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غاليتي ابغى بحث عن اي global issue وياريت يكون مع المراجع .... الله يوفقك بالذرية الصالحه عاجلا غير اجل يارب ...
ابي الفرق بين.. international student and new immigrant student من حيث الحياه واللغه وشكرا مقدما وجزاك الله كل خيرابي الفرق بين.. international student and new immigrant student من حيث الحياه واللغه وشكرا...
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Although there is an extensive literature on interactions between international and domestic students, research has been undertaken almost exclusively from the perspective of the international students. These studies have considered the quality and quantity of contact, friendship patterns, social support networks, and the functional roles of intercultural interactions. The results of the research converge to indicate that the amount of cross-national interaction is generally low, that international students expect and desire greater contact, and that interaction with domestic peers is generally associated with psychological, social and academic benefits for the international student.
Although studies converge in the finding that the incidence of intercultural interactions is low, greater contact is expected and desired by international students. However, despite the findings that domestic students hold relatively favourable perceptions of international students, most investigations have concluded that domestic students are largely uninterested in initiating contact with their international peers. Significant intercultural interaction is unlikely to occur spontaneously to any large extent, and it is almost certain that interventionist strategies would need to be introduced to promote more and better intercultural activities.
Impact in the classroom
The potential of international students to change both the content and the process of education has received considerable attention in the literature where it has been argued that they bring an international perspective to classroom discussions and that they challenge and encourage teachers to consider new methods of instruction that are more consistent with their previous learning experiences. Although there is an extensive literature on cross-cultural differences in educational expectations and practices and considerable research on cross-cultural differences in student behaviours, there has been little to no direct investigation of how these impact on the international classroom. Evidence suggests that for the most part educators (particularly those at the tertiary level) make few, if any, changes in either the process or content of educational activities. While there is considerable potential for bringing an international perspective to the classroom, and there have been examples of how this might be achieved, there has been little research on either the extent or the outcomes of such activities. Clearly this is an area that deserves further attention.
Impact on institutions
The positive and negative consequences of increased international students have been discussed in the literature although a limited amount of research has actually been undertaken in the area. Benefits have been largely framed in terms of internationalising educational environments while costs have been linked to heavy demands put on institutional support services. In the first instance discussions are often rhetorical and infrequently based on empirical evidence; however, there is some suggestion that increasing cultural awareness may result from the presence of international students. In the latter instance, research is available, though patchy, and largely limited to tertiary institutions. Studies generally find that international students experience more problems than domestic students and in some circumstances that they make greater use of health services. The overall usage of support services is still relatively low, however, and no evidence has been located that indicates support services are strained by international students, at least those in tertiary institutions.
Impact in the community
No studies have been identified that explicitly examine the impact of international students on the larger community; however, there is research that can provide some insight into the relationship between international students and members of the host culture. These include studies of perceived discrimination and research on home stays. There are also some descriptive writings about community outreach programmes although these are rarely evaluated.
The scant data that are available are inconclusive as to whether international students experience greater difficulty outside the more protective environments of their learning institutions. Very little is known about the integration of international students into the larger community although some data suggest that home stays are a source of stress for international students. Community outreach programmes have been developed and reported on in an ad hoc fashion, but systematic evaluations of these initiatives have not generally been undertaken.
Strategies
Research has shown that the presence of international students, even in large numbers, is insufficient in itself to promote intercultural interactions, to develop intercultural friendships and to result in international understanding. Rather, situations must be structured to foster these processes. Studies have also revealed that students, both local and international, perceive it is the responsibility of educational institutions to increase and enhance intercultural interactions. Three strategies that have been used, evaluated and proven to foster positive intercultural perceptions and relations are peer-pairing, cooperative learning and residential programmes.
Peer-pairing involves collaboration between international and domestic students who meet with regularity outside of the classroom environment. Although the original purpose of peer-pairing programmes was to assist the international student in adapting to a new environment, research has shown that these schemes have also increased intercultural interactions and enhanced cultural awareness in domestic students.
Intercultural cooperative learning strategies have also received attention in educational studies although research suggests that most students, both international and domestic, prefer to work in "their own" groups. Despite this reluctance, studies have shown that intercultural group work reduces stereotypes and increases the willingness to work with members of other groups. Classic literature on cooperative learning in ethnically diverse classrooms, though generally conducted with nationals of a single country, demonstrate good potential for these techniques to be used both to improve academic performance and to foster intercultural friendships in international settings.
Less research is available on residential programmes (i.e., activities within student hostels) for international and domestic students although evidence available has shown promising results. Positive outcomes include increased intercultural knowledge, more intercultural interactions and a greater number of intercultural friendships. Those engaged in evaluations of such programmes have noted that their success depends upon the integration of intercultural activities across all areas of student life, skilled and committed support persons to implement the programmes and a high level of involvement from participating students.
Although there is an extensive literature on interactions between international and domestic students, research has been undertaken almost exclusively from the perspective of the international students. These studies have considered the quality and quantity of contact, friendship patterns, social support networks, and the functional roles of intercultural interactions. The results of the research converge to indicate that the amount of cross-national interaction is generally low, that international students expect and desire greater contact, and that interaction with domestic peers is generally associated with psychological, social and academic benefits for the international student.
Although studies converge in the finding that the incidence of intercultural interactions is low, greater contact is expected and desired by international students. However, despite the findings that domestic students hold relatively favourable perceptions of international students, most investigations have concluded that domestic students are largely uninterested in initiating contact with their international peers. Significant intercultural interaction is unlikely to occur spontaneously to any large extent, and it is almost certain that interventionist strategies would need to be introduced to promote more and better intercultural activities.
Impact in the classroom
The potential of international students to change both the content and the process of education has received considerable attention in the literature where it has been argued that they bring an international perspective to classroom discussions and that they challenge and encourage teachers to consider new methods of instruction that are more consistent with their previous learning experiences. Although there is an extensive literature on cross-cultural differences in educational expectations and practices and considerable research on cross-cultural differences in student behaviours, there has been little to no direct investigation of how these impact on the international classroom. Evidence suggests that for the most part educators (particularly those at the tertiary level) make few, if any, changes in either the process or content of educational activities. While there is considerable potential for bringing an international perspective to the classroom, and there have been examples of how this might be achieved, there has been little research on either the extent or the outcomes of such activities. Clearly this is an area that deserves further attention.
Impact on institutions
The positive and negative consequences of increased international students have been discussed in the literature although a limited amount of research has actually been undertaken in the area. Benefits have been largely framed in terms of internationalising educational environments while costs have been linked to heavy demands put on institutional support services. In the first instance discussions are often rhetorical and infrequently based on empirical evidence; however, there is some suggestion that increasing cultural awareness may result from the presence of international students. In the latter instance, research is available, though patchy, and largely limited to tertiary institutions. Studies generally find that international students experience more problems than domestic students and in some circumstances that they make greater use of health services. The overall usage of support services is still relatively low, however, and no evidence has been located that indicates support services are strained by international students, at least those in tertiary institutions.
Impact in the community
No studies have been identified that explicitly examine the impact of international students on the larger community; however, there is research that can provide some insight into the relationship between international students and members of the host culture. These include studies of perceived discrimination and research on home stays. There are also some descriptive writings about community outreach programmes although these are rarely evaluated.
The scant data that are available are inconclusive as to whether international students experience greater difficulty outside the more protective environments of their learning institutions. Very little is known about the integration of international students into the larger community although some data suggest that home stays are a source of stress for international students. Community outreach programmes have been developed and reported on in an ad hoc fashion, but systematic evaluations of these initiatives have not generally been undertaken.
Strategies
Research has shown that the presence of international students, even in large numbers, is insufficient in itself to promote intercultural interactions, to develop intercultural friendships and to result in international understanding. Rather, situations must be structured to foster these processes. Studies have also revealed that students, both local and international, perceive it is the responsibility of educational institutions to increase and enhance intercultural interactions. Three strategies that have been used, evaluated and proven to foster positive intercultural perceptions and relations are peer-pairing, cooperative learning and residential programmes.
Peer-pairing involves collaboration between international and domestic students who meet with regularity outside of the classroom environment. Although the original purpose of peer-pairing programmes was to assist the international student in adapting to a new environment, research has shown that these schemes have also increased intercultural interactions and enhanced cultural awareness in domestic students.
Intercultural cooperative learning strategies have also received attention in educational studies although research suggests that most students, both international and domestic, prefer to work in "their own" groups. Despite this reluctance, studies have shown that intercultural group work reduces stereotypes and increases the willingness to work with members of other groups. Classic literature on cooperative learning in ethnically diverse classrooms, though generally conducted with nationals of a single country, demonstrate good potential for these techniques to be used both to improve academic performance and to foster intercultural friendships in international settings.
Less research is available on residential programmes (i.e., activities within student hostels) for international and domestic students although evidence available has shown promising results. Positive outcomes include increased intercultural knowledge, more intercultural interactions and a greater number of intercultural friendships. Those engaged in evaluations of such programmes have noted that their success depends upon the integration of intercultural activities across all areas of student life, skilled and committed support persons to implement the programmes and a high level of involvement from participating students.
مشكوووووووووره الله يوفقك على هالمواضيع الي تثلج الصدر وصراحه نفتخر انك وحده منا ماشاء الله تبارك الله عليك... حبيبتي اذا تقدرين تساعديني ضروري في كتابة مقال عن: how roles & relationships in your family have change over the years.... الدكتوره طالبته منا بعد العيد على طول وانا صارت لي ظروف منعتني اني اكتبه.. فاذا كنت تقدرين تساعديني الله يوفقك ويسعدك الهي ساعديني.... بانتظارك...مشكوووووووووره الله يوفقك على هالمواضيع الي تثلج الصدر وصراحه نفتخر انك وحده منا ماشاء الله تبارك...
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This suggest a "New Man", men who are househusbands, staying at home, usually looking after small children, while their wife, if they have one, works, usually in a highly paid job, is become active. The idea of a New Man attracted a lot of media attention in the 1990's, so the new generation of couples could have a rise in "New Man".
The generation before couples aged between 21-30 are 31-40. This is more like the middle generation for my survey, this generation of couples may show a move in transition from something.
All in all, my research suggests that older couples, 41+, are sharing household tasks than younger couples, it also shows that as we look at age ranges from older couples to younger couples, men are more involved in household tasks than ever. In other words, over the last forty years, women are now putting their feet up and now men are more actively involved in roles traditionally undertaken by women, men are equally sharing childcare with their partners. Over 60% of couples are sharing household tasks like what their children wear, the choice of school, disciplining and babysitting.
- 75% of male organizing household tasks
- 25% of couples equally sharing household tasks
- O% of female organizing household tasks.
This suggest a "New Man", men who are househusbands, staying at home, usually looking after small children, while their wife, if they have one, works, usually in a highly paid job, is become active. The idea of a New Man attracted a lot of media attention in the 1990's, so the new generation of couples could have a rise in "New Man".
The generation before couples aged between 21-30 are 31-40. This is more like the middle generation for my survey, this generation of couples may show a move in transition from something.
- 18.7% of male organizing household tasks.
- 44.7% of couples equally sharing household tasks.
- 36.6% of female organizing household tasks.
- 12.1% of male organizing household tasks.
- 62.6% of couples equally sharing household tasks.
- 25.3% of female organizing household tasks. .
All in all, my research suggests that older couples, 41+, are sharing household tasks than younger couples, it also shows that as we look at age ranges from older couples to younger couples, men are more involved in household tasks than ever. In other words, over the last forty years, women are now putting their feet up and now men are more actively involved in roles traditionally undertaken by women, men are equally sharing childcare with their partners. Over 60% of couples are sharing household tasks like what their children wear, the choice of school, disciplining and babysitting.
لو سمحتي انا بغيت وصف لعائلتي مثلا عددنا كذا و انا اصغر وحده و المدللـه و هوايتي كذا الخ و وصف للمدينة التي اسكن فيها مثلا هادئة و نظيفة و الخ ... يعني ألفي و هاتي من عندج في كل الكلااام مافيها مشكلة و بغيت مثلا اذا سألوني ما هو تخصصكِ اقول ادب انجليزي بيسألوني ليش اخترتي هذا المجال يعني بغيت موضوع بسيط ابين فيه اختياري لهالمجال و بس جزاك الله خيرا و وففقك لطاعته اللهم امييييييييين :)لو سمحتي انا بغيت وصف لعائلتي مثلا عددنا كذا و انا اصغر وحده و المدللـه و هوايتي كذا الخ و وصف...
about me.
i have 2 brothers and one sister.Faisal & Mohammed and Reem. i'm the youngest in my family and the spoild one. i love art. i love drawing and poetry. specially i majored in English literture. and i chose this specific major because i like it alot. i live in Saudi Arabi, its very hot country. and it has lot of petrolium. and its very calm and clean
i have 2 brothers and one sister.Faisal & Mohammed and Reem. i'm the youngest in my family and the spoild one. i love art. i love drawing and poetry. specially i majored in English literture. and i chose this specific major because i like it alot. i live in Saudi Arabi, its very hot country. and it has lot of petrolium. and its very calm and clean
التـــرف :
غاليتي ابغى بحث عن اي global issue وياريت يكون مع المراجع .... الله يوفقك بالذرية الصالحه عاجلا غير اجل يارب ...غاليتي ابغى بحث عن اي global issue وياريت يكون مع المراجع .... الله يوفقك بالذرية الصالحه عاجلا...
حبيبتي شوفي الموقع هذا عن الاحتباس الحراري مع المراجع و الصور
http://en.wikipedia.org/wiki/Global_warming
http://en.wikipedia.org/wiki/Global_warming
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