, Canada, Mexico, Guatemala, Colombia, Bolivia, Argentina, Chile, Paraguay, Brazil, Israel, Senegal, Mali, South Africa, Mozambique, Madagascar, Mauritius, Uzbekistan, Turkmenistan, Syria, Lebanon, Tunisia, Morocco, Libya, and Curacao. Finally, with co-authors Marianne Celce-Murcia and Janet Goodwin, she recently completed the 2 nd edition of Teaching Pronunciation and is currently working on the second edition of The Structure of Modern English (with Laurel J. Brinton). In this interview, Donna reflects on her years at UCLA, her involvement with different projects such as teacher training and program evaluation, and her experience in material development. She also shares her thoughts on publishing and attending academic conferences. As someone who has held numerous sig- nificant roles such as lecturer, teacher trainer, educational consultant, and author, Donna gives insightful advice to current graduate students in the field of Applied Linguistics and TESL. Innhwa: I feel very fortunate to have had the opportunity to learn from you while you were teaching at UCLA, and to be able to have this continuing relationship with you. Thank you very much for doing this interview with us. Issues in Applied Linguistics © 2009, Regents of the University of California ISSN 1050-4273 Vol. 17 No. 1, 51-65

“Once and Future” Directions in Language Teaching and Life: An Interview with Marianne Celce-Murcia

“Once and Future” Directions in Language Teaching and Life: An Interview with Marianne Celce-Murcia Bahiyyih Hardacre University of California, Los Angeles When professor Celce-Murcia retired in 2002, she was interviewed by IAL; back then she talked a little about her early studies and educational background, and about changes she had witnessed not only in the field of applied linguistics and teaching English to speakers of other languages (TESOL) but also within our department, with our newly created undergraduate minor in TESL – Teaching Eng- lish as a Second Language. In addition, she outlined two of her most impressive works: The Grammar Book (co-authored with Diane Larsen-Freeman) and Teaching Pronunciation (co-authored with Janet Goodwin and Donna Brinton). But contrary to what one would expect, retiring for her did not mean going home victoriously at last, to find the long-deserved and inviting arms of Morpheus; after all, she had already greatly contributed to society with an impressive list of accomplishments and hallmark books that are still hailed as the best of their kind. Instead, it was just the beginning of a new set of challenges and projects. In this interview, Marianne addresses some of the projects and hardships that awaited her after her retirement, along with her unexpected appointment to serve as dean of English programs at the American University of Armenia, and the creation and co-editing of an innovative discourse-based ESL textbook series. Professor Emerita of Applied Linguistics & TESL at the University of Cali- fornia, Los Angeles, where she taught and mentored graduate students for thirty years, Marianne Celce-Murcia has published widely in the areas of language teaching methodology (including discourse-based approaches), the teaching of pronunciation, and pedagogical grammar. She has administered various TESOL related programs around the world, including the UCLA ESL Service Course pro- gram in 1975, the UCLA Summer Program for Soviet Teachers of English in 1976, and the Fulbright Summer Program for Egyptian Teachers of English at UCLA in 1987. She was awarded the UCLA Distinguished Teaching Award in 1976, selected for the Danforth Foundation’s Associate Program in 1977, and she was acting chair of the department in 1990. In 1997, Heinle & Heinle Publishers presented her with their Lifetime Achievement Award and New York University awarded her the Malkemes Prize for one of her published papers in 2007. Celce-Murcia’s main research interests are (a) empirical corpus-based studies of English syntax, discourse, and lexicon, (b) the application of findings in functional language analysis or applied linguistic theory to the preparation and testing of teaching materials, (c) developments in language analysis (functional syntax and discourse), and (d) Issues in Applied Linguistics © 2008, Regents of the University of California ISSN 1050-4273 Vol. 16 No. 2, 175-190

Evaluation of community based education and service courses for undergraduate radiography students at Makerere University, Uganda

The Faculty of Medicine, Makerere University, is the oldest health professionals' training institution in East Africa. It has been training health professionals since 1924. In 2001, a bachelors degree in radiography commenced. After a curriculum review, the university's longstanding traditional curriculum was converted to a problem based learning curriculum with a focus on Community Based Education and Service (COBES). As a component of COBES, radiography, medical, nursing, dentistry and pharmacy students are sent to community health facilities where they are expected to participate in community services and other primary healthcare activities. This study was designed to obtain radiography teachers' and students' opinions of the significance and relevance of this community based training to radiography training. Cross-sectional descriptive study. Both students and teachers (91.4%) affirmed the community training to be significant and relevant to radiography training. In total, 71.4% of the students had participated in X-ray services and 39.2% in ultrasound services during COBES; and 68.6% of the students reported the need to be better prepared for the COBES training. Both students and teachers confirmed COBES to be relevant to Ugandan radiography training.

How to create an online internet course

The authors have developed two hybrid internet courses with one weekly meeting per week instead of the traditional two or three meetings. One course teaches how to use Microsoft Office and is a service course. The other teaches Computer Graphics to computer science majors. The internet materials are structured to use each of the three student learning styles: visual, auditory, and kinesthetic. The steps the authors used to create the internet materials with Adobe Captivate© are presented and parts of a sample lecture are available for download.

Using computer based assessments in a large statistics service course

Date deposited: 20 December 2012 Version of file: Published Peer Review Status: Peer reviewed Citation for item: Fawcett L, Foster WH, Youd AJ. Using computer based assessments in a large statistics service course. MSOR Connections 2008, 8(3), 43-46. Further information on publisher website: http://mathstore.gla.ac.uk/ Publisher’s copyright statement: © Learning and Teaching Support Network Centre for Mathematics, Statistics and Operational Research The definitive version of this article is published by Learning and Teaching Support Network Centre for Mathematics, Statistics and Operational Research, 2008 and is available at: http://www.mas.ncl.ac.uk/~nlf8/Publications/CBApaper.pdf Always use the definitive version when citing. Use Policy: The full-text may be used and/or reproduced and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not for profit purposes provided that:  A full bibliographic reference is made to the original source  A link is made to the metadata record in Newcastle E-prints  The full text is not changed in any way. The full-text must not be sold in any format or medium without the formal permission of the copyright holders.

Reasons and countermeasures of frustration for nursing students during the course of community nursing service

目的 探讨护生在社区护理实践中的挫折感的产生原因与消除方法,以调动护生参与城市社区卫生服务积极性.方法 通过社区护理见习,研究272名护生的445份社区护理见习日志,分析见习后护生产生挫折感的原因,并提出相应的措施.结果 护生在社区护理见习中产生挫折感的原因包括:部分居民对社区护理缺乏认识;社区护理服务水平不高;见习时间安排不够灵活;社区护理师资力量不足;见习前的准备不充分.结论 采用规范实践教学管理、改进教学方法、扩展社区卫生服务途径等措施改进社区护理实践教学模式,能够降低护生的挫折感,提高其参与社区卫生服务的积极性。

How Many Words Do You Know? An Integrated Assessment Task for Introductory Statistics Students

A novel assignment exercise is described, in which students use a dictionary to estimate the size of their vocabulary. This task was developed for an introductory statistics service course, although it can be modified for use in survey sampling courses. The exercise can be used to simultaneously assess a range of core statistics skills: sample size estimation, obtaining a simple random sample, estimating a sample proportion, measuring the sample error of this proportion, and similarly for a scalar multiple of a proportion. The outcome of this exercise involves the student discovering something about themself, which serves as a natural motivator and a tool for generating interest in the discipline of statistics.

Building a Better World for Transpeople: Reed Erickson and the Erickson Educational Foundation

ABSTRACT This article argues that through its role as a national clearing house and funding agency, Reed Erickson and the Erickson Educational Foundation (EEF) actively directed the course of trans research and contemporary social services and policies effecting trans people. We structure this article around the EEF's three key areas of work in the field of transsexualism: support and referral, advocacy and education, and research and professional development. We show how these three main efforts lead to widespread medical and social change for trans people during the years of EEF operation.

Closing the Gap between Interdisciplinary Research and Disciplinary Teaching

A s Ph.D. students, and then as postdoctoral associates, future academicians spend 6–8 years getting ready to push hard on the boundaries and interfaces where traditional areas of science overlap. More than ever, however, this broadens the separation between what that faculty member is prepared to carry out in the laboratory and what is expected from a professor in the undergraduate teaching program, where there are—and always will be—significant needs for faculty members who are equally comfortable with the subjectmatter at the dead-center core of the traditional disciplines. Because the leading edges of research are interdisciplinary and increasing numbers of Ph.D.s are granted in these areas, this disconnect between a future faculty member’s scientific education and the needs for undergraduate and graduate teachingwill continue to grow. One response to this disconnect might be, “Well, we should be teaching in the new interdisciplinary areas and not in the traditional ones.” This is not a defensible position. First, understanding in the interdisciplinary areas generally relies on fundamentals drawn from the traditional areas. Second, at least in the U.S., the need for instruction in the traditional areas, mainly in the large, introductory service courses, is not going away, nor is the need for that content. These are service courses primarily, with only a small fraction of students who would be joining us in the discipline, so the needs of the majority must be paramount. Third, these courses truly pay the bills for departments, so simply neglecting them is not a credible option. At the University of Michigan, we are attending to this gap between interdisciplinary research and the need for future faculty to teach in core disciplinary areas by offering dual-mentorship postdoctoral opportunities as a part of a program to improve the preparation of students for academic careers. Our approach differs from the usual “teaching postdoc” in significant ways: faculty-centered research is still the main driver, and the teaching component is explicitly structured as a training activity. In the chemistry department, faculty members recruit and interview potential postdoctoral associates in exactly the sameway andwith the same criteria as they always have. However, the faculty members also know that they can add a teaching component to their recruiting efforts when they sense that this might be important to the potential new postdoctoral associate. Indeed, we have never advertised this program precisely because we do not want the teaching component to drive a student’s interest. From a practical perspective, the program works this way: a postdoctoral associatewho is a regularmember of oneof our research groups can also have a regular teaching assignment in the department as well as a faculty member who is their teaching mentor. The expectation is that, in the term in which the postdoc has a teaching assignment, his or her workload is 50% teaching and 50% research. During that se*Corresponding author, bcoppola@umich.edu.

WRITING INTELLIGIBLE ENGLISH PROSE FOR BIOMEDICAL JOURNALS

1. I present a combination of semi-objective and subjective evidence that the quality of English prose in biomedical scientific writing is deteriorating. 2. I consider seven possible strategies for reversing this apparent trend. These refer to a greater emphasis on good writing by students in schools and by university students, consulting books on science writing, one-on-one mentoring, using 'scientific' measures to reveal lexical poverty, making use of freelance science editors and encouraging the editors of biomedical journals to pay more attention to the problem. 3. I conclude that a fruitful, long-term, strategy would be to encourage more biomedical scientists to embark on a career in science editing. This strategy requires a complementary initiative on the part of biomedical research institutions and universities to employ qualified science editors. 4. An immediately realisable strategy is to encourage postgraduate students in the biomedical sciences to undertake the service courses provided by many universities on writing English prose in general and scientific prose in particular. This strategy would require that heads of departments and supervisors urge their postgraduate students to attend such courses. 5. Two major publishers of biomedical journals, Blackwell Publications and Elsevier Science, now provide lists of commercial editing services on their web sites. I strongly recommend that authors intending to submit manuscripts to their journals (including Blackwell's Clinical and Experimental Pharmacology and Physiology) make use of these services. This recommendation applies especially to those for whom English is a second language.

Teaching of Reference Service in Pakistan

ABSTRACT Reference Service has been regarded as a required course in the curricula at all levels of library education in Pakistan. An analysis of the contents of reference service course and teaching methodologies of the country's seven of the eight graduate library schools reveals that reference service practices of the 1960s and 1970s predominate, along with a wider absence of electronic reference sources and newer technologies, non-availability of competent teachers, and poor lab facilities. Suggestions include revision of curricula, arrangement to train reference teachers in developed countries, improvement of laboratories, and organization of continuing education programs.

Looking beyond NCLB

IT MAY seem improbable or even heretical to some, but the No Child Left Behind Act is likely to become irrelevant. That is, its influence will dwindle unless its policies and purse are directed toward supporting changes in teaching and learning that are more aligned with what is best for kids and society. The pundits are now admitting that the law has done little to improve real achievement (as opposed to raising test scores by increasing test prep), and it has not closed the achievement gap between white students and their minority counterparts. Moreover, NCLB fosters curriculum and instruction decisions that run completely counter to higher-end learning or research-based knowledge about what stimulates students at all levels of ability to want to work hard. Perhaps the law does deserve some credit for galvanizing efforts to better define what education should be about. That's why the thinking that is taking place beyond NCLB's circle of angst may influence learning much more than the law itself. True, some reformers who are giving up on NCLB's thrust are beginning to tout national standards and tests as the solution. Others, however, are introducing new policy ideas. For 10 years the National Leadership Council for Liberal Education and America's Promise, an initiative of the Association of American Colleges and Universities, has been developing a consensus among business and education leaders about the skills college graduates will need. Through research, forums, and surveys, the council came to agreement on essential learning outcomes. These would modify the emphasis on utilitarian skills for a profession and balance them with much more cross-disciplinary knowledge in the sciences, global cultures, and technology. The learning outcomes encourage the development of advanced skills, the kind that can make use of technologies to push toward creative and innovative reasoning. College students, the report said, need much more experience using what they learn to solve problems. In other words, community service, internships, and capstone courses should be part of every student's experience on campus. Surveys sponsored by the council found that employers agreed with goals that emphasized broad knowledge and versatile skills. Roll the camera back to the K-12 system, and you will find similar visionary statements about education beyond basic skills. Two of them hit the streets about the same time: one, Tough Choices or Tough Times, garnered a lot of media hype; the other, A New Day for Learning, received less attention but offered similar analyses of the issues, although it proposed a different solution. (Full disclosure: I documented some previous work of the National Center on Education and the Economy, which sponsored the commission that produced Tough Choices or Tough Times. I also had a central role in writing the other report, A New Day for Learning, produced by the Charles Stewart Mott Foundation Task Force on Time, Learning, and After School.) Both reports warn of an impending lower standard of living for all Americans because public education is not staying ahead of changes in the global economy. Once, the issue was competition from countries with low skills, available for lower wages, according to the analysis by the National Center on Education and the Economy (NCEE). Now, because of advances in China, India, and similar places, other countries can offer large numbers of highly educated workers willing to work for comparatively low wages. The Mott Foundation sees the competitive angle as one shaped primarily by demographics: more is being asked of a student population soon to be half minority or poor, students who traditionally have not done well in the public schools. Tough Choices and A New Day for Learning, then, cover many of the same issues but with a philosophical difference. …

Teachers’ Conceptions of Teaching Service Statistics Courses

In this paper, we report on the results of a series of e-mail interviews with statistics educators around the world, focusing on their views of the nature of teaching statistics as a ‘service’ subject. What do they think are the important aspects of statistics to focus on in such servicing teaching? What do they think are the characteristics of good teachers? And how do they go about developing themselves as statistics teachers? We analyse their responses to these and other questions using a phenomenographic approach to identify an outcome space for their conceptions of teaching service statistics. We examine the centralities and tensions that emerged from their responses and discuss the implications—insights on agency and reflective practice. The study contributes to a research framework for understanding the nature of pedagogical awareness in contexts beyond the setting for this study and aims to stimulate discussion about teaching service courses.

An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs

Predictors of persistence previously found useful in distinguishing successful from unsuccessful distance learners were assembled in a 60-item survey. The survey was completed by 259 learners enrolled in associate's, bachelor's, or master's level distance learning courses in accounting, business administration, information services, criminal justice, nursing, management, and education. The survey measured variables related to academics, environment, motivation, and hope as predictors of persistence, where persistence was defined as continuing beyond the first three classes in one of the three degree-granting programs. Persisters ( N = 209) tended to score higher on environmental measures of Emotional Support, Self-efficacy, and Time and Study Management than non-persisters ( N = 50). Surprisingly, high scores on a measure of Learner Autonomy (independent learning) were associated with non-persistence in the online programs. The findings were interpreted in the context of the cohort model used in the online programs attended by the students surveyed in the study.

Integration of ICT in the reference services curricula of Nigerian library and information science schools

This paper examines the curricula of library and information science schools in Nigeria with a view to determining the ICT content of the reference services courses offered by these schools. The curricula of three universities as well as the National Universities Commission (NUC) minimum standards for university library and information science schools and the National Board for Technical Education (NBTE) minimum standards for polytechnic library and information science schools provided the needed data. The result shows that while there are ICT courses in the library and information science curricula, there is no ICT content in the reference courses taught in both the universities and the polytechnics.Keywords: reference service, ICT, curriculum, library and information science schools, electronic reference service The Information Technologist Vol. 3(1) 2006: 27-35