One of the main expectations the university community has for First Year Composition (FYC) is that it will help students to become better writers and prepare them for the work they will do in subsequent courses, including writing in their own disciplines. In order for this to happen, students have to be able to transfer their knowledge. Because transfer does not happen automatically, it must be fostered in a way that encourages students to recognize and articulate what they have learned and are learning. Articulation of learning and of awareness of writing development moves students toward transfer, and reflection provides the means for students to address their learning. For students to learn how to transfer, we must teach for transfer, doing so in a way that promotes both transfer and their awareness of its possibility. Context-sensitive discourse analysis provides a glimpse at students’ perceptions of their writing development (a necessary component for transfer) as well as potential transfer and cues to trigger it. This research conducted at a small, private university in the Midwest collected reflective essays from first-year students; I coded the essays according to comments addressing what students’ papers show about them as students and writers, what revisions and changes they would want readers to notice, what they learned over the semester, what they said about their growth and its ongoing nature, etc. The students’ comments provide a glimpse at their awareness of the ongoing nature of their development and the places where the awareness of transfer emerges, which, by extension, can show us where we can intervene and work with students to promote transfer.

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Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study examined the role volunteer tourism played in the conservation of elephants in Chiang Mai, Thailand. A case study was conducted to determine whether volunteer tourism at the Elephant Nature Park (ENP) had an effect on elephant conservation. Specifically, this study looked at how volunteer tourism and the ENP had an impact on: non-volunteer tourists, elephants, the local economy, and government policy. Mixed methods were used to attain the data in this study. Self-administered questionnaires were created to determine the impact volunteer tourism had on non-volunteer tourists. Results showed an increase in non-volunteer tourists’ awareness of elephant tourism, volunteer tourism and elephant conservation during the time they spent at the park. Self-administered questionnaires were also used to determine whether members of the local community felt they were receiving economic or social benefits from volunteer tourism and the ENP. The data showed that community participants felt they were receiving both economic and social benefits but their responses varied depending on sex, age, and how long they had lived in the region. Semi-structured interviews were also conducted to determine the role the ENP had on the conservation of elephants in Thailand and government policy. Interviewees consisted of experts in the industry who were knowledgeable about elephant tourism, volunteer tourism, and the ENP. The data indicated that the ENP created awareness about elephant conservation issues with non-volunteer tourists, volunteers, the community, and government officials. However, the ENP did not have any measureable effect on government policy. The model of volunteer tourism utilized by the Elephant Nature Park has been shown to be effective in conserving the domestic elephant and in creating awareness about domestic elephant conservation issues in Thailand.

This study examined the role volunteer tourism played in the conservation of elephants in Chiang Mai, Thailand. A case study was conducted to determine whether volunteer tourism at the Elephant Nature Park (ENP) had an effect on elephant conservation. Specifically, this study looked at how volunteer tourism and the ENP had an impact on: non-volunteer tourists, elephants, the local economy, and government policy. Mixed methods were used to attain the data in this study. Self-administered questionnaires were created to determine the impact volunteer tourism had on non-volunteer tourists. Results showed an increase in non-volunteer tourists’ awareness of elephant tourism, volunteer tourism and elephant conservation during the time they spent at the park. Self-administered questionnaires were also used to determine whether members of the local community felt they were receiving economic or social benefits from volunteer tourism and the ENP. The data showed that community participants felt they were receiving both economic and social benefits but their responses varied depending on sex, age, and how long they had lived in the region. Semi-structured interviews were also conducted to determine the role the ENP had on the conservation of elephants in Thailand and government policy. Interviewees consisted of experts in the industry who were knowledgeable about elephant tourism, volunteer tourism, and the ENP. The data indicated that the ENP created awareness about elephant conservation issues with non-volunteer tourists, volunteers, the community, and government officials. However, the ENP did not have any measureable effect on government policy. The model of volunteer tourism utilized by the Elephant Nature Park has been shown to be effective in conserving the domestic elephant and in creating awareness about domestic elephant conservation issues in Thailand.

<p>Razvojna disleksija je specifičan deficit čitanja uprkos prosečnoj inteligenciji, &scaron;kolovanju i obrazovnom okruženju, a u odsustvu senzornih ili psihijatrijskih poremećaja. Disortografija predstavlja otežano učenje pravopisa maternjeg jezika u vreme kada su deca istog uzrasta, sposobnosti i obuke već savladala pravopisna pravila. Deficit fonolo&scaron;ke obrade obja&scaron;njava disleksiju i disortografiju kao posledicu individualnih smetnji u fonolo&scaron;kom procesiranju koja se ispoljava kao slabost u sposobnosti stvaranja veze između fonema i grafema. Ciljevi ovog istraživanja bili su da se utvrdi nivo razvijenosti fonolo&scaron;ke svesnosti kod dece sa disleksijom i disortografijom, zatim u kojoj meri govorno jezički poremećaji utiču na ispoljavanje disleksije i disortografije, kao i da se utvrdi da li postoji razlika u ispoljavanju ovih smetnji u odnosu na pol dece. Istraživanje je obuhvatilo 689 dece, od prvog do trećeg razreda osnovne &scaron;kole čiji je maternji jezik srpski. Deca su podeljena u grupe u odnosu na razred koji pohađaju. Za procenu fonolo&scaron;ke svesnosti primenjen je test FONT koji obuhvata osam tipova zadataka:spajanje slogova, slogovna segmentacija, identifikovanje početnog fonema, prepoznavanje rime, fonemska segmentacija, identifikovanje zavr&scaron;nog fonema, eliminacija fonema, fonemska supstitucija i spajanje slogova. Brzina, tačnost, fluentnost čitanja i razumevanje sadržaja pročitanog procenjena je testom čitanja The Gray Oral Reading Tests-GORT 5. Za potrebe ovog istraživanja urađena je kros-kulturalna adaptacija testa, prema vodiču za adaptaciju u odnosu na jezičke i kulturalne različitosti. Za procenu razvijenosti govora i poznavanje reči, apstraktne inteligencije, faktora distraktibilnosti i koncentracije, kao i procene vizuomotorne koordinacije, kori&scaron;ćeni su subtestovi Revisk-revidirane skale za merenje inteligencije. Skalom za procenu pravopisnog nivoa rukopisa procenjeno je prepoznavanje semantičkih oblika i njihovo kori&scaron;ćenje u kontekstu saop&scaron;tavanja misaonih sadržaja. Rezultati pokazuju da najveći broj dece, od prvog do trećeg razreda, ima razvijeno čitanje u kategoriji proseka. U drugom i trećem razredu 61 dete (13.7%) ispoljava disleksiju, a 82 (18,4%) dece disortografične smetnje. Deca sa disleksijom i disortografijom če&scaron;će imaju deficit fonolo&scaron;ke svesnosti u odnosu na decu tipičnog razvoja. Deca sa disleksijom i disortografijom ispoljavaju deficit svih elemenata koji čine fonolo&scaron;ku svesnost. Elementi fonolo&scaron;ke svesnosti kod dece mlađeg &scaron;kolskog uzrasta čiji je maternji jezik srpski, predstavljaju značajne prediktore za sticanje čitanja i pravopisa. Govorno jezički poremećaji zastupljeni su kod 137 dece (19.9%), od prvog do trećeg razreda. Kod dece sa govorno jezičkim poremećajima se če&scaron;će ispoljava disleksija i disortografija u odnosu na decu tipičnog razvoja. Najveći broj dece sa disleksijom i disortografijom ima podprosečne rezultate na subtestu Rečnik. Disleksija i disortografija, kao i deficit fonolo&scaron;ke svesnosti su če&scaron;će zastupljeni kod dečaka, ali ta razlika nije značajna. U odnosu na rezultate istraživanja napravljen je Protokol za detekciju, procenu i korekciju disleksije i disortografije.</p> / <p>Developmental dyslexia is a specific reading deficit occurring in spite of average intelligence, appropriate schooling and educational environment, in the absence of any sensory or psychiatric disorders. Dysorthography represents a child`s impaired acquisition of the orthography of his/her mother tongue at the age when children of equal abilities and schooling have already mastered orthographic rules. A deficit in phonological awareness explains both dyslexia and dysorthography as a consequence of individual difficulties in phonological processing displayed as impairment in creating associations between phonemes and graphemes. The aims of this research were to establish the level of development of phonological awareness in children with dyslexia and dysorthography, the extent to which speech disorders affect dyslexia and dysorthography, and if there is a difference in their frequency with regard to gender. The study included 689 children, attending 1st, 2nd and 3rd grade of primary school, whose mother tongue was Serbian. Children were divided into groups according to school grade. For the assessment of phonological awareness the FONT test was used which entails eight types of tasks: syllable blending, syllable segmentation, identifying the initial phoneme, recognizing rime, phoneme segmentation, identifying the ending phoneme, phoneme deletion, and phoneme substitution. Reading accuracy, fluency and comprehension were assessed by The Gray Oral Reading Tests &ndash; GORT 5. For the purposes of this study, a cross-cultural adaptation was performed, in accordance with the guidelines provided in the guide for adaptation regarding linguistic and cultural differences. Subtests of the REVISK &ndash; revised scale for the assessment of intelligence were used to assess the developmental level of speech and vocabulary, attention and distractibility, as well as visual-motor coordination. A scale for the assessment of the orthographic level of handwriting was used to recognize semantic forms and their application in the context of conveying thought content. The results show that the majority of children, attending 1st, 2nd and 3rd grade have an average reading ability. 61 children (13.7%) attending 2nd and 3rd grade have dyslexia, while 82 (18.4%) have difficulties with the orthography. These children more often have a phonological awareness deficit compared to typically developing children. Children with dyslexia and dysorthography display a deficit in all the elements of phonological awareness. The elements of phonological awareness have proven to be significant predictors of mastering reading and writing in children attending lower grades of primary school, whose mother tongue is Serbian. Speaking disorders were found to be present in 137 (19.9%) children attending 1st, 2nd and 3rd grade. These children more often have dyslexia and dysorthography compared to typically developing children. The majority of children with dyslexia and dysorthography have below average results on the Vocabulary subtest. Dyslexia and dysorthography, as well as the phonological awareness deficit are more present in boys but the gender difference is not significant. In accordance with our results, a protocol was developed to detect, assess and correct dyslexia and dysorthography.</p>