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#studentt life
chumiezu · 30 days
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a slightly pleasing day with a random photo dump 🌐
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some lil life update here! guys i’m inlove with someone (he’s my inspiration to study) hehe!! plus guess whatt STRAIGHT A STUDENTT!! aka me! 😫 all the stress and suffering was worth it whew i’m currently studying right now as i am writing this 🎀 anyway guys bye i love you all and i missed you too 😔
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ahz-associates · 2 years
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University of East Anglia
Overview
The University of East Anglia (UEA) is an internationally renowned university based on a campus that provides more than 15,000 students from more than 100 countries with world-class academic, social and cultural facilities.
The university has been successful in the league tables for a long time and regularly ranks in the top 25, most recently ranked 25th in the Full University Guide 2021 by UEA.
It is ranked among the world’s top 200 universities (Times Higher Education World Rankings 2021)and has ranked Gold in the Teaching Excellence Framework for its teaching of the highest quality.
Surrounded by the English countryside, its beautiful campus offers a safe and friendly place to live and study with a welcoming and diverse community of international students.
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History of University of East Anglia
The University of East Anglia, established in 1963, is a leading public research university located in the western part of Norwich. The campus is situated in 320 acres of parkland on the outskirts of the vibrant and historic city of Norwich. It is home to Norwich Research Park, one of Europe’s largest clusters of environmental, health and plant science researchers.
UEA, including the first creative writing course in the UK, is well known for a wide variety of disciplines. It is also known for its cutting edge research in environmental science. The University of East Anglia was ranked 10th in the UK in the most recent Research Excellence Framework for the consistency of its research results (Times Higher REF Analysis 2014).
The university’s academic structure has been divided into 4 faculties, which constitute 26 schools of study. Each of these schools offers a plethora of degree programs in technology, medicine and health sciences, social sciences and arts, and humanities in various disciplines.
Breakdown of fee structure
Fees for International students range from £16,100-19,400
Scholarships at University of East Anglia
University of East Anglia(UEA) offers a number of university-wide, subject-specific and specialist grants and scholarships for international students . Music and sport scholarships and bright spark scholarships are also available which reward the academic achievement and research project of a student.
Student Life
Norwich is a vibrant community, full of innovation, history and culture. There is something for everyone, from thriving smaller businesses to big brands and high street classics. Only 2 hours away from London, Norwich is a wonderful place to be a student. Bars and pubs, cafes and restaurants are all numerous, and the city boasts over 1,500 historic buildings for students intrigued by history or architecture. Norwich is surrounded by Norfolk’s stunning East Anglian scenery for those looking to get into the great outdoors, and if it’s the big city’s hustle and bustle, London is just under two hours away by train. The Students’ Union is an important part of University of East Anglia students’ lives. They provide professional advice and assistance, run many of the on-campus stores, bars and nightclubs, and arrange entertainment, including Welcome Week and quizzes. 200 clubs and societies, open to all students, are also supervised. The SU also operates two famous on-campus and city music venues in Norwich, frequently hosting live music, club nights and events.
Student support
University of East Anglia spends considerable time and money in its support services for students. There is a dedicated team in place to offer support, advice and guidance to all studentts and to assist with study skills and one-to-one assistance, specialist support is also available. For students with emotional, mental health or disabilities, Student Support Services provide professional advice. While at UEA, students can also use other advice programs, among other items, for money questions, housing problems and academic issues. UEA has a medical centre with specialist clinics for GP services. There is also a dental clinic and a pharmacy at the university.
Living Accommodation
New international students applying before the deadline, with a wide range of choices and more than 3,000 spaces, are guaranteed accommodation. Some of the highest value university accommodation in the UK is provided by the University of East Anglia, providing both en suite bedrooms and shared bathrooms, each with its own kitchen and dining area. Students can select from a variety of accommodation, including en-suites, standard single rooms, standard twin rooms, family accommodation, two-bedroom apartments, and premier accommodation. Prices will differ depending on the type of room selected, but both rent and bills will be included. Campus accommodation is built to make the most of university life for students, providing a great sense of community. Rooms are built around 200 hectares of natural parkland, and Norwich city centre is just a 20-minute bus ride away. SELF-CATERED Accommodation costs : £77- £164 per week
Transport
University of East Anglia’s campus is less than three miles from Norwich city centre, with plenty of transportation options to get to the city. By road, rail and air, UEA is easily reached. It is well served by the International Airport of Norwich and is less than two hours from London by rail. Located on the south-west side of the city, just 15 minutes from the centre, the University of East Anglia is served by frequent bus services during the day and night. Norwich airport has connections to several major UK airports, which take only 10-15 minutes to reach the university campus upon arrival.
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alice-lau · 4 years
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Teaching Immigrant and Second-language Students: Strategies for Success
This book, published in 2004, draws on the challenges that English-language learners in the United States are facing. The book attempts to offer insights for teachers and teacher educators to teach the new generation of U.S. students. 
Here are some stunning statistics regarding the U.S. educational demographics:
- One in five children in the United States comes from an immigrant family (i.e., one or both of their parents were born outside the country).
Teaching immigrant and second-language students has become a pressing topic over the years. It’s always not too late to rethink what we are doing and to do it better. 
In chapter 2, cases regarding the assessment of immigrant students indicated that some language screenings administered may be dated and seemingly impeded by some form of culturally misunderstanding. The screening process described in the chapter was deemed to ignore students’ cultural background that may possible influence their behavior in classrooms. Some language-minority children, who may be temporarily intimidated by the new learning model, could be placed in special education due to a mistaken language assessment. Rather than looking at the deficiencies in students’ language ability, teachers should take account into students’ background social and cultural factors as well, such as students’ interaction with peers, culture of origin, parent’s dominant language. A socialcultural approach could be used to access a child’s individual learning strengths since every child is seemed as a unique example of complexity. 
“If language-minority children are not mislabeled as special education students early on, they stand a better chance of thriving in a mainstream academic environment later on. (p.29)” It needs a concerted effort of educators to ensure that limited-English-proficient students receive equitable opportunities to develop their strengths. A more careful look can often bring up with different stories. It is necessary that educators need to conduct realistic assessments and gain better knowledge about language acquisition issues before they determine whether a student has a learning disability. 
Chapter 4 calls for more systematic approaches to imrpoving immigrant students’ performance in high-stake standardized tests. How could teachers  help their students get familiar with academic content and culture in English? As noted, conversational English is not academic English. Immigrant studentts have to receive explicit instruction on rhetorical styles in writing. Creative writing may not be the best fit to ELLs if they most struggle with academic writing. Students need to be accustomed to the rhetorical patterns and structures in English writing before they produce meaning-making thoughts. Yet, many times, ELLs are trained to produce cohesive paragraphs when they simply fail to master the basics. The quote in the end of the chapter could be served as a good reminder of what teachers could keep themselves accountable (p.57):
1) Learning should be rooted in joy. (Yes! Students without affection and motivation are hardly to partake in the learning process)
2) The most miportant thing to learn about reading is to love it.  
3) We all need help with our writing. (I can’t agree more on this statement. I won’t consider it as an overgeneralized fact.)
4) For some of us, art and music are as important as breathing. 
5) No lesson on math, reading, or writing is so important it can’t be interrupted for a lesson on honesty, generosity, or compassion (Matthews, 2004).
It is true that writing acts as a powerful tool for writers to explore the multiple facets of their lives. Writing often allows students to dig deeper with the topics they are studying. This book puts forth sociocultural theories that could be adopted to teach second-language writing. Actually, immigrant students could be encouraged to navigate new lives and new norms under the guidance provided by writing teachers. Instead of writing on “safe topics” (such as recounting their stories about their origins and families), immigrant students could learn how to respond to the real-life issues they are less certain of and what they are not sure about. 
One thing teachers who have immigrant and refugee students in class should bear in mind is “the educational quality and customs in refugee camps in developing countries are often much different from those in industrialized nationa. (p.74)” Some refugee students may have been traumatized by their prior living conditions. Their formal education could largely vary with their same-age peers. The ultimate goal of classroom instruction is to meet the students where they are and give them the support. It is suggested that literacy skills and cultural concepts could be taught in form of problem-solving and collaboration. Also, the book states that successful instruction should focus on spiraling curriculum that exmpasizes constant review. Both teachers and students could build portfoloios of their work. Teachers could fashion a record of their students’ academic achievements. It takes time to build the collaborative structures and relationships with students, but the effort is worthwhile when such structures and relationships lead to positive immigrant student outcomes.  
Virtually, school programs that yield highly successful rate of immigrant student results incorporate the following fundamentals (p.120).
modified instructional strategies, exposure to rigorous academic curriculum, extracurricular integration, extra time, and schoolwide reform.  
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pseudorealities · 8 years
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Its 2:25am and im on my way home from uni. Its gonna take another hr and a half at least. If anyone wants to chat to me for a bit that would be muchh appreciated
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