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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Rashid, MA; Xu, L; Nicholson, J-G; Gill, D;

    Background: Like many Chinese universities, Ningbo University (NBU) has two undergraduate medical courses - one taught in Mandarin for domestic students, and one taught in English for international students. This study examines the experiences of medical students who recently completed the English language program that has a particular focus on clinical placements. / Methods: In-depth, face-to-face, semi-structured interviews were conducted with 10 final year medical students at NBU in April 2019. Transcripts were analyzed using inductive thematic analysis. / Results: All medical student participants were non native English speakers and had a limited grasp of Chinese. Their clinical teachers were all fluent in Chinese and had variable command of English. The large majority of patients in the teaching hospitals where placements took place spoke only in Chinese. Despite the obvious challenges arising from this, students still had predominantly positive experiences of clinical placements. Although students recognized that their clinical teachers' English proficiency was variable, they felt that other attributes, such as enthusiasm, interactivity, and a desire to teach were more important factors to their learning experiences. / Discussion: Despite challenging linguistic circumstances, non native English-speaking students were able to navigate the challenges of studying clinical medicine from teachers with limited English language skills and with patients who spoke virtually no English. Further studies should explore the perceptions of teachers of the program, and graduate outcomes when these students enter the workplace. Educators involved in supporting international medical students should note that non technical curricular areas such as professionalism may require greater attention where language barriers exist.

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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    UCL Discovery
    Article . 2020
    Data sources: UCL Discovery
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ UCL Discoveryarrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      UCL Discovery
      Article . 2020
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  • Authors: Mohammed Ahmed, Rashid; Leiting, Xu; John-George, Nicholson; Deborah, Gill;

    Background: Like many Chinese universities, Ningbo University (NBU) has two undergraduate medical courses – one taught in Mandarin for domestic students, and one taught in English for international students. This study examines the experiences of medical students who recently completed the English language program that has a particular focus on clinical placements. Methods: In-depth, face-to-face, semi-structured interviews were conducted with 10 final year medical students at NBU in April 2019. Transcripts were analyzed using inductive thematic analysis. Results: All medical student participants were non native English speakers and had a limited grasp of Chinese. Their clinical teachers were all fluent in Chinese and had variable command of English. The large majority of patients in the teaching hospitals where placements took place spoke only in Chinese. Despite the obvious challenges arising from this, students still had predominantly positive experiences of clinical placements. Although students recognized that their clinical teachers' English proficiency was variable, they felt that other attributes, such as enthusiasm, interactivity, and a desire to teach were more important factors to their learning experiences. Discussion: Despite challenging linguistic circumstances, non native English-speaking students were able to navigate the challenges of studying clinical medicine from teachers with limited English language skills and with patients who spoke virtually no English. Further studies should explore the perceptions of teachers of the program, and graduate outcomes when these students enter the workplace. Educators involved in supporting international medical students should note that non technical curricular areas such as professionalism may require greater attention where language barriers exist.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Ishak Berrebbah;

    This paper discusses the politics and multi-functionality of storytelling in Diana Abu-Jaber’s novel Crescent (2003). I argue that the strategic use of storytelling places Crescent as a complex hybrid text that projects the nature, and development, of Arab American literature in the contemporary era. In addition to having the practice of storytelling as an apparatus to project identity in Crescent, Abu-Jaber re-appropriates its empowered status in Arab culture as well as politicizes its image in the mind of her readers. Besides employing critical and analytical approaches to the novel, this paper relies on arguments and perspectives of prominent postcolonial and literary critics and theorists such as Edward Said, Suzanne Keen, Walter Benjamin, and Samaya Sami Sabry, to name a few.

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    DOAJ
    Article . 2020
    Data sources: DOAJ
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    English Studies at NBU
    Article . 2020 . Peer-reviewed
    License: CC BY NC
    Data sources: Crossref
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    English Studies at NBU
    Article
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      DOAJ
      Article . 2020
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      English Studies at NBU
      Article . 2020 . Peer-reviewed
      License: CC BY NC
      Data sources: Crossref
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      English Studies at NBU
      Article
      License: CC BY NC
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Sammons, P.; Sylva, K.; Melhuish, Edward C.; Siraj-Blatchford, I.; +2 Authors

    These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).\ud \ud The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.\ud \ud Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ CORE (RIOXX-UK Aggre...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ CORE (RIOXX-UK Aggre...arrow_drop_down
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Sammons, P.; Sylva, K.; Melhuish, Edward C.; Siraj-Blatchford, I.; +1 Authors

    These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).\ud \ud The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.\ud \ud Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ CORE (RIOXX-UK Aggre...arrow_drop_down
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    Authors: Shaw, Stuart;

    Computer assisted assessment offers many benefits over traditional paper methods. In translating from one medium to another, however, it is crucial to ascertain the extent to which the new medium may alter the nature of the assessment and marking reliability. Appropriate validation studies must be conducted before a new approach can be implemented in high-stakes contexts. The pilot described here is the first attempt by Cambridge Assessment International Education (formerly Cambridge International Examinations) to mark on-screen extended stretches of written text for the Cambridge Checkpoint English Examination. The pilot attempts to investigate marker reliability, construct validity and whether factors such as annotation and navigation differentially influence marker performance across the on-paper and on-screen marking modes. Candidates wrote their answers on paper scripts in the normal way. The scripts were then scanned and digital images of them were sent by secure electronic link to examiners for on-screen marking at home using Scoris(r) software. It can be relatively hard for examiners to make a full range of annotations when marking on screen. For this reason annotation sophistication was manipulated in the pilot as well as marking mode. Four marking methods were compared: on-paper with sophisticated annotations (current practice); on-paper with simplified annotations; on-screen with sophisticated annotations; and on-screen with simplified annotations. The pilot found that paper-based and screen-based inter-examiner reliability is high for the Cambridge Checkpoint English Examination. Although inter-rater reliability is lower on-screen, it is only marginally deflated.

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    Apollo
    Article . 2008
    Data sources: Apollo
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      Apollo
      Article . 2008
      Data sources: Apollo
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Mark Hayford Dwira;

    Abstract Objective This review aims to synthesize male migrants’ views and experiences about the provision of care services for survivors of FGM/C and related-prevention strategies in healthcare settings in OECD countries.Introduction: Concerns among survivors about FGM/C care access relate to the potential impact of newly enacted laws in the healthcare service delivery and whether their decisions to seek care are acceptable by their current or future male partners. Little is known of their male partners’ views.Inclusion criteria: The review will consider articles that included male migrants of all ages who have close relationships with survivors and live in OECD countries. In studies comprising (men and women), where perspectives of men are reported separately, they will be included. Non-OECD countries’ studies will be excluded.Methods The databases to be searched will include Ovid MEDLINE, EBSCOhost, CINAHL, ASSIA, Ovid Embase, PsycINFO, Cochrane library, JBI Databases and hand searching of relevant journals. Unpublished studies will be searched through OpenGray and websites of national and international organisations working on FGM/C, including the National Health Services and World Health Organisation. The search will identify English-language publications from January 2002 onwards. Titles and abstracts will be reviewed first, and then full texts will be screened by two independent reviewers against the inclusion criteria. Any disagreements will be resolved through discussion or a third reviewer. The result will be critically appraised for methodological quality. Data extraction results will be synthesised and evaluated for credibility and dependability.Systematic review registration number: PROSPERO: CRD42019155518

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    https://doi.org/10.21203/rs.3....
    Preprint . 2023
    License: CC BY
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      https://doi.org/10.21203/rs.3....
      Preprint . 2023
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  • Authors: Shrestha, Prithvi;

    In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007). \ud In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.

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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Yu-Tzu Wu; Hsin Yi Lee; Sam Norton; Chuanfeng Chen; +5 Authors

    Background Many studies have considered the prevalence of dementia in mainland China, Hong Kong and Taiwan. However, area level estimates have not been produced. This study examines area differences across mainland China, Hong Kong and Taiwan adjusting for the effect of methodological factors with the aim of producing estimates of the numbers of people with dementia in these areas. Method and Findings A search of Chinese and English databases identified 76 dementia prevalence studies based on samples drawn from mainland China, Hong Kong and Taiwan between 1980 and 2012. A pattern of significantly decreasing prevalence was observed from northern, central, southern areas of mainland China, Hong Kong and Taiwan. Area variations in dementia prevalence were not explained by differences in methodological factors (diagnostic criteria, age range, study sample size and sampling method), socioeconomic level or life expectancy between areas. The results of meta-analysis were applied to current population data to provide best estimate. Based on the DSM-IV diagnostic criteria, the total number of people aged 60 and over with dementia in mainland China, Hong Kong and Taiwan is 8.4 million (4.6%, 95% CI: 3.4, 5.8) and in northern, central and southern areas are 3.8 (5.1%, 95% CI: 4.1, 6.1), 3.2 (4.4%, 95% CI: 3.2, 5.6) and 1.2 (3.9%, 95% CI: 2.3, 5.4) million respectively. These estimates were mainly based on the studies existing in highly developed areas and potentially affected by incomplete and insufficient data. Conclusions The findings of this review provide a robust estimate of area differences in dementia prevalence. Application of the estimated prevalence to population data reveals the number of people with dementia is expected to double every 20 years, areas in mainland China will be facing the greatest dementia challenge.

    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Alzheimer s & Dement...arrow_drop_down
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    Alzheimer s & Dementia
    Article . 2013 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Alzheimer s & Dement...arrow_drop_down
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      Alzheimer s & Dementia
      Article . 2013 . Peer-reviewed
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Cooke, D.; O'Hara, M. C.; Beinart, N.; Heller, S.; +8 Authors

    OBJECTIVE To develop a linguistically and psychometrically validated U.K. English (U.K./Ireland) version of the Diabetes-Specific Quality-of-Life Scale (DSQOLS) for adults with type 1 diabetes. RESEARCH DESIGN AND METHODS We conducted independent forward and backward translation of the validated German DSQOLS. An iterative interview study with health professionals (n = 3) and adults with type 1 diabetes (n = 8) established linguistic validity. The DSQOLS was included in three Dose Adjustment for Normal Eating (DAFNE) studies (total N = 1,071). Exploratory factor analysis (EFA) was undertaken to examine questionnaire structure. Concurrent and discriminant validity, internal consistency, and reliability were assessed. RESULTS EFA indicated a six-factor structure for the DSQOLS (social aspects, fear of hypoglycemia, dietary restrictions, physical complaints, anxiety about the future, and daily hassles). High internal consistency reliability was found for these factors and the weighted treatment satisfaction scale (α = 0.85–0.94). All subscales were moderately, positively correlated with the Audit of Diabetes-Dependent Quality-of-Life (ADDQoL) measure, demonstrating evidence of concurrent validity. Lower DSQOLS subscale scores [indicating impaired quality of life (QoL)] were associated with the presence of diabetes-related complications. CONCLUSIONS The DSQOLS captures the impact of detailed aspects of modern type 1 diabetes management (e.g., carbohydrate counting and flexible insulin dose adjustment) that are now routine in many parts of the U.K. and Ireland. The U.K. English version of the DSQOLS offers a valuable tool for assessing the impact of treatment approaches on QoL in adults with type 1 diabetes.

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    Diabetes Care
    Article . 2013 . Peer-reviewed
    License: CC BY NC ND
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    Diabetes Care
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    Authors: Rashid, MA; Xu, L; Nicholson, J-G; Gill, D;

    Background: Like many Chinese universities, Ningbo University (NBU) has two undergraduate medical courses - one taught in Mandarin for domestic students, and one taught in English for international students. This study examines the experiences of medical students who recently completed the English language program that has a particular focus on clinical placements. / Methods: In-depth, face-to-face, semi-structured interviews were conducted with 10 final year medical students at NBU in April 2019. Transcripts were analyzed using inductive thematic analysis. / Results: All medical student participants were non native English speakers and had a limited grasp of Chinese. Their clinical teachers were all fluent in Chinese and had variable command of English. The large majority of patients in the teaching hospitals where placements took place spoke only in Chinese. Despite the obvious challenges arising from this, students still had predominantly positive experiences of clinical placements. Although students recognized that their clinical teachers' English proficiency was variable, they felt that other attributes, such as enthusiasm, interactivity, and a desire to teach were more important factors to their learning experiences. / Discussion: Despite challenging linguistic circumstances, non native English-speaking students were able to navigate the challenges of studying clinical medicine from teachers with limited English language skills and with patients who spoke virtually no English. Further studies should explore the perceptions of teachers of the program, and graduate outcomes when these students enter the workplace. Educators involved in supporting international medical students should note that non technical curricular areas such as professionalism may require greater attention where language barriers exist.

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    UCL Discovery
    Article . 2020
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      UCL Discovery
      Article . 2020
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  • Authors: Mohammed Ahmed, Rashid; Leiting, Xu; John-George, Nicholson; Deborah, Gill;

    Background: Like many Chinese universities, Ningbo University (NBU) has two undergraduate medical courses – one taught in Mandarin for domestic students, and one taught in English for international students. This study examines the experiences of medical students who recently completed the English language program that has a particular focus on clinical placements. Methods: In-depth, face-to-face, semi-structured interviews were conducted with 10 final year medical students at NBU in April 2019. Transcripts were analyzed using inductive thematic analysis. Results: All medical student participants were non native English speakers and had a limited grasp of Chinese. Their clinical teachers were all fluent in Chinese and had variable command of English. The large majority of patients in the teaching hospitals where placements took place spoke only in Chinese. Despite the obvious challenges arising from this, students still had predominantly positive experiences of clinical placements. Although students recognized that their clinical teachers' English proficiency was variable, they felt that other attributes, such as enthusiasm, interactivity, and a desire to teach were more important factors to their learning experiences. Discussion: Despite challenging linguistic circumstances, non native English-speaking students were able to navigate the challenges of studying clinical medicine from teachers with limited English language skills and with patients who spoke virtually no English. Further studies should explore the perceptions of teachers of the program, and graduate outcomes when these students enter the workplace. Educators involved in supporting international medical students should note that non technical curricular areas such as professionalism may require greater attention where language barriers exist.

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    Authors: Ishak Berrebbah;

    This paper discusses the politics and multi-functionality of storytelling in Diana Abu-Jaber’s novel Crescent (2003). I argue that the strategic use of storytelling places Crescent as a complex hybrid text that projects the nature, and development, of Arab American literature in the contemporary era. In addition to having the practice of storytelling as an apparatus to project identity in Crescent, Abu-Jaber re-appropriates its empowered status in Arab culture as well as politicizes its image in the mind of her readers. Besides employing critical and analytical approaches to the novel, this paper relies on arguments and perspectives of prominent postcolonial and literary critics and theorists such as Edward Said, Suzanne Keen, Walter Benjamin, and Samaya Sami Sabry, to name a few.

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    DOAJ
    Article . 2020
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    English Studies at NBU
    Article . 2020 . Peer-reviewed
    License: CC BY NC
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      English Studies at NBU
      Article . 2020 . Peer-reviewed
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    Authors: Sammons, P.; Sylva, K.; Melhuish, Edward C.; Siraj-Blatchford, I.; +2 Authors

    These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).\ud \ud The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.\ud \ud Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities.

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    Authors: Sammons, P.; Sylva, K.; Melhuish, Edward C.; Siraj-Blatchford, I.; +1 Authors

    These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049).\ud \ud The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development.\ud \ud Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities.

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    Authors: Shaw, Stuart;

    Computer assisted assessment offers many benefits over traditional paper methods. In translating from one medium to another, however, it is crucial to ascertain the extent to which the new medium may alter the nature of the assessment and marking reliability. Appropriate validation studies must be conducted before a new approach can be implemented in high-stakes contexts. The pilot described here is the first attempt by Cambridge Assessment International Education (formerly Cambridge International Examinations) to mark on-screen extended stretches of written text for the Cambridge Checkpoint English Examination. The pilot attempts to investigate marker reliability, construct validity and whether factors such as annotation and navigation differentially influence marker performance across the on-paper and on-screen marking modes. Candidates wrote their answers on paper scripts in the normal way. The scripts were then scanned and digital images of them were sent by secure electronic link to examiners for on-screen marking at home using Scoris(r) software. It can be relatively hard for examiners to make a full range of annotations when marking on screen. For this reason annotation sophistication was manipulated in the pilot as well as marking mode. Four marking methods were compared: on-paper with sophisticated annotations (current practice); on-paper with simplified annotations; on-screen with sophisticated annotations; and on-screen with simplified annotations. The pilot found that paper-based and screen-based inter-examiner reliability is high for the Cambridge Checkpoint English Examination. Although inter-rater reliability is lower on-screen, it is only marginally deflated.

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      Apollo
      Article . 2008
      Data sources: Apollo
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    Authors: Mark Hayford Dwira;

    Abstract Objective This review aims to synthesize male migrants’ views and experiences about the provision of care services for survivors of FGM/C and related-prevention strategies in healthcare settings in OECD countries.Introduction: Concerns among survivors about FGM/C care access relate to the potential impact of newly enacted laws in the healthcare service delivery and whether their decisions to seek care are acceptable by their current or future male partners. Little is known of their male partners’ views.Inclusion criteria: The review will consider articles that included male migrants of all ages who have close relationships with survivors and live in OECD countries. In studies comprising (men and women), where perspectives of men are reported separately, they will be included. Non-OECD countries’ studies will be excluded.Methods The databases to be searched will include Ovid MEDLINE, EBSCOhost, CINAHL, ASSIA, Ovid Embase, PsycINFO, Cochrane library, JBI Databases and hand searching of relevant journals. Unpublished studies will be searched through OpenGray and websites of national and international organisations working on FGM/C, including the National Health Services and World Health Organisation. The search will identify English-language publications from January 2002 onwards. Titles and abstracts will be reviewed first, and then full texts will be screened by two independent reviewers against the inclusion criteria. Any disagreements will be resolved through discussion or a third reviewer. The result will be critically appraised for methodological quality. Data extraction results will be synthesised and evaluated for credibility and dependability.Systematic review registration number: PROSPERO: CRD42019155518

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    https://doi.org/10.21203/rs.3....
    Preprint . 2023
    License: CC BY
    Data sources: Crossref