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This article addresses an objective description and reasons for the student's motivation in reading English text. Sixty students of tenth grade at SMA Negeri 55 South Jakarta participated on filling in 50 statements of 11 domains of motivation. An interview, another method to collect data needed and to meet a methodological triangulation, was employed to capture the participants' perspective. Findings revealed that reading curiosity is the highest domain of the students' motivation (92.22%), and social reason for reading is the lowest one (55.56%). Some interpretations are included in this paper.

This paper examines EFL learners' dialogic interaction in the implementation of a computer-mediated communication (CMC) task. Within the framework of sociocultural theory, the research focuses on how learners working in pairs collaboratively perform task management and build relationship in the synchronous CMC context. Sixteen Chinese tertiary EFL learners in eight self-selected pairs worked on an assigned task in the online chat rooms. We had a descriptive analysis of the data obtained from online chat logs, focusing on the task-related talk and off-task talk. Results indicate that learners' task-related talk has a variety of functions and facilitates the establishment and maintenance of task intersubjectivity. The findings also reveal the positive role of off-task talk in facilitating this online learning activity.

This paper examines EFL learners' dialogic interaction in the implementation of a computer-mediated communication (CMC) task. Within the framework of sociocultural theory, the research focuses on how learners working in pairs collaboratively perform task management and build relationship in the synchronous CMC context. Sixteen Chinese tertiary EFL learners in eight self-selected pairs worked on an assigned task in the online chat rooms. We had a descriptive analysis of the data obtained from online chat logs, focusing on the task-related talk and off-task talk. Results indicate that learners' task-related talk has a variety of functions and facilitates the establishment and maintenance of task intersubjectivity. The findings also reveal the positive role of off-task talk in facilitating this online learning activity.

This paper examines EFL learners' dialogic interaction in the implementation of a computer-mediated communication (CMC) task. Within the framework of sociocultural theory, the research focuses on how learners working in pairs collaboratively perform task management and build relationship in the synchronous CMC context. Sixteen Chinese tertiary EFL learners in eight self-selected pairs worked on an assigned task in the online chat rooms. We had a descriptive analysis of the data obtained from online chat logs, focusing on the task-related talk and off-task talk. Results indicate that learners' task-related talk has a variety of functions and facilitates the establishment and maintenance of task intersubjectivity. The findings also reveal the positive role of off-task talk in facilitating this online learning activity.

L. Fletcher Prouty

This dissertation investigates the role of contextual information in the automated retrieval and display of full-text documents, using robust natural language processing algorithms to automatically detect structure in and assign topic labels to texts. Many long texts are comprised of complex topic and subtopic structure, a fact ignored by existing information access methods. I present two algorithms which detect such structure, and two visual display paradigms which use the results of these algorithms to show the interactions of multiple main topics, multiple subtopics, and the relations between main topics and subtopics. The first algorithm, called TextTiling, recognizes the subtopic structure of texts as dictated by their content. It uses domain-independent lexical frequency and distribution information to partition texts into multi-paragraph passages. The results are found to correspond well to reader judgments of major subtopic boundaries. The second algorithm assigns multiple main topic labels to each text, where the labels are chosen from pre-defined, intuitive category sets; the algorithm is trained on unlabeled text. A new iconic representation, called TileBars uses TextTiles to simultaneously and compactly display query term frequency, query term distribution and relative document length. This representation provides an informative alternative to ranking long texts according to their overall similarity to a query. TileBars display documents only in terms of words supplied in the user query. For a given retrieved text, if the query words do not correspond to its main topics, the user cannot discern in what context the query terms were used.

This dissertation investigates the role of contextual information in the automated retrieval and display of full-text documents, using robust natural language processing algorithms to automatically detect structure in and assign topic labels to texts. Many long texts are comprised of complex topic and subtopic structure, a fact ignored by existing information access methods. I present two algorithms which detect such structure, and two visual display paradigms which use the results of these algorithms to show the interactions of multiple main topics, multiple subtopics, and the relations between main topics and subtopics. The first algorithm, called TextTiling, recognizes the subtopic structure of texts as dictated by their content. It uses domain-independent lexical frequency and distribution information to partition texts into multi-paragraph passages. The results are found to correspond well to reader judgments of major subtopic boundaries. The second algorithm assigns multiple main topic labels to each text, where the labels are chosen from pre-defined, intuitive category sets; the algorithm is trained on unlabeled text. A new iconic representation, called TileBars uses TextTiles to simultaneously and compactly display query term frequency, query term distribution and relative document length. This representation provides an informative alternative to ranking long texts according to their overall similarity to a query. TileBars display documents only in terms of words supplied in the user query. For a given retrieved text, if the query words do not correspond to its main topics, the user cannot discern in what context the query terms were used.

This dissertation investigates the role of contextual information in the automated retrieval and display of full-text documents, using robust natural language processing algorithms to automatically detect structure in and assign topic labels to texts. Many long texts are comprised of complex topic and subtopic structure, a fact ignored by existing information access methods. I present two algorithms which detect such structure, and two visual display paradigms which use the results of these algorithms to show the interactions of multiple main topics, multiple subtopics, and the relations between main topics and subtopics. The first algorithm, called TextTiling, recognizes the subtopic structure of texts as dictated by their content. It uses domain-independent lexical frequency and distribution information to partition texts into multi-paragraph passages. The results are found to correspond well to reader judgments of major subtopic boundaries. The second algorithm assigns multiple main topic labels to each text, where the labels are chosen from pre-defined, intuitive category sets; the algorithm is trained on unlabeled text. A new iconic representation, called TileBars uses TextTiles to simultaneously and compactly display query term frequency, query term distribution and relative document length. This representation provides an informative alternative to ranking long texts according to their overall similarity to a query. TileBars display documents only in terms of words supplied in the user query. For a given retrieved text, if the query words do not correspond to its main topics, the user cannot discern in what context the query terms were used.

This dissertation investigates the role of contextual information in the automated retrieval and display of full-text documents, using robust natural language processing algorithms to automatically detect structure in and assign topic labels to texts. Many long texts are comprised of complex topic and subtopic structure, a fact ignored by existing information access methods. I present two algorithms which detect such structure, and two visual display paradigms which use the results of these algorithms to show the interactions of multiple main topics, multiple subtopics, and the relations between main topics and subtopics. The first algorithm, called TextTiling, recognizes the subtopic structure of texts as dictated by their content. It uses domain-independent lexical frequency and distribution information to partition texts into multi-paragraph passages. The results are found to correspond well to reader judgments of major subtopic boundaries. The second algorithm assigns multiple main topic labels to each text, where the labels are chosen from pre-defined, intuitive category sets; the algorithm is trained on unlabeled text. A new iconic representation, called TileBars uses TextTiles to simultaneously and compactly display query term frequency, query term distribution and relative document length. This representation provides an informative alternative to ranking long texts according to their overall similarity to a query. TileBars display documents only in terms of words supplied in the user query. For a given retrieved text, if the query words do not correspond to its main topics, the user cannot discern in what context the query terms were used.

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)

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)

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)

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that measures trends in mathematics and science achievement at the 4th and 8th grades every 4 years. TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. The United States has participated in every administration of TIMSS since its inception in 1995, and the study provides valuable information on how U.S. students compare to students around the world. As the 2019 TIMSS results show, the United States had higher average scores than most participating countries in both mathematics and science at both the 4th and 8th grades. However, in 2019, the United States had relatively large score gaps between the top- and bottom-performing students in both TIMSS subjects and grades. Looking at changes over time in mathematics at both grades 4 and 8, U.S. average scores have increased over the long term--with higher average scores in 2019 than in 1995--but show no significant changes between 2015 and 2019. The results in this web report present descriptive data on student achievement designed to provide useful information to a broad audience, including members of the general public. [The intended use of this PDF is to allow readers to easily print all report text; however, for optimal figure viewing, please view the web report. Cover title varies: "TIMSS 2019 U.S. Results." For the 2015 results, see "Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002" (ED570893).]

Revising the Use of Differentiation in Text-Based Tasks in the Context of Ukrainian–Polish Bilingualism This article describes the specifics of Ukrainian–Polish bilingualism which can be observed in the territory of Ukraine and the present opportunities for studying Polish and Ukrainian. Various ways of using differentiation text-based tasks are proposed in the context of Ukrainian–Polish bilingualism. The article contains a description of differentiation in line with different types of activity. The completion of tasks aimed at familiarization with the text, text analysis, reconstruction, production, and complementation is possible due to different variants of content correlation in Polish and Ukrainian. The differentiation of activities during text analysis, supplemented by students’ own reflections and the results of their creative activity, is realized by finding answers to questions in the text posed in Polish, formulating answers to the questions, and completing the questions. This is made possible in different ways depending on the language used, be it Polish or Ukrainian. Task completion on the reconstruction, construction and complementation of texts is conducted in a similar manner. In case of difficulties, it is possible to use one’s native language in determining the main idea of the text, drawing up a plan, comparing two texts, etc. The use of different types of translation is an important method of differentiation when working with texts. The author also considers native language materials in a textbook’s methodological guidelines to be useful. O kwestii zastosowania zróżnicowanego podejścia podczas opracowywania tekstów przez studentów w warunkach dwujęzyczności ukraińsko-polskiej Autorka omawia cechy dwujęzyczności ukraińsko-polskiej na Ukrainie oraz dostępne możliwości nauki języka polskiego i ukraińskiego. Przedstawia sposoby zastosowania zróżnicowania w pracy uczniów z tekstami w warunkach dwujęzyczności ukraińsko-polskiej. Zamieszcza opis tego zróżnicowania w zależności od rodzaju pracy z tekstem. Podaje, że wykonanie zadań związanych z zapoznaniem się z tekstem, jego analizą, odtworzeniem, konstrukcją i uzupełnieniem tekstu jest możliwe dzięki różnym korelacyjnym opcjom materiału w języku polskim i ukraińskim. Rozróżnienie podejścia podczas analizy tekstu zostało uzupełnione wyrażaniem własnych opinii przez uczniów i wynikami ich działań twórczych. Są one realizowane również poprzez wykonywanie zadań mających na celu odnalezienie w tekście polskim odpowiedzi na pytania, ułożenie takiej odpowiedzi i uzupełnienie pytań. Jest to możliwe do zrobienia w różny sposób, w zależności od użycia języka polskiego lub ukraińskiego. Podobnie uczniowie wykonują zadania polegające na streszczaniu, konstruowaniu i uzupełnianiu tekstów. W przypadku powstania trudności możliwe jest użycie języka ojczystego przy ustalaniu głównej myśli w tekście, sporządzaniu planu, porównywaniu dwóch fragmentów itp. Ważny sposób stosowania zróżnicowania w pracy z tekstem – to użycie różnych rodzajów tłumaczeń. Za przydatne autorka uważa również materiały w języku ojczystym zawarte we wskazówkach metodycznych podręcznika.

Revising the Use of Differentiation in Text-Based Tasks in the Context of Ukrainian–Polish Bilingualism This article describes the specifics of Ukrainian–Polish bilingualism which can be observed in the territory of Ukraine and the present opportunities for studying Polish and Ukrainian. Various ways of using differentiation text-based tasks are proposed in the context of Ukrainian–Polish bilingualism. The article contains a description of differentiation in line with different types of activity. The completion of tasks aimed at familiarization with the text, text analysis, reconstruction, production, and complementation is possible due to different variants of content correlation in Polish and Ukrainian. The differentiation of activities during text analysis, supplemented by students’ own reflections and the results of their creative activity, is realized by finding answers to questions in the text posed in Polish, formulating answers to the questions, and completing the questions. This is made possible in different ways depending on the language used, be it Polish or Ukrainian. Task completion on the reconstruction, construction and complementation of texts is conducted in a similar manner. In case of difficulties, it is possible to use one’s native language in determining the main idea of the text, drawing up a plan, comparing two texts, etc. The use of different types of translation is an important method of differentiation when working with texts. The author also considers native language materials in a textbook’s methodological guidelines to be useful. O kwestii zastosowania zróżnicowanego podejścia podczas opracowywania tekstów przez studentów w warunkach dwujęzyczności ukraińsko-polskiej Autorka omawia cechy dwujęzyczności ukraińsko-polskiej na Ukrainie oraz dostępne możliwości nauki języka polskiego i ukraińskiego. Przedstawia sposoby zastosowania zróżnicowania w pracy uczniów z tekstami w warunkach dwujęzyczności ukraińsko-polskiej. Zamieszcza opis tego zróżnicowania w zależności od rodzaju pracy z tekstem. Podaje, że wykonanie zadań związanych z zapoznaniem się z tekstem, jego analizą, odtworzeniem, konstrukcją i uzupełnieniem tekstu jest możliwe dzięki różnym korelacyjnym opcjom materiału w języku polskim i ukraińskim. Rozróżnienie podejścia podczas analizy tekstu zostało uzupełnione wyrażaniem własnych opinii przez uczniów i wynikami ich działań twórczych. Są one realizowane również poprzez wykonywanie zadań mających na celu odnalezienie w tekście polskim odpowiedzi na pytania, ułożenie takiej odpowiedzi i uzupełnienie pytań. Jest to możliwe do zrobienia w różny sposób, w zależności od użycia języka polskiego lub ukraińskiego. Podobnie uczniowie wykonują zadania polegające na streszczaniu, konstruowaniu i uzupełnianiu tekstów. W przypadku powstania trudności możliwe jest użycie języka ojczystego przy ustalaniu głównej myśli w tekście, sporządzaniu planu, porównywaniu dwóch fragmentów itp. Ważny sposób stosowania zróżnicowania w pracy z tekstem – to użycie różnych rodzajów tłumaczeń. Za przydatne autorka uważa również materiały w języku ojczystym zawarte we wskazówkach metodycznych podręcznika.

Revising the Use of Differentiation in Text-Based Tasks in the Context of Ukrainian–Polish Bilingualism This article describes the specifics of Ukrainian–Polish bilingualism which can be observed in the territory of Ukraine and the present opportunities for studying Polish and Ukrainian. Various ways of using differentiation text-based tasks are proposed in the context of Ukrainian–Polish bilingualism. The article contains a description of differentiation in line with different types of activity. The completion of tasks aimed at familiarization with the text, text analysis, reconstruction, production, and complementation is possible due to different variants of content correlation in Polish and Ukrainian. The differentiation of activities during text analysis, supplemented by students’ own reflections and the results of their creative activity, is realized by finding answers to questions in the text posed in Polish, formulating answers to the questions, and completing the questions. This is made possible in different ways depending on the language used, be it Polish or Ukrainian. Task completion on the reconstruction, construction and complementation of texts is conducted in a similar manner. In case of difficulties, it is possible to use one’s native language in determining the main idea of the text, drawing up a plan, comparing two texts, etc. The use of different types of translation is an important method of differentiation when working with texts. The author also considers native language materials in a textbook’s methodological guidelines to be useful. O kwestii zastosowania zróżnicowanego podejścia podczas opracowywania tekstów przez studentów w warunkach dwujęzyczności ukraińsko-polskiej Autorka omawia cechy dwujęzyczności ukraińsko-polskiej na Ukrainie oraz dostępne możliwości nauki języka polskiego i ukraińskiego. Przedstawia sposoby zastosowania zróżnicowania w pracy uczniów z tekstami w warunkach dwujęzyczności ukraińsko-polskiej. Zamieszcza opis tego zróżnicowania w zależności od rodzaju pracy z tekstem. Podaje, że wykonanie zadań związanych z zapoznaniem się z tekstem, jego analizą, odtworzeniem, konstrukcją i uzupełnieniem tekstu jest możliwe dzięki różnym korelacyjnym opcjom materiału w języku polskim i ukraińskim. Rozróżnienie podejścia podczas analizy tekstu zostało uzupełnione wyrażaniem własnych opinii przez uczniów i wynikami ich działań twórczych. Są one realizowane również poprzez wykonywanie zadań mających na celu odnalezienie w tekście polskim odpowiedzi na pytania, ułożenie takiej odpowiedzi i uzupełnienie pytań. Jest to możliwe do zrobienia w różny sposób, w zależności od użycia języka polskiego lub ukraińskiego. Podobnie uczniowie wykonują zadania polegające na streszczaniu, konstruowaniu i uzupełnianiu tekstów. W przypadku powstania trudności możliwe jest użycie języka ojczystego przy ustalaniu głównej myśli w tekście, sporządzaniu planu, porównywaniu dwóch fragmentów itp. Ważny sposób stosowania zróżnicowania w pracy z tekstem – to użycie różnych rodzajów tłumaczeń. Za przydatne autorka uważa również materiały w języku ojczystym zawarte we wskazówkach metodycznych podręcznika.

Timm, Jeffrey R. (ed.) (1992). 'Text in Context: Traditional Hermeneutics in South Asia'. State University Plaza, Albany, N. Y.,  U. S. A.: State University of New York Press. ISBN 0791407950 (alk. paper). 

Timm, Jeffrey R. (ed.) (1992). 'Text in Context: Traditional Hermeneutics in South Asia'. State University Plaza, Albany, N. Y.,  U. S. A.: State University of New York Press. ISBN 0791407950 (alk. paper). 

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

Gender equality has been explained as both the equal treatment of women and men before the law and women's and men's equal usage of resources, opportunities, and services within the family and society. Today, although the conditions that support gender inequality have relatively decreased, gender discrimination still persists. Gender equality is expected to be taught by means of education at all levels and through curricula since they are the most important and indispensable elements of education. The first aim of this study is to determine whether an activity in the unit titled Towards Equality within the textbook, Citizenship and Democracy Education used in Turkey is appropriate for use in teaching gender equality. The second aim of the study is to determine through this activity students' views on gender equality/inequality and the reasons behind them based on the gender of students and the socio-economic levels of the schools which they attend. This is a descriptive study using both qualitative and quantitative research models. The study group consisted of a total of 160 students in 8th grade from four primary education schools from the lower, middle, and upper socio-economic levels (SEL) (three public schools, and one private school) in inner-city Ankara, Turkey. While descriptive statistical techniques (f-%) were used to analyze the quantitative data, content analysis was used to analyze the qualitative data. According to the findings of the study, the activity selected for testing by the researchers was found not to be adequate in strengthening gender equality awareness. Students generally attributed daily household chores and certain characteristics in the activity, which included such tasks as setting the table, being emotional, being a nurse, playing volleyball, and having blonde hair, to women. On the other hand, being a judge, playing football, and bravery were expressed as characteristics more likely to be specific to men. The ratios of these types of gender inequality based views were found to be higher particularly at the lower socio-economic level. The fact that gender inequality still continues in curriculum, course materials, and in the minds and behaviors of students makes it difficult to change this situation into a positive one. The content found in the curriculum and printed materials that are in connection with the curriculum should be cleared from implicit and explicit discourse that create or support gender inequality. Awareness of teachers about the variables that cause gender inequality should be increased.

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)

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)

Includes bibliographical references and index

Includes bibliographical references and index

This paper investigates optimal practices for teaching Chinese as a foreign language, situated within the context of adult learning theories, with a specific focus on adopting Vygotsky's sociocultural perspective. The examination delves into the theory of genre and its role in constructing meaning within cultural and social contexts, exploring its impact on language acquisition. The paper underscores the pivotal role of learner-centered teaching and the potential efficacy of genre-based pedagogy in enhancing the Chinese language learning experience for adult learners, particularly those with limited linguistic and cultural backgrounds in a foreign language. Through this exploration, a contribution is made to the understanding of effective teaching strategies tailored to this distinct group of language learners. [For the full proceedings, see ED631897.]

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.]

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 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)

'Text in Context Traditional Hermeneutics in South Asia Jeffrey Tim R. Sunny'

What you love about Translating with Lens is now even better. 💡 With major advancements in AI, translated text appears seamlessly integrated, as if it was part of the original picture. Turning text… into context! #SearchOn https://t.co/N8YySv87z1 Source: https://twitter.com/Google/status/1575171108654956545 Uploader: Google

Translation and languages

Literary Interior in Azerbaijani Prose of 1980-2000 (in the context of multi-layered artistic text) The literary interior, carrying out the most important function in the text of any literary work, plays a key role in revealing the author‟s intention and in the narration strategy. Unlike the landscape and nature description, the interior is a depiction of the “closed space” where the protagonist lives. This space keeps traces of the hero‟s habits, psychological state, and other features. As the literary-aesthetic trends replaced each other, the interior‟s variety also changed, and over the time, it attained literary functions namely in the establishment of the text and in revealing the author‟s idea and intention. The description of any space in the text of a literary work is not casual, as after this description we are witness to the depiction of hero living in this space; the matter is that these two successive depictions are not forgotten and stimulate the revealing of various significance levels occurring in the literary text. There are explicit and implicit interiors. The successive description of the space in the literary text is of symbolic meaning and serves to reveal its functionality. If, say, a is described in the space of an artistic work, or its existence is confirmed in this space, it is necessarily related to the meanings hidden in the inner of the hero. To cite this article: Mammadli, S. [2023]. Literary interior in Azerbaijani prose of 1980-2000 - in the context of multi-layered artistic text. “Metafizika” journal, 6(3), pp.46-57.

The article demonstrates that in the novel the complex of relationships of person and society, regulating principles of these relationships by the supreme human consciousness is described. Yusif Vazir, who has proved his philosophical ideas about the world, creation, nature and society with concrete examples, uses mythical ideas of Hindus, Zoroaster, Egyptians who consider the world as a fight area of the two powers (good and bad) and reveals the primary sources of the formation of philosophical imagination methods. In his novel called “Maiden spring”, he considers such kind of problems, that always make a person think, as a point at issue and about this issue he reflects his thoughts to the readers in his own way, by means of philosophical judgements. Y.V.Chamanzaminli, who sees the meaning of life in vitality and materiality, explains the notion of human and his life like plant and animal, in connection with organic and alive life. The thesis “temporary life, eternal death ” is explained by means of theoretical tenets of  Zoroaster school. In example of society, the thoughtful writer tries to prove the eternality of life by means of the formations of new human generations. The writer regards illusive signs, that are far away from material beginnings and real life, as distortion of the life. In the novel “Maiden spring”, he draws a sketch of the primary beginning of geography of Azerbaijan. There are a number of scenes which reflects public, political, social views of that time that the author had experienced. 

The article demonstrates that in the novel the complex of relationships of person and society, regulating principles of these relationships by the supreme human consciousness is described. Yusif Vazir, who has proved his philosophical ideas about the world, creation, nature and society with concrete examples, uses mythical ideas of Hindus, Zoroaster, Egyptians who consider the world as a fight area of the two powers (good and bad) and reveals the primary sources of the formation of philosophical imagination methods. In his novel called “Maiden spring”, he considers such kind of problems, that always make a person think, as a point at issue and about this issue he reflects his thoughts to the readers in his own way, by means of philosophical judgements. Y.V.Chamanzaminli, who sees the meaning of life in vitality and materiality, explains the notion of human and his life like plant and animal, in connection with organic and alive life. The thesis “temporary life, eternal death ” is explained by means of theoretical tenets of  Zoroaster school. In example of society, the thoughtful writer tries to prove the eternality of life by means of the formations of new human generations. The writer regards illusive signs, that are far away from material beginnings and real life, as distortion of the life. In the novel “Maiden spring”, he draws a sketch of the primary beginning of geography of Azerbaijan. There are a number of scenes which reflects public, political, social views of that time that the author had experienced. 

The article demonstrates that in the novel the complex of relationships of person and society, regulating principles of these relationships by the supreme human consciousness is described. Yusif Vazir, who has proved his philosophical ideas about the world, creation, nature and society with concrete examples, uses mythical ideas of Hindus, Zoroaster, Egyptians who consider the world as a fight area of the two powers (good and bad) and reveals the primary sources of the formation of philosophical imagination methods. In his novel called “Maiden spring”, he considers such kind of problems, that always make a person think, as a point at issue and about this issue he reflects his thoughts to the readers in his own way, by means of philosophical judgements. Y.V.Chamanzaminli, who sees the meaning of life in vitality and materiality, explains the notion of human and his life like plant and animal, in connection with organic and alive life. The thesis “temporary life, eternal death ” is explained by means of theoretical tenets of  Zoroaster school. In example of society, the thoughtful writer tries to prove the eternality of life by means of the formations of new human generations. The writer regards illusive signs, that are far away from material beginnings and real life, as distortion of the life. In the novel “Maiden spring”, he draws a sketch of the primary beginning of geography of Azerbaijan. There are a number of scenes which reflects public, political, social views of that time that the author had experienced. 

The article demonstrates that in the novel the complex of relationships of person and society, regulating principles of these relationships by the supreme human consciousness is described. Yusif Vazir, who has proved his philosophical ideas about the world, creation, nature and society with concrete examples, uses mythical ideas of Hindus, Zoroaster, Egyptians who consider the world as a fight area of the two powers (good and bad) and reveals the primary sources of the formation of philosophical imagination methods. In his novel called “Maiden spring”, he considers such kind of problems, that always make a person think, as a point at issue and about this issue he reflects his thoughts to the readers in his own way, by means of philosophical judgements. Y.V.Chamanzaminli, who sees the meaning of life in vitality and materiality, explains the notion of human and his life like plant and animal, in connection with organic and alive life. The thesis “temporary life, eternal death ” is explained by means of theoretical tenets of  Zoroaster school. In example of society, the thoughtful writer tries to prove the eternality of life by means of the formations of new human generations. The writer regards illusive signs, that are far away from material beginnings and real life, as distortion of the life. In the novel “Maiden spring”, he draws a sketch of the primary beginning of geography of Azerbaijan. There are a number of scenes which reflects public, political, social views of that time that the author had experienced. 

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.]

CST Audio Archive Yoshinobu Kumazawa Text and Context in Japanese Theology Asian Pastors' School

LibriVox volunteers bring you 15 different recordings of <em>To My Cat</em> by Rosamund Marriott Wilson. This was the weekly poetry project for the week of August 19th, 2007

2Hampstead Mystery

By Arthur J. Rees and John R. Watson

A murder whodunit... <br />Location:</b> Hampstead, England. <br /><b>Victim:</b> Sir Horace Fewbanks, a distinguished High Court judge. Cause of death: gun shot wound. <br /><b>Investigator:</b> Private Detective Crewe, a wealthy bachelor who has taken up crime detection as a hobby, because it provides intellectual challenges more satisfying even than playing twelve simultaneous boards against Russian chess champion Turgieff. <br /><b>His sidekick:</b> Joe is a fourteen year old Cockney boy, whom Crewe saved from a life of crime by hiring him as a messenger-boy and shadower. <br /><b>Other whodunit elements:</b> clues galore, suspects in abundance, an inquest, a trial, and an elegant resolution. (Summary by Maikki)

A guide for Christians to walk a godly life. Covering various practical and spiritual topics.<br /><br />This project was proof listened by Guero and Laura Victoria.

This book is an exposition of Romans 8:28: "We know that all things work together for good to them that love God, to them who are the called according to his purpose." It was written in 1663, one year after Thomas Watson and many other Puritan ministers were forced out of their pulpits by the Act of Uniformity. Watson's book radiates comfort in the midst of suffering. Its content is equally applicable to Christians facing trials today. (Introduction by rosea)

The poacher of these "Confessions" was no imaginary being. Following in his father's and forefather's footsteps, he learnt from an early age the practical skills of poaching and woodcraft. It was, however, Mother Nature that made old "Phil" a Poacher but she also made him a Sportsman and a Naturalist at the same time. Never did any man appear in closer sympathy with the wild creatures about him. <br> Even when about eighty years of age, there was still some of the old erectness in his carriage; some of the old fire in his eyes. As a young man he was handsome, though in later years his features were battered out of all original conception. His silvery hair still covered a lion-like head, and his tanned cheeks were hard and firm. <br> If his life had been a lawless one he had undoubtedly paid a heavy price for his wrong doings. Great as a poacher, he must have been great whatever he had been. (Confessions of a Poacher / TND)

6Mystery of the Downs

By Arthur J. Rees and John R. Watson

"The storm had descended swiftly, sweeping in suddenly from the sea, driving across the downs to the hills at high speed, blotting out the faint rays of a crescent moon and hiding the country-side beneath a pall of blackness, which was forked at intervals by flashes of lightning." - Book's opening sentence

"The Art of Divine Contentment" is an exposition by the Puritan minister Thomas Watson of the text found in Philippians 4:11: "I have learned, in whatsoever state I am, therewith to be content." It examines the nature of contentment and how to live it out in the Christian life, both by answering questions regarding problems with contentment and by giving examples of practical contentment. It is a good read for people with religious or historical interests. - Summary by J L Raimundo

A nice little story about a widower, his 18-year-old daughter and 5-year-old son, and their vacation from their home in Colorado to the shores of Cape Cod, Massachusetts. There they meet some friendly locals, and... the story continues.<br /> The reader picked up this book at a thrift store, saw it was out of copyright, and recorded it "sight unseen". It was worth the risk. (Summary by TriciaG)

9Monitor and the Merrimac: Both sides of the story

By Samuel Greene, H. Ashton Ramsay, Eugene Winslow Watson and John Worden

The American Civil War lasted four years, from 1861 to 1865. It included some iconic battles that have maintained enough interest to merit recounting the events in countless books. One such seminal battle was that of the USS Monitor versus the USS Merrimack, two ironclad ships, repurposed and redesigned to have a defensive advantage against conventional wooden war ships of the 19th century. The Monitor and the Merrimack faced off in a duel in the harbor at Hampton Roads, Virginia. The event represented the beginning of a new era of naval warfare. “The Monitor and the Merrimac” is a unique historical account of the first-hand experiences and perspectives of soldiers on each of the two ships. - Summary by Jeffery Smith

10Witch of the Glens

By Sally Watson

The time is 1644 in Inverness Scotland. Kelpie, now a teenage girl, doesn't remember being kidnapped by Gypsies. They had kidnapped her at a very young age because her "Second Sight" that was indicated by her blue ringed eyes. Kelpie desperately wishes she were a witch and often wondered where she had come from. We follow Kelpie through a series of events that changes her life forever. - Summary by kirk202

Mr. Watson published a variety of books upon practical subjects, and of a useful nature. But his principal work was his Body of Divinity in 176 Sermons upon the Assembly’s Catechism, which did not appear till after his death. It was published in one volume folio, in 1692, accompanied with a portrait of the author by Sturt, a recommendatory Preface by the Rev. William Lorimer, and the attestation of twenty-five other ministers, of principal note in that day; and has since passed through a number of editions both in England and Scotland. - Summary by Biographical Notice