Downloads & Free Reading Options - Results

This is the pre-registration for our study, conducted as part of the Experimental Psychology course.

Spanish or English

This article explores the intersection of Marxist theory and literary creation by examining the social and economic contexts that shape literary works. Building on the foundational Marxist concepts of base and superstructure, class struggle, and ideology, the paper argues that literature cannot be understood in isolation from the material conditions in which it is produced. The article challenges traditional formalist approaches that prioritize the text itself over its external influences, advocating instead for a reading of literature as a product of its socio-economic environment. By analyzing literary works as reflections and critiques of class relations, the paper demonstrates how authors engage with and respond to the social forces around them, consciously or unconsciously reflecting the contradictions of their time. Furthermore, the article interrogates the role of ideology in literature, showing how dominant cultural narratives often serve the interests of the ruling class, while subversive works can reveal the tensions and potential for change within capitalist societies. Drawing on examples from both canonical and contemporary texts, the paper examines how Marxist criticism can uncover the ways in which literature both shapes and is shaped by the material realities of class, power, and production. The article concludes by asserting that a Marxist approach to literary criticism not only illuminates the historical and political forces at play in literary creation but also provides a powerful tool for critiquing the ongoing social inequalities in today’s world.

Linguistics

Linguistics

Linguistics

Linguistics

Linguistics

Linguistics

A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

A study investigated the effect of properties of words and texts on the incidental learning of word meanings during normal reading. Subjects--352 students in third, fifth, and seventh grades--read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages. Word properties investigated included length, morphological complexity, part of speech, conceptual difficulty, and the strength of contextual support for each word. Text properties included readability as measured by standard formulas, and several measures of density of difficult words. Results showed that, among the word properties, only conceptual difficulty was significantly related to learning from context. Among the text properties, learning from context was most strongly influenced by the proportion of unfamiliar words that were conceptually difficult, and by the average length of difficult words. (Author/HOD)

A study investigated the writing motivation of 145 third- and fifth-grade students. Because self-perceived competence and task value interact in important ways to influence an individual's motivation, these two constructs were used as the basis for measuring children's motivation to write. Students responded to the Motivation to Write Scale (MWS), a 2-part survey designed to tap students' self-perceived competence as writers and the value they place in writing. In addition, 80 students participated in an interview to discuss their writing experiences. Classroom observations were conducted to learn more about the typical writing activities of these students. A qualitative analysis revealed the important role of three factors in students' writing motivation: the teacher, the type of text students encounter, and the classroom context. (Contains 37 references and 4 tables of data. Appendixes present a classroom observation form, the Motivation to Write Scale, interview questions, teacher survey, data, and a scoring rubric.) (Author/RS)

This paper discusses the notion that comprehension of language involves an active interpretative process entailing both a generating of expectations and a matching of expectations to the "incoming message." There are, however, two forms of discourse in which the relation of text to message differs from that holding in ordinary language. One of these is the language of propositions (or the essayist technique), which has been discussed by Olson; the other is the language of poetry. These two forms differ in their implied relation to speech. Olson stresses the gulf between speech and the language of propositions; poetry, on the other hand, might be regarded as the apotheosis of speech, retaining as part of its formal organization the device of rhythm, along with other ways of creating a patterned disposition of phonetic features that have no visual representation on the printed page. Still, the language of poetry is not that of speech; it requires the kind of attention to text that is not required in speech or in ordinary language. (AA)

The presence of trivial words in text databases can impact record or concept (words or phrases) clustering adversely. Additionally, the determination of whether a word or phrase is trivial is context-dependent. The objective of the present paper is to demonstrate a context-dependent trivial word filter to improve clustering quality. Factor analysis was used as a context-dependent trivial word filter for subsequent term clustering. Medline records for Raynaud's Phenomenon were used as the database, and words were extracted from the record abstracts. A factor matrix of these words was generated, and the words that had low factor loadings across all factors were identified and eliminated. The remaining words, which had high factor loading values for at least one factor and therefore were influential in determining the theme of that factor, were input to the clustering algorithm. Both quantitative and qualitative analyses were used to show that factor matrix filtering leads to higher quality clusters and subsequent taxonomies. Additionally, a fractals database obtained from the Science Citation Index was used to demonstrate the value of factor matrices to determine the interchangeability of word variants, and show the context dependency requirements for conflation. (8 figures, approx. 90 refs.)

Adventist Adult Bible Study Guide - 2020 Q2 L7 - Language, Text, and Context

2020 2nd second quarter (April May June) topic: "How to Interpret Scripture" (Ken Hart's Sabbath School class in Loma Linda, California, which is based upon the adult Seventh-day Adventist Bible study lesson guide and is broadcast on LLBN as "A Look Ahead"). See http://sabbathschool.sabbathschooltv.com for links to more Sabbath School classes and their study materials.

"Text and Context; A Criticism on a Passage of Exposition in Dr. Briggs' "Messianic Prophecy"" is an article from The Old and New Testament Student, Volume 9 . View more articles from The Old and New Testament Student . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3158038

Suggestion: Have a Tanach handy before you listen to this show.Eve Harow gives some insights into the connections between the 9th and 15th days of Av. The former is a day of mourning national calamities and the latter is what was once celebrated as the 4th Biblical festival amid the yearly grape harvest. The symbol of the Sin of the Spies became a means to unity and love.Will swords eventually be turned into plowshares- transforming iron from doing harm to good a la the grapes?It's up to us. Is the life saving 'Iron Dome' a clue?

This study compares the responses of black and white preservice teachers as they engaged about a young adult novel which addressed racial and sexual diversity. Student teachers used young adult literature with protagonists from diverse backgrounds as one means of coming to understand and value children of all backgrounds. Small groups met to discuss one book which was written by a black author, depicting the close relationship between a strong, self-assured black woman and her teenaged son. The book also addresses issues of homosexuality and interracial relationships. Data collection involved student reading journals and researcher observations of group discussions. Two themes emerged: finding oneself in a text (moving from margins to center) and becoming the other (moving from center to margins). Within these two themes, there were several categories: recognition of the author's purpose or values, response to being black in a white world, and response to being gay in a heterosexual world. The black teacher education students found themselves in their reading of the book, finding space to reflect on who they were and to release their own stories. The white teacher education students reflected that in their reading of the book they felt they needed to find a way in, but they generally remained looking in from outside. (Contains 26 references.) (SM)

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

\"Take this Book of the Law, and put it beside the ark of the covenant of the LORD your God, that it may be there as a witness against you\" (Deuteronomy 31:26, NKJV).

Thematic progression (TP) is examined in the text of a communication between a cardiologist and a general practitioner concerning a patient, offering a clinical diagnosis of the patient's condition. Analysis of the discourse looks at the field, tenor, and mode of the communication as a context for TP. The methods of analysis are first described, and the TP is then mapped. What constitutes theme in the clauses of the text is noted, and how words and nominal groups form TP is discussed. Considerations such as genre (a class of communicative events in which members share communicative purpose) and frames (inferences made from a body of knowledge in order to understand an utterance) are explored. After a discussion of TP and some of its shortcomings in application to the text in question, the analysis concludes with suggestions for making TP more explicit in the teaching of English for Special Purposes. (Contains 19 references.) (MSE)

Thematic progression (TP) is examined in the text of a communication between a cardiologist and a general practitioner concerning a patient, offering a clinical diagnosis of the patient's condition. Analysis of the discourse looks at the field, tenor, and mode of the communication as a context for TP. The methods of analysis are first described, and the TP is then mapped. What constitutes theme in the clauses of the text is noted, and how words and nominal groups form TP is discussed. Considerations such as genre (a class of communicative events in which members share communicative purpose) and frames (inferences made from a body of knowledge in order to understand an utterance) are explored. After a discussion of TP and some of its shortcomings in application to the text in question, the analysis concludes with suggestions for making TP more explicit in the teaching of English for Special Purposes. (Contains 19 references.) (MSE)

Thematic progression (TP) is examined in the text of a communication between a cardiologist and a general practitioner concerning a patient, offering a clinical diagnosis of the patient's condition. Analysis of the discourse looks at the field, tenor, and mode of the communication as a context for TP. The methods of analysis are first described, and the TP is then mapped. What constitutes theme in the clauses of the text is noted, and how words and nominal groups form TP is discussed. Considerations such as genre (a class of communicative events in which members share communicative purpose) and frames (inferences made from a body of knowledge in order to understand an utterance) are explored. After a discussion of TP and some of its shortcomings in application to the text in question, the analysis concludes with suggestions for making TP more explicit in the teaching of English for Special Purposes. (Contains 19 references.) (MSE)

7. Language, Text, and Context (May 16) Come & Reason Sabbath School, Collegedale, TN Seventh-day Adventist adult Bible study guide lessons, Quarter 2 of 2020 on "How to Interpret Scripture" For additional lessons and study materials visit: ComeAndReason.com

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Reading Graphic Design History  uses a series of key texts from the history of print culture to address issues of class, race and gender. It encourages the reader to look at print advertising, illustration, posters, magazine art direction and typography aesthetically but also critically. David Raizmans innovative approach intentionally challenges the canon of graphic design history and various traditional understandings of graphic design that have privileged certain schools or movements. He re-examines icons of graphic design in light of their local contexts, avoiding generalisation to explore underlying attitudes about various social issues. He encourages new ways of reading graphic design that take into account a broader context for graphic design activity, rather than generalisations that discourage the understanding of difference and the means by which graphic design communicates cultural values.

Includes bibliographies and index

350 p. :

350 p. :

350 p. :

The purpose of this study is to investigate the views of prospective teachers of Turkish language and literature on the "text analysis methods" course. In this study, which used the qualitative research approach, the case study design was used. 13 teacher candidates who are enrolled in the Turkish language and literature teaching program at a university in Turkey make up the research's participant group. The researcher used the literature review and expert comments to build a semi-structured interview form to get the participants' opinions regarding the "text analysis methods" course. The data were examined using a content analysis method. The findings indicate that the "text analysis methods" course provides a significant learning opportunity that presents potential instructors with a range of viewpoints. The course is successful in developing students' abilities to comprehend, analyze, interpret, and think critically about literary works as evidenced by the participants' varied viewpoints of its objectives and content. Participants made a point of emphasizing how the course's material was taught using cutting-edge scientific methods. Additionally, it was claimed that using relevant and trustworthy sources helped pupils develop scientific thinking skills. The requirement for more time and space that promote in-depth learning and support the accomplishment of instructional objectives is evident from differences in opinion regarding lesson duration. To improve the effectiveness of the course and give students a deeper learning experience, pre-service teachers advise using technological resources, interactive learning techniques, and analytical approaches. These results demonstrate how the "text analysis methods" course presents a significant opportunity for teacher candidates to develop their expertise in using literary texts to accomplish a variety of learning objectives. In light of this, it was determined that the research can offer information for the advancement of Turkish language and literary education as well as program updates. [For the full proceedings, see ED656038.]

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with a variety of topics, including the following: the relationship of text organization to readability and reading ability; how advance organizers, outlining, and other preparatory procedures affect learning and reading comprehension; how syntax and semantics affect the recall of connected discourse; a model of affective and cognitive silent reading strategies; the strategic processes involved in beginning reading; grade level differences in reading comprehension; and differences between recognizing words on a word list and words in context. (RL)

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.

Document indexation is an essential task achieved by archivists or automatic indexing tools. To retrieve relevant documents to a query, keywords describing this document have to be carefully chosen. Archivists have to find out the right topic of a document before starting to extract the keywords. For an archivist indexing specialized documents, experience plays an important role. But indexing documents on different topics is much harder. This article proposes an innovative method for an indexing support system. This system takes as input an ontology and a plain text document and provides as output contextualized keywords of the document. The method has been evaluated by exploiting Wikipedia's category links as a termino-ontological resources.