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1Literacy : Text And Context

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The book is available for download in "texts" format, the size of the file-s is: 701.07 Mbs, the file-s for this book were downloaded 24 times, the file-s went public at Mon Feb 06 2023.

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2Alzheimer Talk, Text, And Context : Enhancing Communication

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The book is available for download in "texts" format, the size of the file-s is: 577.63 Mbs, the file-s for this book were downloaded 21 times, the file-s went public at Wed Aug 25 2021.

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3The Impact Of The Emotional Context Of Emojis As A Communication Tool And The Sender-Recipient Relationship On The Recipient's Positive Emotional Interpretation Of A Text Message.

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

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4Teun A Van Dijk Text And Context

Linguistics

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5Literatura Chicana; Texto Y Contexto. Chicano Literature; Text And Context

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  • Title: ➤  Literatura Chicana; Texto Y Contexto. Chicano Literature; Text And Context
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  • Language: spaeng,eng

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The book is available for download in "texts" format, the size of the file-s is: 499.34 Mbs, the file-s for this book were downloaded 177 times, the file-s went public at Fri Jan 06 2012.

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6Text And Context : Document Storage And Processing

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The book is available for download in "texts" format, the size of the file-s is: 651.41 Mbs, the file-s for this book were downloaded 9 times, the file-s went public at Mon Oct 09 2023.

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7Text And Context : Explorations In The Semantics And Pragmatics Of Discourse

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  • Title: ➤  Text And Context : Explorations In The Semantics And Pragmatics Of Discourse
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The book is available for download in "texts" format, the size of the file-s is: 877.81 Mbs, the file-s for this book were downloaded 176 times, the file-s went public at Sat Apr 29 2023.

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8Text, Role, And Context : Developing Academic Literacies

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  • Title: ➤  Text, Role, And Context : Developing Academic Literacies
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The book is available for download in "texts" format, the size of the file-s is: 577.85 Mbs, the file-s for this book were downloaded 100 times, the file-s went public at Fri Aug 19 2022.

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9Eighteenth-century Satire : Essays On Text And Context From Dryden To Peter Pindar

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The book is available for download in "texts" format, the size of the file-s is: 810.17 Mbs, the file-s for this book were downloaded 57 times, the file-s went public at Tue Jul 09 2019.

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10Alzheimer Talk, Text And Context : Enhancing Communication

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The book is available for download in "texts" format, the size of the file-s is: 671.28 Mbs, the file-s for this book were downloaded 16 times, the file-s went public at Wed Jun 07 2023.

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11ERIC ED266443: The Influence Of Word And Text Properties On Learning From Context. Technical Report No. 369.

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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)

“ERIC ED266443: The Influence Of Word And Text Properties On Learning From Context. Technical Report No. 369.” Metadata:

  • Title: ➤  ERIC ED266443: The Influence Of Word And Text Properties On Learning From Context. Technical Report No. 369.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 41.66 Mbs, the file-s for this book were downloaded 97 times, the file-s went public at Wed Dec 31 2014.

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12Text And Context : The Publication Of Middleborough High School Advanced Placement English

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)

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  • Title: ➤  Text And Context : The Publication Of Middleborough High School Advanced Placement English
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 212.44 Mbs, the file-s for this book were downloaded 61 times, the file-s went public at Thu Oct 13 2022.

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13Reading Graphic Design History: Image, Text, And Context

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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.

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 179.27 Mbs, the file-s for this book were downloaded 444 times, the file-s went public at Tue Sep 26 2023.

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14ERIC ED140283: Context, Text, Message And Forms Of Discourse.

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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)

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  • Title: ➤  ERIC ED140283: Context, Text, Message And Forms Of Discourse.
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 16.14 Mbs, the file-s for this book were downloaded 92 times, the file-s went public at Tue Apr 21 2015.

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15The Appendix Probi : A Scholar's Guide To Text And Context

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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)

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 743.52 Mbs, the file-s for this book were downloaded 118 times, the file-s went public at Sat Jun 17 2023.

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16ERIC ED398548: The Teacher, The Text, And The Context: Factors That Influence Elementary Students' Motivation To Write. Reading Research Report No. 59.

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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)

“ERIC ED398548: The Teacher, The Text, And The Context: Factors That Influence Elementary Students' Motivation To Write. Reading Research Report No. 59.” Metadata:

  • Title: ➤  ERIC ED398548: The Teacher, The Text, And The Context: Factors That Influence Elementary Students' Motivation To Write. Reading Research Report No. 59.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 44.35 Mbs, the file-s for this book were downloaded 138 times, the file-s went public at Tue Dec 15 2015.

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17Adventist Adult Bible Study Guide - 2020 Q2 L7 - Language, Text, And Context

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

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The book is available for download in "movies" format, the size of the file-s is: 157.14 Mbs, the file-s for this book were downloaded 1383 times, the file-s went public at Sun Apr 26 2020.

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18The Romanian Version Of The Testament Of Abraham : Text, Translation, And Cultural Context

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

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  • Title: ➤  The Romanian Version Of The Testament Of Abraham : Text, Translation, And Cultural Context
  • Language: rom,eng

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The book is available for download in "texts" format, the size of the file-s is: 364.75 Mbs, the file-s for this book were downloaded 45 times, the file-s went public at Wed Mar 03 2021.

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19Text, Context And The Johannine Community : A Sociolinguistic Analysis Of The Johannine Writings

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

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The book is available for download in "texts" format, the size of the file-s is: 489.04 Mbs, the file-s for this book were downloaded 123 times, the file-s went public at Sat Feb 27 2021.

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20Rejuvenation: Winepresses, Threshing Floors And The Context Of The Text

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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?

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The book is available for download in "audio" format, the size of the file-s is: 27.66 Mbs, the file-s for this book were downloaded 1 times, the file-s went public at Wed Dec 13 2023.

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21ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]

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Gamification is the use of game elements in a non-game context to encourage desired behaviours (Detering 2011a). It has been identified as a promising technique for improving user motivation on e-learning platforms. Since previous literature reviews and meta-analyses only considered gamification and learning effort without focusing directly on gamification elements, a research gap was identified. Based on the studies analysed, the most commonly used gamification elements in the literature were identified and examined to determine whether there are any significant results in terms of motivational changes. Three areas of research questions were formulated for this meta-analysis: Which gamification elements should be used to increase learning motivation in asynchronous e-learning? Which success factors should be considered to increase the motivation of the learners by using gamification elements? Is there a specific selection of gamification elements that significantly increase motivation in asynchronous e-learning? The literature search process consisted of a manual search for research articles in electronic libraries with a pre-defined search string. Afterwards, the studies were examined to determine their relevance based on defined inclusion and exclusion criteria. The next step was title and abstract screening followed by a full-text screening. A complementary search of the included literature was then conducted using snowballing techniques. Finally, the most relevant literature was reviewed using quality assessment. The most promising gamification elements are badges, leaderboards, level up systems and progress bars. The combination of elements increases users' motivation significantly, especially the combination of badges with leaderboards or level up systems. These insights contribute to the design of e-learning platforms. [For the full proceedings, see ED636095.]

“ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]” Metadata:

  • Title: ➤  ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]
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  • Language: English

“ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]” Subjects and Themes:

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22ERIC ED455207: Text And Context: Using Multicultural Literature To Help Teacher Education Students Develop Understanding Of Self And World.

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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)

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23Language, Text, And Context

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\"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).

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24Employment Law In Context : Text And Materials

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\"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).

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25Christian Predestination, Or, The Predetermined Providential Appointment Of Them That Love God To Suffer With Jesus, That With Him They May Be Glorified [microform] : Being An Exposition Of Romans VIII, 29, 30, Deduced Critically From The Text And Logically From The Context

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\"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).

“Christian Predestination, Or, The Predetermined Providential Appointment Of Them That Love God To Suffer With Jesus, That With Him They May Be Glorified [microform] : Being An Exposition Of Romans VIII, 29, 30, Deduced Critically From The Text And Logically From The Context” Metadata:

  • Title: ➤  Christian Predestination, Or, The Predetermined Providential Appointment Of Them That Love God To Suffer With Jesus, That With Him They May Be Glorified [microform] : Being An Exposition Of Romans VIII, 29, 30, Deduced Critically From The Text And Logically From The Context
  • Author: ➤  
  • Language: English

“Christian Predestination, Or, The Predetermined Providential Appointment Of Them That Love God To Suffer With Jesus, That With Him They May Be Glorified [microform] : Being An Exposition Of Romans VIII, 29, 30, Deduced Critically From The Text And Logically From The Context” Subjects and Themes:

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26Text And Context : A Contemporary Approach To College Writing

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\"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).

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27Lincoln In Text And Context : Collected Essays

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\"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).

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28Language, Text And Context : Essays In Stylistics

\"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).

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29Context And Keyword Extraction In Plain Text Using A Graph Representation

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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.

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30Text And Context : The Publication Of Middleborough High School Advanced Placement English

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.

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317. Language, Text, And Context (May 16) Come & Reason Sabbath School, Collegedale, TN

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

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32Beyond The Text: Marxism And The Social Context Of Literary Creation

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.

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33Dick Tracy And American Culture : Morality And Mythology, Text And Context

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34Text And Context : The Publication Of Middleborough High School Advanced Placement English

350 p. :

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35Text And Context : The Publication Of Middleborough High School Advanced Placement English

350 p. :

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36ERIC ED656099: Teacher Candidates' Views On The "Text Analysis Methods" Course In The Context Of Language And Literature Education

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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.]

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37ERIC ED166661: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," October Through December 1978 (Vol. 39 Nos. 4 Through 6). 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)

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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)

“ERIC ED166661: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," October Through December 1978 (Vol. 39 Nos. 4 Through 6). 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)” Metadata:

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“ERIC ED166661: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," October Through December 1978 (Vol. 39 Nos. 4 Through 6). 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)” Subjects and Themes:

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38Theory, Text, Context : Issues In Greek Rhetoric And Oratory

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)

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39Beyond The Boundaries: Text And Context In African Literature

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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)

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40ERIC EJ811126: Pacific Elementary School Teachers And Language Policy Critique: Context, Text And Consequences

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This article explores the issue of language policy analysis for elementary school teachers in the Oceania region, that is Polynesian nations in the southern and eastern, Melanesian nations in the western and Micronesian nations in the northern parts of the Pacific Ocean region. It is grounded in an understanding that education policy work of any kind is contested and political but nevertheless an exercise that elementary school teachers need to engage in. The ideas examined in the article are timely given recent "re-thinking" language policy work across the region initiated in early 2005 by the Institute of Education at the University of the South Pacific and the Pacific Regional Initiatives for the Delivery of [basic] Education (PRIDE), in Fiji. This article draws on a template for education policy analysis that enables teachers in particular to ask critical key questions around language policy context, text and consequences (Taylor et al., 1997). These questions offer teachers a language for examining language and language policy issues that concern them in their everyday work and thus a possible way of accessing and contributing to debates from which they are often excluded. (Contains 4 tables.)

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41Text, ConText, And HyperText : Writing With And For The Computer

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Includes bibliographies and index

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42Poetry - Text And Context

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Includes bibliographies and index

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43The Curious Frame : Seven Poems In Text And Context. --

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Includes bibliographies and index

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44Text And Context; A Criticism On A Passage Of Exposition In Dr. Briggs' "Messianic Prophecy"

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"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

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457. Language, Text, And Context (May 16) Ken Hart Sabbath School 2020 Quarter 2 Lesson 7 "How To Interpret Scripture"

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.

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46Text And Context: Church Planting In Canada In Post-Christendom

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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.

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47ERIC ED359514: Text, Context, And Shared Understandings: Refocusing On "Accountability" In Student Writing.

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A language-centered social interactionist approach toward writing and written communication involve writing and reading as acts of negotiation. Effective writing, which enables writers and readers to construct and share understanding, is a process of interpersonal contextualization. An analysis of the working drafts and revision of the introductory section of one student writer's text demonstrates how key textual features function reflexively to establish and sustain the rational grounds of writing and reading as sense-making social practices. An important pedagogical implication of this framework for understanding writing is that writer-reader classroom interactions need to be intensively text-centered, a concern too often neglected in current process-oriented instructional design. Developing writers need to witness the on-line effectiveness (or ineffectiveness) of their texts as rational accounts of the working contexts that enable readers to make sense of their efforts. (Contains 17 references.) (RS)

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48The Lais Of Marie De France : Text And Context

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A language-centered social interactionist approach toward writing and written communication involve writing and reading as acts of negotiation. Effective writing, which enables writers and readers to construct and share understanding, is a process of interpersonal contextualization. An analysis of the working drafts and revision of the introductory section of one student writer's text demonstrates how key textual features function reflexively to establish and sustain the rational grounds of writing and reading as sense-making social practices. An important pedagogical implication of this framework for understanding writing is that writer-reader classroom interactions need to be intensively text-centered, a concern too often neglected in current process-oriented instructional design. Developing writers need to witness the on-line effectiveness (or ineffectiveness) of their texts as rational accounts of the working contexts that enable readers to make sense of their efforts. (Contains 17 references.) (RS)

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49Shakespeare : Text, Subtext, And Context

A language-centered social interactionist approach toward writing and written communication involve writing and reading as acts of negotiation. Effective writing, which enables writers and readers to construct and share understanding, is a process of interpersonal contextualization. An analysis of the working drafts and revision of the introductory section of one student writer's text demonstrates how key textual features function reflexively to establish and sustain the rational grounds of writing and reading as sense-making social practices. An important pedagogical implication of this framework for understanding writing is that writer-reader classroom interactions need to be intensively text-centered, a concern too often neglected in current process-oriented instructional design. Developing writers need to witness the on-line effectiveness (or ineffectiveness) of their texts as rational accounts of the working contexts that enable readers to make sense of their efforts. (Contains 17 references.) (RS)

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50Text And Context : The Publication Of Middleborough High School Advanced Placement English

A language-centered social interactionist approach toward writing and written communication involve writing and reading as acts of negotiation. Effective writing, which enables writers and readers to construct and share understanding, is a process of interpersonal contextualization. An analysis of the working drafts and revision of the introductory section of one student writer's text demonstrates how key textual features function reflexively to establish and sustain the rational grounds of writing and reading as sense-making social practices. An important pedagogical implication of this framework for understanding writing is that writer-reader classroom interactions need to be intensively text-centered, a concern too often neglected in current process-oriented instructional design. Developing writers need to witness the on-line effectiveness (or ineffectiveness) of their texts as rational accounts of the working contexts that enable readers to make sense of their efforts. (Contains 17 references.) (RS)

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