59 research outputs found
Plagiarism and Referencing lecture and workshop
Get PDFdesigned for an hour's class on plagiarism, this lecture introduces the concepts of plagiarism and Harvard/ APA referencing styles, the importance of correct referencing and most importantly: the use of an authentic authorial voice. This concept is introduced by giving three extracts from journals on fair trade, and a slide on the fair trade of chocolate, using the supplier Askinosie as an example. Students then discuss, critically evaluate, reflect and debate the concept of Fair Trade. When I tried this out on a group of first year undergraduates they performed very well at this task, and I was able to explain to them how they might use the extracts to inform and inspire discussion in their essays, and to avoid the common mistakes of summarising and paraphrasing too closely to the originals, so that they avoid patchworking in their essays
Example video of tutor feedback: student 5 LH Lee
Get PDFAim: to analyse studentsâ written work and apply Academic English theory to a practical scenario
Audience: Teachers of Academic English and students who are in transition â considering going to university in the UK
Level: upper Intermediate to advanced
Learner time: with pre- theory and post- feedback exercises, at least 60 minutes.
In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay.
This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks.
The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this.
Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK.
For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below.
The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at:
Languagebox profile and videos: languagebox.ac.uk/profile/1239
Contact information: www1.aston.ac.uk/lss/
LinkedIn profile: uk.linkedin.com/in/richardgalletly
Keywords:
UKOER
FAVO
Example video of tutor feedback: student 10 SD Sarah
Get PDFAim: to analyse studentsâ written work and apply Academic English theory to a practical scenario
Audience: Teachers of Academic English and students who are in transition â considering going to university in the UK
Level: upper Intermediate to advanced
Learner time: with pre- theory and post- feedback exercises, at least 60 minutes.
In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay.
This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks.
The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this.
Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK.
For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below.
The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at:
Languagebox profile and videos: languagebox.ac.uk/profile/1239
Contact information: www1.aston.ac.uk/lss/
LinkedIn profile: uk.linkedin.com/in/richardgalletly
Keywords:
UKOER
FAVO
Example video of tutor feedback: student 7 VC Victoria
Get PDFAim: to analyse studentsâ written work and apply Academic English theory to a practical scenario
Audience: Teachers of Academic English and students who are in transition â considering going to university in the UK
Level: upper Intermediate to advanced
Learner time: with pre- theory and post- feedback exercises, at least 60 minutes.
In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay.
This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks.
The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this.
Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK.
For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below.
The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at:
Languagebox profile and videos: languagebox.ac.uk/profile/1239
Contact information: www1.aston.ac.uk/lss/
LinkedIn profile: uk.linkedin.com/in/richardgalletly
Keywords:
UKOER
FAVO
Psychological Contracts at an International Joint Venture University in China.
Get PDFThe Psychological Contract (PC) is an important concept within International Human Resource Management which has been defined as an employeeâs beliefs about the âterms and conditions of a reciprocal exchange agreementâ between an employee and their employer (Rousseau, 1989, p. 123). When managing International Academic Staff (IAS), International Joint Venture Universities (IJVU) must seek to understand the needs and wishes of IAS, to aid retention and to manage them appropriately. Turnover levels of IAS are higher than most IJVUs would like, and therefore this understanding of the PC and PC breach must be understood. This research project explores how IAS working within an IJVU in China experience their PCs and various PC breach, what impacts there are on these IAS and how they respond to any breaches they experience. Working within a Critical Realist meta-theory and framework, this project applies a Critical Grounded Theory analysis to qualitative research within an ethnography of a Higher Education Institution (HEI) in China. Based on qualitative data collected through semi-structured interviews within a single case study Chinese IJVU, new theories about the mechanisms leading to PC breach are developed, through an iterative process between the data, the literature and the researcherâs reflexive process. Findings about the mechanisms leading to PC breach are divided into three levels of reality, according to the Critical Realist framework: cultural, social, and individual levels. Key findings emerge: first, at the cultural level, some IAS learn to fit in and adapt to insider norms and practices common to the local national culture; second, at the social level, some IAS learn to remain loyal towards other insiders, exchanging favours with influential connections and volunteering; third, at the individual level, some IAS experience PC breach due to perceived unfairness and betrayal. The concluding chapter of this report examines how this research contributes to both theory and practice of managing IAS through an understanding of the PC in context, within the case study IVJU and beyond. In summary, this research demonstrates how some IAS are adapting to the context of a Chinese IJVU by fitting in with norms and practices common to the local national culture, remaining loyal to other insiders and nurturing influential connections; those IAS who have found ways to adapt to the national culture may avoid experiencing PC breach and perceived unfairness. This research contributes to the wider discourse about how IAS experience PC breach in Chinese IJVUs and Chinese organisations more generally; furthermore, it suggests ways that IAS can learn to adapt their behaviours to suit the national culture
Development and delivery of a real-time hospital-onset COVID-19 surveillance system using network analysis
Get PDFBackground
Understanding nosocomial acquisition, outbreaks, and transmission chains in real time will be fundamental to ensuring infection-prevention measures are effective in controlling coronavirus disease 2019 (COVID-19) in healthcare. We report the design and implementation of a hospital-onset COVID-19 infection (HOCI) surveillance system for an acute healthcare setting to target prevention interventions.
Methods
The study took place in a large teaching hospital group in London, United Kingdom. All patients tested for SARS-CoV-2 between 4 March and 14 April 2020 were included. Utilizing data routinely collected through electronic healthcare systems we developed a novel surveillance system for determining and reporting HOCI incidence and providing real-time network analysis. We provided daily reports on incidence and trends over time to support HOCI investigation and generated geotemporal reports using network analysis to interrogate admission pathways for common epidemiological links to infer transmission chains. By working with stakeholders the reports were co-designed for end users.
Results
Real-time surveillance reports revealed changing rates of HOCI throughout the course of the COVID-19 epidemic, key wards fueling probable transmission events, HOCIs overrepresented in particular specialties managing high-risk patients, the importance of integrating analysis of individual prior pathways, and the value of co-design in producing data visualization. Our surveillance system can effectively support national surveillance.
Conclusions
Through early analysis of the novel surveillance system we have provided a description of HOCI rates and trends over time using real-time shifting denominator data. We demonstrate the importance of including the analysis of patient pathways and networks in characterizing risk of transmission and targeting infection-control interventions
Mapping genomic loci implicates genes and synaptic biology in schizophrenia
Get PDFSchizophrenia has a heritability of 60-80%1, much of which is attributable to common risk alleles. Here, in a two-stage genome-wide association study of up to 76,755 individuals with schizophrenia and 243,649 control individuals, we report common variant associations at 287 distinct genomic loci. Associations were concentrated in genes that are expressed in excitatory and inhibitory neurons of the central nervous system, but not in other tissues or cell types. Using fine-mapping and functional genomic data, we identify 120 genes (106 protein-coding) that are likely to underpin associations at some of these loci, including 16 genes with credible causal non-synonymous or untranslated region variation. We also implicate fundamental processes related to neuronal function, including synaptic organization, differentiation and transmission. Fine-mapped candidates were enriched for genes associated with rare disruptive coding variants in people with schizophrenia, including the glutamate receptor subunit GRIN2A and transcription factor SP4, and were also enriched for genes implicated by such variants in neurodevelopmental disorders. We identify biological processes relevant to schizophrenia pathophysiology; show convergence of common and rare variant associations in schizophrenia and neurodevelopmental disorders; and provide a resource of prioritized genes and variants to advance mechanistic studies
Writing Proposals: academic writing
No full texta guide for writing research proposals for postgraduate international students of business
Business Case Study Report writing: support video for pre-sessional business students
No full textvideo to support pre- sessional students set an assignment to write a case study report, including use of flax corpus tool, samples of business reports, and reference to business analysis tools including SWOT, Boston Matrix, five forces, etc., reference to UEFAP site, and research paper on the use of hedging and boosting and its use in case study reports in NS and NNS writing
- âŠ
