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International academic contexts where English is used as a lingua franca (ELF) have become ubiquitous. ELF lectures have been studied from a number of perspectives, but they have not been lexically profiled. We depart from the assumption that the lexical profile of academic lectures delivered in international settings may differ from that of lectures delivered in Anglophone contexts, and that these differences have pedagogical implications for the teaching and learning of academic English from an ELF-perspective. We lexically profile a corpus of fifty university lectures delivered in English in five European countries and compare them against sixty-two lectures delivered in English in the U.S. We find that 3,000 words are needed for good listening comprehension in both sets of lectures, while ideal comprehension is reached at 11,000 words for international and 7,000 words for U.S. lectures, which suggests differences between the two in terms of variation in low-frequency vocabulary. Some function words are much more frequent in international than in U.S. lectures. International lectures also feature less high-frequency and more midfrequency academic vocabulary than U.S. lectures. These differences mostly reflect the use of ELF-specific communicative strategies in international lectures. Focusing on them and potentially making academic ELF-specific word lists may ensure the more efficient teaching of academic English from an ELF-perspective. [ABSTRACT FROM AUTHOR]

Exploring the membership archives of the North American Society of Adlerian Psychology (NASAP, initially ASAP) from 1952 until the early 2000s revealed many hidden treasures. The applications from the 1950s to the 1980s, most completed by hand, share applicants' reasons for joining, their education and training background in Individual Psychology, their fields of interest, and their professional activities. Early files also contain letters of reference, each ending with a confirmation that an "applicant's orientation can be classified as Adlerian" or a similar endorsement. This article presents the demographic profiles of the 6,357 NASAP applicants between 1952 and 2009, focusing on professional identity, theoretical orientation, and commitment to Adlerian values, as expressed in these application materials. The second-person interactions that were prominent and popular in the Adlerian movement in the United States through the 1990s--teaching, correspondence, mentorship, open forums, and other you-focused activities--likely contributed to high NASAP membership numbers between 1952 and the early 1990s. [ABSTRACT FROM AUTHOR]

Background: Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom context, and beliefs about learning. Although factors influencing uptake of active learning are known, no study to date has had the statistical power to empirically test the relative association of these factors with active learning when considered collectively. Prior studies have been limited to a single or small number of evaluated factors; in addition, such studies did not capture the nested nature of institutional contexts. We present the results of a multi-institution, large-scale (N = 2382 instructors; N = 1405 departments; N = 749 institutions) survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies, in introductory postsecondary chemistry, mathematics, and physics courses. Results: Regression analyses, using multilevel modeling to account for the nested nature of the data, indicate several evaluated contextual factors, personal factors, and teacher thinking factors were significantly associated with percent of class time lecturing when controlling for other factors used in this study. Quantitative results corroborate prior research in indicating that large class sizes are associated with increased percent time lecturing. Other contextual factors (e.g., classroom setup for small group work) and personal contexts (e.g., participation in scholarship of teaching and learning activities) are associated with a decrease in percent time lecturing. Conclusions: Given the malleable nature of the factors, we offer tangible implications for instructors and administrators to influence the adoption of more active learning strategies in introductory STEM courses. [ABSTRACT FROM AUTHOR]

The article presents the transcript of a lecture by American lawyer and former White House Counsel Donald F. McGahn II delivered at William & Mary Law School on November 19, 2018. Among the issues he discussed include the judicial selection and confirmation process in the U.S., what recent Presidents have done with regards to judicial appointments, and a brief history of judicial appointments from the last 50 years through the administration of U.S. President Donald Trump.

This qualitative study explored the experiences of six Chinese and South Korean graduate students in the United States. Semistructured interviews and an interpretive phenomenological approach were used in which three major themes emerged: (a) academic challenges and acculturation, (b) academic support from host institute, and (c) cultural and pedagogical nuances. Challenges included language barriers during lectures, discussions and writing assignments, and lack of support services for international students. One significant finding was Chinese and South Korean students do not have the same graduate experiences in the United States. Participants shared how their prior homeland learning experiences (course delivery, relationships with instructors and assessments) impacted their learning, relationships, and academic challenges in the United States. [ABSTRACT FROM AUTHOR]

Sport management was acknowledged early in its formative years as an academic area with great potential for success in the academy. Due largely to the efforts of NASSM's members, sport management quickly became entrenched in academe and is starting to be recognized as an academic area of merit. It is important to manage our overall program excellence as we move from "potential" to "merit" if sport management is to thrive as an academic discipline and profession. It is particularly important to mange our merit since our transition phase occurs amidst many changes and challenges (e.g., the student as consumer; under-representation of National Association for Sport and Physical Education/NASSM Approved Programs; under-recognition of sport management teaching excellence, and diminishing service roles and interests within industry and academe). The purpose of this essay is to posit approaches through which sport management's educational programs might maintain their wellearned meritorious reputations amid shifting academic and social cultures. This essay is the text of the 2003 Dr. Earle F. Zeigler Lecture presented on May 30 at the 18th Annual Meeting of NASSM in Ithaca, New York. [ABSTRACT FROM AUTHOR]

Focuses on the controversy from the abolition lectures given at the Smithsonian Institution in Washington, D.C. by the Washington Lecture Association (WLA). Impact of the lectures; Opposition to the lectures by Smithsonian Institution secretary Joseph Henry; Importance of the WLA in shaping popular opinion that prompted political action.

Faculty at many colleges and universities are redesigning courses to address differences in student learning preferences. In this study, the researchers surveyed students in two similar American Politics classes. In one, the instructor used a traditional large-class lecture format. In the other, lectures were supplemented with weekly small-group discussions to facilitate more in-depth engagement with course material. We subsequently surveyed students in both classes about their political knowledge gains, perceptions of politics, and views on critical thinking. Due to nonrandom group assignment, we estimate the effects using propensity score matching. Our results indicate that there were different types of students enrolled in each class. Students who experienced the small-group discussions were more likely to score better on critical thinking questions, but they were not as likely to demonstrate more general knowledge about political science in their responses. There are almost no estimation differences based on whether we use propensity score matching or linear regression. [ABSTRACT FROM AUTHOR]

This article examines the influence of radical flank actors in shifting field-level debates by increasing the legitimacy of preexisting but peripheral issues. Using network text analysis, we apply this conceptual model to the climate change debate in the United States and the efforts of Bill McKibben and 350.org to pressure major universities to "divest" their fossil fuel assets. What we find is that, as these new actors and issue entered the debate, liberal policy ideas (such as a carbon tax), which had previously been marginalized in the U.S. debate, gained increased attention and legitimacy while the divestment effort itself gained limited traction. This result expands theory on indirect pathways to institutional change through a discursive radical flank mechanism, and suggests that the actual influence of Bill McKibben on the U.S. climate debate goes beyond the precise number of schools that divest to include a shift in the social and political discourse. [ABSTRACT FROM AUTHOR]

Satire is a subtle type of figurative discourse and is still relatively under-studied from the perspective of figurative language researchers. The purpose of this study is to investigate cognitive, demographic, and pragmatic factors previously suggested to influence satire processing and comprehension but which have yet to be studied using behavioral methods. Specifically, this study examines Need for Cognition (NFC; the desire to engage in cognitively difficult tasks), general knowledge, demographic measures such as language background, and affective perceptions of humor, sincerity, and positivity. Sixty-one participants (32 non-native English speakers) read satirical and non-satirical news reports taken from The Onion and Science Daily , respectively, both published in the United States. Perceptions of sincerity, humor, and positivity, reading times, and written interpretations of the intended meaning for each text were recorded. Results from statistical analyses suggested NFC significantly influenced satirical text reading times. Moreover, language background and perceptions of sincerity significantly influenced satire comprehension. These results highlight an interplay between individual differences during satire processing and comprehension, and work to validate some, but not all, theoretical predictions for satire processing and comprehension. [ABSTRACT FROM AUTHOR]

First conceived as spaces stocked with D.I.Y. tools and materials for community members to join together in the activity of making, makerspaces have begun popping up in schools, libraries, universities and museums across the world. The maker mindset summarizes the ideology of the maker movement—a set of values predicated on making, sharing, learning and playing. Through a critical review of research and practices of makerspaces in the U.S., Singapore, China and Ghana, this paper explores the respective national discourses surrounding the maker movement and maker education. By revealing some of the ways that the values have been embraced, reinterpreted, remixed or rejected as the movement has gained global momentum, this paper intends to establish a greater appreciation for the diversity and complexity of the maker movement and maker education in the global context. Ultimately, this complex, multifaceted remixing reveals a deeper understanding of why the movement has been or may be embraced by diverse nations across the globe. [ABSTRACT FROM AUTHOR]

The present paper aims at analyzing the cultural dialogue in the post-Cold War era, the Cold War being perceived as a security dilemma. The study makes a clear-cut distinction between the political differences regarding the United States of America and Russia laying emphasis upon concepts, such as: security and risk. This work tries to highlight if the cultural dialogue between the United States and Russia is a failure or a success. Another important issue is diplomacy related to the Soviet ideology and the American response. The concept of power is of paramount importance being viewed as a cultural device in the post-Cold War era. Politics is presented as an instrument of power. Both the United States and Russia fought to be the most powerful nations having the power to rule the world. [ABSTRACT FROM AUTHOR]

This study explores the bidirectional and interactional process of acculturation from the perspectives of immigrants and receiving community members (RCMs). Our aim was to understand the experiences and interactions of different ethno-cultural groups and their impact on the functioning and dynamics of multicultural communities. We conducted a cross-national, cross-cultural study of acculturation processes, using interviews collected across two countries (Italy: urban regions of Torino and Lecce; U.S.: Baltimore/Washington corridor) and three distinct groups of immigrants-Moroccans and Albanians in Italy and Latin Americans in the United States-and RCMs in Italy and the United States. Findings show that acculturation is a complex, situated, and dynamic process, and is generally conceived as an unbalanced and individual process of accommodation, which expects the immigrant alone to adapt to the new context. The boundaries among traditionally explored acculturation strategies were blurred and while integration was the most frequently discussed strategy, it often referenced a "soft" assimilation, limited mostly to public domains. Some differences emerged between ethnic groups and generation of immigration as well as among RCMs who differed by level of contact with immigrants. The need for more flexible models and for a critical perspective on acculturation is discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

Unintentional injury prevention research focuses on parental supervision as critical to reducing toddler injury. We examine how the promotion of childproofing-as a mode of supervision-sells mothers "peace of mind" while also increasing "intensive mothering" and the "privatization of risk." Drawing on the childproofing literature and meaning centered interviews with mothers of toddlers and childproofing business owners, we argue that the connection made by these groups between childproofing and "good parenting" ultimately obscures how this form of harm reduction economically and socially individualizes responsibility for child care. [ABSTRACT FROM AUTHOR]

The intersections between learning, technology, and media are often the scene of tumult and change. The forces of learning, technology, and politics are pervasive in the lives of young people. These contexts of learning are fueled by the current political moment, but also informed by historical contexts that impact our youth, regardless of socioeconomics, culture, race, or gender. Educators are struggling with how to discuss these trends, and their impact on the learning and engagement of youth. This study focuses on how local Charleston activists formed groups, and utilized technology and media in order to resist socio-political discourses post Trump. [ABSTRACT FROM AUTHOR]

The article discusses the officers and activities of student affiliates of Finance and Insurance Clubs in various U.S. colleges and universities. At the University of Chicago their chapter is presenting a program of quarterly lectures by persons of recognized achievements in the field of finance. The chapter at the University of Connecticut conducts 10 or 12 meetings a year where they analyze various stocks. The University of Florida's student chapter meets bi-weekly during the school year so that the different areas of finance can gain an increase in interest amongst the student population.

The article focuses on the scientific revolution, based from the public lectures given at the University of Chicago in the spring of 1963. It is stated that the scientific revolution has made wars irrational and deprived diplomacy of its most important tool, which is plausible war threats, culminating in the discovery of nuclear bombs and ocean-spanning missiles. Thus, every uprising, every regime change anywhere in the world will be naively appraised as addition to, as long as the deadlocked power contest between the Soviet Union and the United States continues. However, it is also stated that this should not be the basis that the scientific revolution has imposed an abrupt end to traditional history of mankind.

This article is based on a Charles Coolidge Parlin Memorial Lecture given under the auspices of the Philadelphia Chapter of the American Marketing Association on May 27, 1958. On that same occasion Professor Reavis Cox of the Wharton School of Finance and Commerce of the University of Pennsylvania also gave a Parlin Lecture on "Consumer Convenience and the Retail Structure of Cities"; and an adaptation of his presentation appears in this same issue of JOURNAL OF MARKETING, pp. 355-362. A remarkably broad role for the marketing activity and the marketing executive in modern business is outlined in this article by Mr. Houser. It is his thesis that the task of the marketing executive cannot successfully be limited to marketing methods alone. Instead, his knowledge of the market and methods must play a major part in areas of the business which traditionally have not been considered a part of his responsibility. The author also points out that increased responsibilities of the marketing executive will result in increased business effectiveness. [ABSTRACT FROM AUTHOR]

This paper addresses the effects of access to slide copies during lectures using PowerPoint ® for undergraduate students on their learning outcomes depending on the quantity of notes they take and immediate vs. delayed testing. Seventy-one students repeatedly participated in the following six lecture conditions: accessibility to slides (full, partial, and no slide copy) × memory term (immediate and delayed test). Thus, the present study adopted a 3 × 2 within-subjects design with two note-taking covariates (the quantity of words and markers in notes). A mixed-effects model and counterbalancing method were applied to control idiosyncrasies and order effects caused by repeated measurement. The results revealed that accessibility to slide copies and students' note-taking predicted their learning outcomes. The effects of no slide copy were significant in both short- and long-term memory conditions as compared to those of access to full and partial copies. Access to full and partial slide copies did not have significantly different results. However, according to the interaction results between accessibility and memory term, the long-term encoding effect was assumed for the partial slide copy condition. Regarding note-taking variables, students’ performance was considerably impacted by the number of markers but none of the number of words. The findings suggest educational implications for the way slides are prepared and provided and the way students take notes during slide-based lectures from a perspective of writing-to-learn. [ABSTRACT FROM AUTHOR]

A reprint of the Nobel Prize Lecture "An Astonishing Sixty Years: The Legacy of Hiroshima" given by Thomas Schelling on December 8, 2005 is presented. Topics covered include the book "Danger and Survival: Choices About the Bomb in the First Fifty Years" by McGeorge Bundy, the antinuclear movement during the administration of U.S. President John F. Kennedy, and the most critical question about nuclear weapons for the U.S. government.

Abstract: This chapter focuses on the question of what it takes to bring much needed improvement to higher education, and concludes that meaningful change will likely have to come from the inside. Reasons to restructure courses in ways consistent with how our students relate to their academic and intellectual lives are presented. To reverse some troubling trends, faculty and institutions will need to inspire students to engage more fully their study and learning time. [ABSTRACT FROM AUTHOR]

The article presents the text of the 2018 Erwin N. Griswold Lecture delivered by Martin J. McMahon Jr. before the American College of Tax Counsel. McMahon discusses some realities that the U.S. must recognize, including a tax system that should adequately fund the government and the need to recognize how path dependency often constrains tax reform. He also talks about the implementation of individual income taxation and the classification of certain personal deductions as tax expenditures.

The authors discuss the career of U.S. satirist and lecturer Artemus Ward and his program on the Mormons. They mention Ward's visit to Utah and interactions with Mormons, there, his subsequent lecture series in the U.S. and Great Britain on the Mormons, and how the lectures influenced the opinion of Mormons.

While decades of research on college teaching has investigated several forms of classroom practices, much of this research approaches teaching as falling into mutually exclusive paradigms (e.g., active learning vs. lecturing). This paper enters inside the college classroom using external raters to understand patterns of pedagogical practices embedded in heterogeneous groups of courses. The study used quantitative observation and draws on data from a multi-institutional study of 587 courses across nine institutions to understand the patterns of teaching practices within courses. Latent class analyses demonstrated that there were five patterns of seven course practices that cluster around active learning, lecturing, and cognitively responsive practices: Comprehensive, Traditional Lecture, Active Lecture, Integrative Discussion, and Active Only. [ABSTRACT FROM AUTHOR]

The article discusses a study on the effect of class meeting time on student evaluations of teaching for an introductory college physics class. The study involved a group of students at a selective private research-intensive university in the U.S. The students were divided into two sections for lectures. The study's results revealed the statistical significance of the differences between the two sections.

Neoliberalism has an enormous influence on P-12 education in most industrial societies. In this integrative, theoretical literature review, we surveyed the journal articles on neoliberalism in US-based educational research to better understand how neoliberalism has been conceptualized in this body of work and to offer implications for future research on neoliberalism and education. We drew on Foucauldian discourse theories to conduct an analysis of peer-reviewed studies of American P-12 contexts to consider how researchers' depictions of neoliberalism have shaped the discourse of neoliberalism in education and contributed to particular ways of thinking and responding to neoliberalism in the U.S. The resulting analysis describes the topics addressed in the data, the definitions of neoliberalism presented across the studies, the application of neoliberalism to phenomena, and the depth of attention to neoliberalism in the research. The authors contend that future research must consider and document how historically situated and contradictory elements of a “rascal” discourse like neoliberalism interacts with existing discourses to impact life in ways that subjugate but may also create recuperative spaces for hope and creative resignification. [ABSTRACT FROM PUBLISHER]

Copyright of Taiwan Journal of Linguistics is the property of Graduate Institute of Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a lecture regarding Neutrino by Sidney Dancoff, a theoretical physics professor at the University of Illinois. He states that neutrino has not been accepted by scientists as a particle compared to other microscopic matters such as electron which is defined by a particular theory and can be calculated through various experiments and wave equation. Neutrino, on the other hand, does not appear possible to be defined in a physical way. He suggests that neutrino appears to be an appropriate concept base on experiments relating to the theory of Fermi.

In the final decades of the 19th century psychologist Granville Stanley Hall was among the most prominent pedagogical experts in the nation. The author explores Hall's carefully crafted persona as an educational expert, and his engagements with the American public, from 1880 to 1900, arguably the height of his influence. Drawing from accounts of Hall's lecture circuit in the popular press, a map of his talks across the nation is constructed to assess the geographic scope of his influence. These talks to educators on the psychology underlying childhood and pedagogy, and his views and research on child life more generally, were regularly discussed in newspapers and popular periodicals. The venues in which Hall's ideas were disseminated, discussed, and in some cases, dismissed are described. His efforts to mobilize popular support for, and assistance with, his research endeavors in child study are also discussed. Such efforts were controversial both within the burgeoning field of psychology and among the public. Through his various involvements in pedagogy, and concerted efforts to engage with the American public, Hall helped establish psychology's relevance to parenting and educational practices. [ABSTRACT FROM PUBLISHER]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a lecture by author/illustrator Brian Selznick delivered at the Martin Luther King Junior Memorial Library in Washington, D.C. on May 8, 2015. He talked about the May Hill Arbuthnot Honor that he received, the books "Fun with Dick and Jane" and "Children and Books," both by Arbuthnot, and about families.