Academic literature on the topic 'Montrose Review'

This Special Issue of Frontiers is timely. Over the past ten to fifteen years, the field of education abroad has seen a dramatic increase in the number and variety of experiential approaches to learning. While it has long been recognized that the learning outcomes of study abroad are closely related to out-of-class experiences, until recently surprisingly little attention had been paid to this topic. This volume seeks to address this need by inviting some of the leaders in the theory and practice of experiential education abroad to address important considerations related to their work. Like other Special Issues of Frontiers, this volume is meant to bridge a gap between the administration of study abroad programs and the academic disciplines from which study abroad programs emanate. Frontiers has as one of its central purposes connecting study abroad to its academic underpinnings and to the faculty that teach and research within these disciplines. In addressing the topic of experiential education, we hope to engage our faculty in further study and dialogue about how best to create, manage, and evaluate experiential education programming in study abroad in order to enhance learning outcomes. The current volume also bridges another gap, this one between study abroad professionals and our colleagues involved in experiential education. Past Special Issues of Frontiers have looked at the intersection of key fields related to study abroad: science and engineering; foreign languages; and area studies. By addressing the theoretical, pedagogical and practical connections between international education and experiential education, it is our hope that this volume will spur discussion and collaboration in areas of mutual interest. The featured articles in this volume move from theory and history to praxis and the concrete issues that we encounter in our everyday work. The introductory essay by Lynn Montrose of Regis University provides a framework for understanding the theory and pedagogy of experiential education. After a brief review of some experiential education theorists, Montrose outlines the standards of good practice, and helps us to think about how to define experiential education goals and means of assessment. Rather than an historical overview of experiential education, this special issue of Frontiers offers case studies that relate individuals to their political and historical contexts. Ronald Cluett, a professor of Classics at Pomona College, shows how movement across borders is an often-repeated narrative that blends the personal and the political. His historical case studies, ranging in subject from Cicero to Mohammed Atta, remind us that experiential education is an old form that has influenced history in tangible ways, both positively and negatively. The next article, by Ann Lutterman-Aguilar and Orval Gingerich, examines the ways in which international experiential education contributes to educating for global citizenship. Drawing on their well-known program at Augsburg College, Lutterman-Aguilar and Gingerich argue that study abroad in and of itself does not contribute to the development of global citizenship, but that it can do so when study abroad programs are designed with that goal in mind. The authors provide suggestions for how to design such programs by drawing on the principles of experiential education and their own experience at Augsburg. Following this piece, John Annette provides readers with a broad view of the area of international service learning, based on his expertise. The next series of articles frame the “how to” of this Special Issue by offering best practices from practitioners on the front line of study abroad experiential programming. These articles cover internships, field-based learning, and collaborative learning using journal writing. The first article is by Gerald Honigsblum, Director of the Boston University Paris Internship Program. Honigsblum outlines the material, cultural, intellectual, legal, and professional issues associated with a professional internship model. His article analyzes the conditions and variables of experiential learning within internship programs, and recommends a number of guidelines and strategies to make the internship a seamless learning experience that is both substantial and substantive. Carol Brandt and Thomas Manley present the practice of using a fieldbook on study abroad programs as both a pedagogical and assessment tool. They provide specific examples of how the fieldbook is used to engage students in certain types of learning activities, as they elucidate both the successes and the problems with this approach. Experiential education requires rigorous reflective and analytical structures, and the fieldbook is an example of an effective model for achieving this goal. Leeann Chen of Embry-Riddle Aeronautical University provides an innovative model for incorporating host nationals as cross-cultural collaborators in overseas learning. Chen proposes to have students write for a native audience, creating opportunities for students to reflect more deeply on cultural differences from cross-cultural points of view. Her article examines the experiential links created within a creative dialogic relationship rather than the traditional appositive relationship that exists between students and hosts. She also addresses how to prepare both host nationals and students for using writing addressed to the former as a structure of cross-cultural collaborative learning. The next article of this Special Issue examines experiential education abroad models. Chip Peterson of the University of Minnesota argues that program design and pedagogical strategies are critical to transformative experiential education. He compares and contrasts three different approaches to program design, management, and evaluation. The many similarities among them reflect the common values, objectives, and principles of good practice on which they draw; the notable differences among them illustrate that there are many valid pedagogies. In his article, Michael Steinberg of the Institute for the International Education of Students (IES) addresses the question of maintaining academic quality in experiential study abroad programming. He demonstrates that experiential education is a laudable and creditworthy endeavor, and discusses some approaches designed to reinforce the academic nature of experiential learning, using IES as a case study. Steinberg reviews recent research on credit acceptance and on student learning, and then discusses assessment and the nature of academic programming for students in field placements, internships, and service learning. Finally, we include in this volume tributes to two giants in the field of experiential education abroad who passed away within the past year, Senator Paul Wellstone and Howard Berry. We are pleased also to be able to publish a bibliography of Howard Berry’s writings as well as a short article of his that appeared in Transitions Abroad. We thank Clay Hubbs of Transitions for granting permission to reprint the article and the tributes to Howard Berry. We thank also Amy Sunderland, Executive Director of the Higher Education Consortium for Urban Affairs (HECUA), for her moving tribute to Senator Wellstone. Both Wellstone and Berry were influential leaders in promoting and developing international experiential education, and we are pleased to be able to honor their memory in this Special Issue of Frontiers. Readers will notice a page dedicated to notes from the Forum on Education Abroad. Frontiers is pleased to be a strategic partner of the Forum by sharing the research goals of the organization. The Forum and Frontiers will work together on future projects to benefit the field of international education. Already being planned are special issues of Frontiers developed in collaboration with Forum members whose topics include outcomes assessment and curriculum development. In addition, the Frontiers Editorial Board is pleased to distribute complimentary copies of Frontiers to all Forum members. Study abroad professionals are challenged to design, manage, and assess all aspects of experiential education programs, often in a climate in which these programs themselves are not well understood. The guest editors and the editorial board of Frontiers hope that this Special Issue will contribute to the work of our colleagues by offering insight into critical topics, and by providing concrete ideas and tools for engaging in this work. It is a beginning, and we hope one that will assist study abroad professionals to think through the ways in which experiential learning influences study abroad learning. Rhoda Borcherding, Pomona College Linda Goff, Marymount University Bill Nolting, University of Michigan Chip Peterson, University of Minnesota Brian Whalen, Dickinson College

La libro enhavas tri partojn, superrigardan pri etna identeco, unuetnan pri la finn-landaj svedoj kaj detalstudan pri la svedoj de Helsinki, komplete dulingva grupo. In-ternacie plej interesa estas la unua, pli teoria parto, en kiu Allardt zorge kaj detale prezentas la kunefikadon de aro da individuaj kaj grupaj faktoroj, kiuj karakterizas etnan grupon. La klopodojn trovi trafan difinon komplikigas la fakto, ke neniu kriterio validas por ciuj minoritatanoj, kaj ke apenaû iu kriterio estas administre kontrolebla. Allardt komparas la vekigon de etna konscio en la 1970aj jaroj kun la estiganta naciismo en la 19a jarcento kaj montras kiel la etna ekagado koincidas kun generala politika impeto en okcidenta Eûropo. Gi trafas kreskintan pretecon ce la registaroj cedi funda-mentajn rajtojn ankaù al minoritatoj. La studo traktas kiel tio speguligas en la ling-volegoj de diversaj statoj kaj diskutas la du cefajn principojn, kiuj gvidas la konstatadon de bezono je minoritatlingvaj publikaj servoj, la teritorian kaj la personan principojn. La svedlingva libro enhavas valoran materialon por internaciaj komparoj kaj meritas internacian atenton.

SUMMARY This essay offers a comparative review of five recent sociolinguistic studies. Although each of these texts focuses on some aspect of English—its variation within a particular community, its history, the study of non-standard variants—these works demonstrate the influence on the international linguistic community of Labov's view that language must be investigated within the social context of the community that uses it. Each work is evaluated within this tradition and in light of the contribution the work makes to furthering sociolinguistic research. RESUMO Kelkaj aktualaj tendencoj en socilingvistiko La eseo proponas komparan recenzon de kvin lastatempaj socilingvistikaj studoj. Kvankam ĉiu teksto fokusiĝas je iu aspekto de la angla lingvo—gia variado interne de difinita komunumo, ĝia historio, la studo de nenormaj dialektoj—la verkoj montras la influon ce la internacia lingvistika medio de la vidpunkto de Labov, ke oni devas esplori lingvon interne de la socia kunteksto de la komunumo, kiu gin parolas. Ciun verkon oni aprezas ene de tiu tradicio kaj surbaze de la kontribuo de la verko al antaù-enigo de socilingvistikaj esploroj.

La durée des traitements orthodontiques est une des plaintes principales des patients en pratique orthodontique, en particulier chez les patients adultes. Le traitement orthodontique chez l’adulte doit s’adapter à des particularités comme l’absence de croissance et l’augmentation des atteintes parodontales. La corticotomie alvéolaire se définit comme une lésion chirurgicale contrôlée de l’os alvéolaire en vue d’induire un remodelage osseux accéléré, responsable localement d’une ostéopénie transitoire facilitatrice du déplacement dentaire. Le recours aux corticotomies alvéolaires permettrait d’accélérer le déplacement dentaire par un facteur 3 ou 4 (2) avec des suites opératoires souvent moins importantes qu’une avulsion de prémolaire , en particulier dans les nouvelles approches mini-invasives. La piezocision permet la correction orthodontique de malocclusions sévères sans présenter les inconvénients des approches chirurgicales extensives et traumatiques des corticotomies alvéolaires classiques. Elle offre un temps chirurgical réduit, des suites post-opératoires minimales, une grande tolérance chez les patients ainsi qu’un parodonte amélioré. (3) Nous présentons une revue de la littérature afin d’évaluer l’efficacité de l’ostéotomie inter alvéolaire par piezocision sur l’accélération ou la facilitation des déplacements dentaires comparée au traitement orthodontique classique. La recherche des données de la littérature a été réalisée sur la base de données pubmed. Les études ont montré que les corticotomies par piezocision favorisent et accélérent les déplacements dentaires avec peu de complications associées. (4) Nous avons retrouvé peu de lésions parodontales et dentaires d’origine iatrogènes. Peu d’études comparatives avec le traitement orthodontique conventionnel ont étés retrouvées mais elles affirment que l’ostéotomie interalvéolaire diminue le temps de traitement orthodontique global de façon significative. Les corticotomies interalvéolaires par piezocision ont un ratio bénéfice risque très favorable et se montre être une solution thérapeutique efficace dans le traitement orthodontique de l’adulte.