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Relevant bibliographies by topics / Teachers College (New York, N.Y.). Library / Journal articles
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Published: 28 July 2024
Last updated: 31 July 2024
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1
Hartono, Hartono. "KEEFEKTIFAN KONSELING RATIONAL EMOTIVE BEHAVIOR UNTUK MEREDUKSI PERILAKU MENYONTEK SISWA SMA." Perspektif Ilmu Pendidikan 32, no.2 (October10, 2018): 117–26. http://dx.doi.org/10.21009/pip.322.4.
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This study aims to apply rational emotive behavior counseling as an effort to reduce cheating behavior of high school students. The design of this study was conducted using a quasi experimental method approach with a pretest-posttest non-equivalent control group design research design. Data analysis techniques using Wilcoxon mached-pairs signed test, with the Asymp.Sig (2-Tailed) 0.028 <0.05, which shows a significant difference. The Z test value is -0.730 with the Asymp.Sig (2-Tailed) number 0.466, because of the Asymp.Sig (2-Tailed) value> 0.05, it can be concluded that there is no significant difference between the posttest value and the experimental group value with the control group, Ho is rejected and Ha is accepted which means that rational emotive behavior counseling is effective in reducing student cheating behavior. The study was carried out starting from January to March 2018, which took place at Darul Hikmah High School. Based on the results of the study, the researchers proposed several suggestions, among others (1) BK teachers, counseling rational emotive behavior can be applied by BK teachers to reduce student cheating behavior practically and can be easily applied; (2) for researchers furthermore, this research uses the pretest and posttest control group design research models, for the next researcher can use other research designs such as action research in BK, or other experimental research. References Andrestia, M. (2010). Pengaruh locus of control goal orientation terhadap cheating mahasiwa Fakultas Psikologi UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: UIN Syarif Hidayatullah Jakarta. Anitasari, L. (2012). Hubungan stres dan perilaku merokok pada remaja. Skripsi. Malang: Universitas Negeri Malang. Arabzadeh, S., Ameli, N., Zeinoddini, A., Rezaei, F., Farokhnia, M., Mohammadinejad, P., Ghaleiha, A., & Akhondzadeh, S. (2015). Celecoxib adjunctive therapy for acute bipolar mania: A randomized, double-blind, placebo-controlled trial. Bipolar Disorders, 17(6), 606-614. doi:https://doi.org/10.1111/bdi.12324 Bond, F. W., & Dryden, W. (1996). Why two central REBT hypotheses appear untestable. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 14(1), 29-40. Corey, G. (2015). Theory and practice of counseling and psychotherapy. Canada: Nelson Education. Corey, G. (2012). Case approach to counseling and psychotherapy. Canada: Nelson Education. Dessy, D. A., Suranata, K. S., & Setuti, N. M. (2013). Penerapan konseling rasional emotif dengan teknik kognitif untuk meningkatkan self disclosure siswa kelas X. 6 SMA Negeri 1 Sukasada tahun pelajaran 2012/2013. Jurnal Ilmiah Bimbingan Konseling Undiksha, 1(1), 1-10. https://ejournal.undiksha.ac.id/index.php/JJBK/issue/view/91 Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London: Routledge. Dryden, W. (2003). Reason to change: A rational emotive behaviour therapy (REBT) workbook. London: Routledge. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hartanto, D. (2012). Bimbingan & konseling menyontek: Mengungkap akar masalah dan solusinya. Jakarta: Indeks. Hetherington, E. M., & Feldman, S. E. (1964). College cheating as a function of subject and situationalvariables. Journal of Educational Psychology, 55(4), 212. McCabe, M., & Ricciardelli, L. (2001). Parent, peer and media influences on body image and strategies to both increase and decrease body size among adolescent boys and girls. Adolescence, 36(142), 225-240. https://www.questia.com/library/journal/1G1-79251794/parent-peer-and-mediainfluences-on-body-image-and Nurmayasari, K., & Murusdi, H. (2015). Hubungan antara Berpikir Positif dan Perilaku Menyontek pada Siswa Kelas X SMK Koperasi Yogyakarta. Empathy: Jurnal Fakultas Psikologi, 3(1), 8-15. http://journal.uad.ac.id/index.php/EMPATHY/ article/view/3009/1748 Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York: McGraw-Hill. Setyani, U. (2007). Hubungan antara konsep diri dengan intensi menyontek pada siswa SMA Negeri 2 Semarang. Disertasi. Semarang: Universitas Diponegoro. Sujana, Y. E., & Wulan, R. (1994). Hubungan antara kecenderungan pusat kendali dengan intensi menyontek. Jurnal Psikologi, 21(1994). http://i-lib.ugm.ac.id/jurnal/download.php?dataId=4298 Taylor, K.R. (2003). Bracing for cheating and plagiarism. Diakses melalui https://www.eddigest.com/sub.php Permatasari, D., & Muka, J. R. (2017). Correlation between self–efficacy and cheating behavior onvocational high school students. Prosiding 8th ICLICE 2017. Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s efforftul control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433. doi: https://doi.org/10.1080/10409289.2010.505259
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Keren-Sagee, Alona. "JOSEPH SCHILLINGER – A DISCIPLE'S REMINISCENCES OF THE MAN AND HIS THEORIES: AN INTERVIEW WITH PROF. ZVI KEREN." Tempo 64, no.251 (January 2010): 17–27. http://dx.doi.org/10.1017/s0040298210000033.
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Joseph Schillinger (1895–1943), the eminent Russian-American music theorist, teacher and composer, emigrated to the United States in 1928, after having served in high positions in some of the major music institutions in the Ukraine, Khar'kov, Moscow, and Leningrad. He settled in New York, where he taught music, mathematics, art history, and his theory of rhythmic design at the New School for Social Research, New York University, and the Teachers College of Columbia University. He formulated a philosophical and practical system of music theory based on mathematics, and became a celebrated teacher of prominent composers and radio musicians. Schillinger's writings include: Kaleidophone: New Resources of Melody and Harmony (New York: M. Witmark, 1940; New York: Charles Colin, 1976); Schillinger System of Musical Composition, 2 vols. (New York: Carl Fischer, 1946; New York: Da Capo Press, 1977); Mathematical Basis of the Arts (New York: Philosophical Library, 1948; New York: Da Capo Press, 1976); Encyclopedia of Rhythms (New York: Charles Colin, 1966; New York: Da Capo Press, 1976).
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Leibo,StevenA., AbrahamD.Kriegel, RogerD.Tate, RaymondJ.Jirran, Bullitt Lowry, Sanford Gutman, ThomasT.Lewis, et al. "Book Reviews." Teaching History: A Journal of Methods 12, no.2 (May5, 1987): 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.
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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.
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Gredler,GilbertR. "Spodek, B., & Saracho, O. N. (Eds.). (1991). Issues in early childhood curriculum. New York: Teachers College, Columbia University, 244 pp., $58.95." Psychology in the Schools 31, no.1 (January 1994): 83–85. http://dx.doi.org/10.1002/1520-6807(199401)31:1<83::aid-pits2310310114>3.0.co;2-3.
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Auerbach, Susan. "Book Review: Urban Schools, Public Will: Making Education Work for All Our Children, by N. Fruchter. New York: Teachers College Press, 2007. 192 pp. ISBN: 978-0-8077-4740-7." Educational Administration Quarterly 44, no.3 (August 2008): 443–50. http://dx.doi.org/10.1177/0013161x07313295.
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Harger, Elaine. "Williamson, Joy Ann. Radicalizing the Ebony Tower: Black Colleges and the Black Freedom Struggle in Mississippi. New York: Teachers College Press (Reflective History Series), 2008. 214 p. alk. paper, $66 (ISBN 9780807748640). LC 2007-048836." College & Research Libraries 69, no.6 (November1, 2008): 592–93. http://dx.doi.org/10.5860/crl.69.6.592.
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McLean, Michelle. "Engaging teenage girls with technology:Teen girls and technology: what’s the problem, what’s the solution?By Lesley Farmer. New York: Teachers College Press; Chicago: American Library Association, 2008. 192 pp. US$35.00 (ALA members US$31.50) soft cover ISBN 13: 978083909744." Australian Library Journal 58, no.2 (May 2009): 203–4. http://dx.doi.org/10.1080/00049670.2009.10735884.
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Lê, Mê-Linh. "Nutrition, Food Science, and Dietetics Faculty Have Information Needs Similar to Basic and Medical Sciences Faculty – Online Access to Electronic Journals, PubMed/Medline, and Google." Evidence Based Library and Information Practice 6, no.4 (December15, 2011): 155. http://dx.doi.org/10.18438/b8fh0z.
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Objective – To determine the information needs of nutrition, food science, and dietetics faculty members by specifically examining how they locate and access information sources and which scholarly journals are consulted for teaching, research, and current awareness; and identifying any perceived information service needs (e.g., training). Design – Online survey questionnaire. Setting – Four senior colleges within the City University of New York (CUNY) system. Subjects – Nutrition, food science, and dietetics faculty members. Methods – Using institutional websites and the assistance of relevant affiliated librarians, 29 full-time and adjunct nutrition, food science, and dietetics faculty members were identified at Queens College, Brooklyn College, Hunter College, and Lehman College (all part of the CUNY system). A survey was emailed in June and July 2007 and had 14 (48.4%) responses. The study was temporarily halted in late 2007. When resumed in January 2009, the survey was re-sent to the initial non-respondents; five additional responses were received for a final 65.5% (n=19) response rate. Main Results – The majority of respondents held a PhD in their field of study (63.1%), were full-time faculty (no percentage given), and female (89.5%). Information sources were ranked for usage by respondents, with scholarly journals unsurprisingly ranked highly (100%), followed by conference and seminar proceedings (78.9%), search engines (73.6%), government sources (68.4%), and information from professional organizations (68.4%). Respondents ranked the top ten journals they used for current awareness and for research and teaching purposes. Perhaps due to a lack of distinction by faculty in terms of what they use journals for, the two journal lists differ by only two titles. The majority browse e-journals (55.6%) rather than print, obtain access to e-journals through home or work computers (23.6%), and obtain access to print through personal collections (42.1%). Databases were cited as the most effective way to locate relevant information (63.1%); PubMed was the most heavily used database (73.7%), although Medline (via EBSCO), Science Direct, and Academic Search Premier were also used. Respondents were asked how they preferred to obtain online research skills (e.g., on their own, via a colleague, via a librarian, or in some other way). The linked data does not answer this question, however, and instead supplies figures on what types of sessions respondents had attended in the past (44.4% attended library instruction sessions, while others were self-taught, consulted colleagues, attended seminars, or obtained skills through their PhD research). Conclusion – Strong public interest in nutritional issues is a growing trend in the Western world. For those faculty members and scholars researching and teaching on nutrition and related areas, more work on their information needs is required. This study begins to address that gap and found that nutrition, food science, and dietetics faculty share strong similarities with researchers in medicine and the other basic sciences with regard to information needs and behaviours. The focus is on electronic journals, PubMed/Medline, and online access to resources. Important insights include the fact that print journals are still in modest use, researchers use grey literature (e.g., government sources) and other non-traditional formats (e.g., conference proceedings and electronic mail lists) as information sources, and training sessions need to be offered in a variety of formats in order to address individual preferences.
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Grahame,J.A.K., R.A.Butlin, JamesG.Cruickshank, E.A.Colhoun, A.Farrington, GordonL.Davies, I.E.Jones, et al. "Reviews of Books." Irish Geography 5, no.2 (January4, 2017): 106–508. http://dx.doi.org/10.55650/igj.1965.1015.
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NORTHERN IRELAND FROM THE AIR. Edited by R. Common, Belfast : Queen's University Geography Department, 1964. 104 pp., 44 plates, 1 folding map. 10 × 8 ins. 25s.THE CANALS OF THE NORTH OF IRELAND, by W. A. McCutcheon. Dawlish : David and Charles, and London : Macdonald and Co., 1965. 180 pp. 8 1/2 × 5 1/4 in. 36s.ULSTER AND OTHER IRISH MAPS c.1600. Edited by G. A. Hayes‐McCoy. Dublin : Irish Manuscripts Commission, 1964. 13 × 19 in. xv + 36 pp., 23. plates. £ 6.SOILS OF COUNTY WEXFORD. Edited by P. Ryan and M. J. Gardiner. Prepared and published by An Foras Talúntais (The Agricultural Institute), Dublin 1964. 171 pp. and three fold‐in maps. 30s.THE GEOGRAPHY OF SOIL, by Brian T. Bunting. London : Hutchinson's University Library, 1965. pp. 213. 14 figs. 12 tables. 7 1/2 × 5 in. 15s.THE HISTORY OF THE STUDY OF LANDFORMS. Vol. I : GEOMORPHOLOGY BEFORE DAVIS. Richard J. Chorley, Anthony J. Dunn and Robert P. Beckinsale. London : Methuen, 1964. 678 pp. 84s.A DICTIONARY OF GEOGRAPHY, by F. J. Monkhouse. London : Edward. Arnold Ltd., 1965. 344 pp. 8 1/2 × 5 1/2 in. 35s.LA REGION DE L'OUEST, by Pierre Flatrès. Collection ‘France de Demain ‘. Paris : Presses Universitaires de France, 1964. 31s. 6d.THE BRITISH ISLES : A SYSTEMATIC GEOGRAPHY. Edited by J. Wreford Watson and J. B. Sissons. Edinburgh : Thomas Nelson, 1964. 452 pp. 45s.SCANDINAVIAN LANDS, by Roy Millward. London : Macmillan, 1964. Pp. 448. 9 × 6 in. 45s.MERSEYSIDE, by R. Kay Gresswell and R. Lawton. British Landscapes Through Maps, No. 6. The Geographical Association, Sheffield, 1964. 36 pp. + 16 plates. 7 1/2 × 9 1/2 in. 5s.WALKING IN WICKLOW, by J. B. Malone. Dublin : Helicon Ltd., 1964. 172 pp. 7 × 4 #fr1/2> in. 7s.GREYSTONES 1864–1964. A parish centenary, 1964. 23 pp. 8 #fr1/4> × 5 1/2 in. 2s. 6d. Obtainable from the A.P.C.K., 37 Dawson Street, Dublin 2.DINNSEANCHAS. Vol. I, No. I. June 1964. An Cumann Logainmneacha, Baile Atha Cliath. Pp. 24. 5s.JOURNAL OF THE ASSOCIATION OF GEOGRAPHY TEACHERS OF IRELAND. Vol. I, Dublin. 1964.MAP READING FOR THE INTERMEDIATE CERTIFICATE, by Michael J. Turner. A. Folens : Dublin. 1964. 92 pp.MAP OF CORK CITY, 1: 15,000. Dublin : Ordnance Survey Office, 1964. 32 × 24 in. On paper, flat, 4s., or folded and covered, 5s.IRELAND, by T. W. Freeman. London : Methuen & Co. Ltd. Third edition, 1965. 5 1/2 × 8 #fr1/2> in. Pp. xx + 560. 65s.THE PLANNING AND FUTURE DEVELOPMENT OF THE DUBLIN REGION. PRELIMINARY REPORT. By Myles Wright. Dublin : Stationery Office, 1965. Pp.55. 8 ins. × 11 3/4 ins. 10s 6d.LIMERICK REGIONAL PLAN. Interim Report on the Limerick—Shannon— Ennis District by Nathaniel Litchfield. The Stationery Office, Dublin 1965. 8 × 12 ins. ; Pp. 83 ; 10s. 6d.ANTRIM NEW TOWN. Outline Plan. Belfast : H. M. Stationery Office, 1965. 10 1/2 × 8 1/2 in. 15s.HEPORT OF THE DEPUTY KEEPER OF THE RECORDS 1954–1959. Belfast : Her Majesty's Stationery Office. Cmd. 490. 138 pp. 10s.ECONOMIC GEOGRAPHY, by Ronald Hope. London : George Philip and Son Ltd., 4th edition, 1965. pp. 296. 15s. 6d.CLIMATE, SOILS AND VEGETATION, by D. C. Money. London : University Tutorial Press, 1965. pp. 272. 18s.TECHNIQUES IN GEOMORPHOLOGY, by Cuchlaine A. M. King. 9 × 5 1/2 in. 342 pp. London : Edward Arnold (Publishers) Ltd., 1966. 40s.BRITISH GEOMORPHOLOGICAL RESEARCH GROUP PUBLICATIONS :— 1. RATES OF EROSION AND WEATHERING IN THE BRITISH ISLES. Occasional Publication No. 2, 1965. Pp. 46. 13 × 8 in. 7s. 6d.2. DEGLACIATION. Occasional Publication No. 3, 1966. Pp. 37. 13 × 8 in. 7s.RECHERCHES DE GÉOMORPHOLOGIE EN ÉCOSSE DU NORD‐OUEST. By A. Godard. Publication de la Faculté des Lettres de l'Université de Strasbourg, 1965. 701 pp. 482 reís.ARTHUR'S SEAT: A HISTORY OF EDINBURGH'S VOLCANO, by G. P. Black. Edinburgh & London : Oliver & Boyd, 1966. 226 pp. 7 1/2 × 5 in. 35s.OFFSHORE GEOGRAPHY OF NORTHWESTERN EUROPE. The Political and Economic Problems of Delimitation and Control, by Lewis M. Alexander. London : Murray, 1966. 35s.GEOGRAPHICAL PIVOTS OF HISTORY. An Inaugural Lecture, by W. Kirk. Leicester University Press, 1965. 6s.THE GEOGRAPHY OF FRONTIERS AND BOUNDARIES, by J. R. V. Prescott. London : Hutchinson, 1965. 15s.THE READER'S DIGEST COMPLETE ATLAS OF THE BRITISH ISLES.. London : Reader's Digest Assoc., 1965. 230 pp. 15 1/4 × 10 1/2 in. £5. 10. 0.ULSTER DIALECTS. AN INTRODUCTORY SYMPOSIUM. Edited by G. B. Adams, Belfast : Ulster Folk Museum, 1964. 201 pp. 9 1/2 × 6 1/2 in. 20s.ULSTER FOLKLIFE, Volume 11. Belfast: The Ulster Folk Museum, 1965. Pp. 139. 9 1/2 × 7 in. 15s.GEOGRAPHICAL ABSTRACTS published and edited by K. M. Clayton, F. M Yates, F. E. Hamilton and C. Board.Obtainable from Geo. Abstracts, Dept. of Geography, London School of Economics, Aldwych, London, W.C.2. Subscription rates as below.THE CLIMATE OF LONDON. T. J. Chandler. London : Hutchinson and Co., 1965. 292 pp., 86 figs., 93 tables. 70/‐.MONSOON LANDS, Part I, by R. T. Cobb and L. J. M. Coleby. London : University Tutorial Press Ltd., 1966, constituting Book Six (Part 1 ) of the Advanced Level Geography Series. 303 pp. 8 1/4 × 5 1/4 in. 20s.PREHISTORIC AND EARLY CHRISTIAN IRELAND. A GUIDE, by Estyn Evans. London : B. T. Batsford Ltd., 1966. xii + 241 pp. 45s.A REGIONAL GEOGRAPHY OF IRELAND, by G. Fahy. Dublin : Browne and Nolan Ltd. No date. 238 pp. 12s.THE CANALS OF THE SOUTH OF IRELAND, by V. T. H. and D. R. Delany. Newton Abbot : David and Charles, 1966. 260 pp. + 20 plates. 8 1/2 × 5 1/2 in. 50s.THE COURSE OF IRISH HISTORY. Edited by T. W. Moody and F. X. Martin. Cork : The Mercier Press. 1967. 404 pp. 5 3/4 × 7 3/4 ins. Paperback, 21s. Hard cover, 40s.NORTH MUNSTER STUDIES. Edited by E. Rynne. Limerick : The Thomond Archaeological Society, 1967. 535 pp. 63s.SOILS OF COUNTY LIMERICK, by T. F. Finch and Pierce Ryan. Dublin: An Foras Talúntais, 1966. 199 pp. and four fold‐in maps. 9 1/2 × 7 1/4 in. 30s.THE FORESTS OF IRELAND. Edited by H. M. Fitzpatrick. Dublin : Society of Irish Foresters. No date. 153 pp. 9 3/4 × 7 1/4 in. 30s.PLANNING FOR AMENITY AND TOURISM. Specimen Development Plan Manual 2–3, Donegal. Dublin : An Foras Forbartha (The National Institute for Physical Planning and Construction Research), 1966. 110 pp. 8 × 11 in. 12s. 6d.NEW DIMENSIONS IN REGIONAL PLANNING. A CASE STUDY OF IRELAND, by Jeremiah Newman. Dublin : An Foras Forbartha, 1967. 128 pp. 8 1/2 × 6 in. 25s.TRAFFIC PLANNING FOR SMALLER TOWNS. Dublin : An Foras Forbartha (The National Institute for Regional Planning and Construction Research), 1966. 35 pp. 8 1/4 × 10 3/4 in. No price.LATE AND POST‐GLACIAL SHORELINES AND ICE LIMITS IN ARGYLL AND NORTH‐EAST ULSTER, by F. M. Synge and N. Stephens. Institute of British Geographers Transactions No. 59, 1966, pp. 101–125.QUATERNARY CHANGES OF SEA‐LEVEL IN IRELAND, by A. R. Orme. Institute of British Geographers Transactions No. 39, 1966, pp. 127–140.LIMESTONE PAVEMENTS (with special reference to Western Ireland), by Paul W. Williams. Institute of British Geographers Transactions No. 40, 1966, pp. 155–172. 50s. for 198 pages.IRISH SPELEOLOGY. Volume I, No. 2, 1966. Pp. 18. 10 × 8 in. 5s., free to members of the Irish Speleological Association.THE GEOGRAPHER'S CRAFT, by T. W. Freeman. Manchester University Press, 1967. pp.204. 8 1/4 × 5 in. 25s.GEOGRAPHY AS HUMAN ECOLOGY. Edited by S. R. Eyre and G. R. J. Jones. London : Edward Arnold Ltd., 1966. 308 pp. 45s.LOCATIONAL ANALYSIS IN HUMAN GEOGRAPHY, by Peter Haggett. London : Edward Arnold (Publishers) Ltd., 1965. 339 pp. 9 × 5 1/2 in. 40s.AGRICULTURAL GEOGRAPHY, by Leslie Symons. London : G. Bell and Sons, Ltd., 1967. 283 pp. 8 1/2 × 5 1/2 ins. 30s.THE GEOLOGY OF SCOTLAND, edited by Gordon Y. Craig. Edinburgh and London : Oliver & Boyd, 1965. Pp. 556. 9 3/4 × 7 1/2 in. 105s.MORPHOLOGY OF THE EARTH, by Lester C. King. Edinburgh : Oliver and Boyd, 2nd ed., 1967. 726 pp. 9 1/2 × 7 in. £5. 5. 0.INTERNATIONAL YEARBOOK OF CARTOGRAPHY, V, 1965. Edited by Eduard Imhof. London : George Philip and Son Ltd., 1965. 222 pp. + 9 plates. 9 3/4 × 6 1/2 in. 47s. 6d.IRISH FOLK WAYS, by E. Estyn Evans. London : Routledge and Kegan Paul, 1967. 324 pp. 16s.A HISTORY OF MEDIEVAL IRELAND, by A.J.Otway‐Ruthven. London: Ernest Benn Limited. New York : Barnes and Noble Inc., 1968. xv + 454 pp. 70s.IRISH AGRICULTURAL PRODUCTION, ITS VOLUME AND STRUCTURE, by Raymond D. Crotty. Cork University Press, 1966. 384 pp. 42s.PLANNING IN IRELAND. Edited by F. Rogerson and P. O hUiginn. Dublin : The Irish Branch of the Town Planning Institute and An Foras Forbartha, 1907. 199 pp.THE SHELL GUIDE TO IRELAND, by Lord Killanin and Michael V. Duignan. London : Ebury Press and George Rainbird (distributed by Michael Joseph) : 2nd edition, 1967. 512 pp. 50s.THE CLIMATE OF NORTH MUNSTER, by P. K. Rohan. Dublin : Department of Transport and Power, Meteorological Service, 1968. 72 pp. 10s. 6d.SOILS OF COUNTY CARLOW, by M.J. Conry and Pierce Ryan. Dublin : An Foras Talúntais, 1967. 204 pp. and four fold‐in maps. 30s.MOURNE COUNTRY, by E. Estyn Evans. Dundalk : Dundalgan Press (W. Tempest) Ltd., 2nd ed., 1967. 244 pp. 63s.THE DUBLIN REGION. Advisory Plan and Final Report, by Myles Wright. Dublin : The Stationery Office, 1967. Part One, pp. 64. 20s. Part Two, pp. 224. 80s.BELFAST : THE ORIGIN AND GROWTH OF AN INDUSTRIAL CITY. Edited by J. C. Beckett and R. E. Glasscock. London : The British Broadcasting Corporation, 1967. 204 pp. 25s.REPORT ON SKIBBEREEN SOCIAL SURVEY, by John Jackson. Dublin : Human Sciences Committee of the Irish National Productivity Committee, 1967. 63 pp. 12s. 6d.AN OUTLINE PLAN FOR GALWAY CITY, by Breandan S. MacAodha. Dublin : Scepter Publishers Ltd., 1966. 15 pp.COASTAL PASSENGER STEAMERS AND INLAND NAVIGATIONS IN THE SOUTH OF IRELAND, by D.B. McNeill. Belfast : The Transport Museum (Transport Handbook No. 6), 1965 (issued in 1967). 44 pp. (text) + 12 pp. (plates). 3s. 6d.CANALIANA, the annual bulletin of Robertstown Muintir na Tire. Robertstown, Co. Kildare : Muintir na Tire, n.d. (issued in 1967). 60 pp. 2s. 6d.CONACRE IN IRELAND, by Breandan S. MacAodha (Social Sciences Research Centre, Galway). Dublin : Scepter Publishers Ltd., 1967, 15 pp. No price.PROCESSES OF COASTAL DEVELOPMENT, by V.P. Zenkovich, edited by J.A. Steers, translated by D.G. Fry. 738 pp. Edinburgh and London : Oliver and Boyd, 1967. £12. 12s.CONGRESS PROCEEDINGS. 20th International Geographical Congress. Edited by J. Wreford Watson. London : Nelson, 1967. 401 pp. 70s.REGIONAL GEOGRAPHY, by Roger Minshull. London : Hutchinson University Library, 1967. 168 pp. 10s. 6d.ATMOSPHERE, WEATHER AND CLIMATE, by R.G. Barry and R.J. Chorley. London : University Paperback, Methuen, 1967. 25s.THE EVOLUTION OF SCOTLAND'S SCENERY, by J.B. Sissons. Edinburgh and London : Oliver and Boyd, 1967. 259 pp. 63s.WEST WICKLOW. BACKGROUND FOR DEVELOPMENT, by F.H.A. Aalen, D.A. Gillmor and P.W. Williams. Dublin : Geography Department, Trinity College, 1966. 323 pp. Unpublished : copy available in the Society's Library.
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BALADELI, Ana Paula Domingos. "A MULTIMODALIDADE DO VIDEOCLIPE MUSICAL: ASPECTOS METODOLÓGICOS PARA O ENSINO DE LÍNGUA INGLESA." Trama 16, no.39 (October1, 2020): 81–90. http://dx.doi.org/10.48075/rt.v16i39.23784.
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A Teoria dos Multiletramentos enfatiza que a sofisticação das mídias potencializa a variedade de recursos audiovisuais como discurso próprio da contemporaneidade. Em termos educacionais, a multimodalidade amplia o acesso do aluno a significados e, destaca a hibridização das linguagens na composição de textos. O objetivo deste artigo é apresentar os resultados de um projeto de extensão sobre os multiletramentos, com ênfase no uso pedagógico do videoclipe musical. Os resultados do projeto, realizado em uma universidade pública no Brasil indicaram; a necessidade de o professor definir critérios para a seleção de videoclipe musical, a definição de objetivos para o uso do videoclipe, a articulação do videoclipe a conteúdos para aprendizagem em Língua Inglesa. Em linhas gerais, concluímos a relevância do papel das narrativas audiovisuais na formação de leitores críticos e, sobretudo, na aprendizagem de Língua Inglesa.Recebido em: 16-12-2019Revisões requeridas em: 02-03-2020Aceito em: 13-03-2020REFERÊNCIAS:BAGULEY, Margaret; PULLEN, Darren L.; SHORT, Megan. Multiliteracies and the new world order. In: PULLEN, D.L.; COLE, D.R. Multiliteracies and technology enhanced education: social practice and the global classroom. Hershey: IGI Global, 2010. p. 01-17.BALADELI, Ana P.D. Cibercultura e ensino de línguas: um olhar sobre a Teoria dos Multiletramentos. In: COSTA, N. V. S. (org.). A Língua Inglesa e seus desdobramentos na ciência. Bonecker, 2019. p. 11-28.BARBOSA, Vânia S.; ARAÚJO, Antonia D. Multimodalidade e letramento visual: um estudo piloto de atividades de leitura disponíveis em sítio eletrônico. Revista da ANPOLL, Florianópolis, n.37, jul./dez.2014, p.17-36. Disponível em: https://revistadaanpoll.emnuvens.com.br/revista/article/view/824 acesso em 04 dez. 2019.BERK, Ronald A. Multimedia teaching with video clips: TV, Movies, YouTube, and motive in the college classroom. International Journal of Technology in Teaching and Learning, v. 5, n.1, 2009, p. 1-21.BOCHE, Benjamin. Multiliteracies in the classroom: emerging conceptions of first-year teachers. Journal of Language and Literacy Education, v.10, n.1, 2014.BRASIL. Base Nacional Comum Curricular: Ensino Médio. Brasília: MEC/Secretaria de Educação Básica, 2018.BULL, Geoff; ANSTEY, Michele. Elaborating multiliteracies through multimodal texts.London,New York: Routledge, 2019.COPE, Bill; KALANTZIS, Mary. A pedagogy of multiliteracies, learning by design.New York. Palgrave Macmilan, 2015.KRESS, Gunther; VAN LEEUWEN, Theo. Reading images. 2nd.London: Routledge, 2006.MARCHETTI, Lorena; CULLEN, Peter. A multimodal approach in the classroom for creative learning and teaching. Psychological and creative approaches, v.5, n.1, p. 39-51, 2016.McCLAIN, Jordan M. A framework for using popular music videos to teach media literacy. Dialogue: The interdisciplinary Journal of Popular Culture and Pedagogy, v.3, n.1, p.38-46, 2016. Disponível em: http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/ acesso em 03 out. 2019.NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review; 66, 1, Spring, 1996.NICOLESCU, Barasab. Um novo tipo de conhecimento: transdisciplinaridade. In: NICOLESCU, B. et al (org.). Educação e transdisciplinaridade. Brasília: UNESCO, 2000. p. 13-29.ROJO, Roxane; MOURA, Eduardo (orgs.). Multiletramentos na escola. São Paulo: Parábola, 2012.SERAFINI, Frank. Reading multimodal texts: perceptual, structural and ideological perspectives. Children’s Literature in Education, v. 42, 2010, p. 85-104.SERAFINI, Frank. Expanding perspectives for comprehending visual images in multimodal texts. Journal Adolescent and Adult Literacy, v. 54, n.5, p. 342-350, 2011.STREET, Brian V. Eventos de letramento e práticas de letramento: teoria e prática nos novos estudos do letramento. In: MAGALHÃES, I. (org.). Discursos e práticas de letramento. Campinas, SP: Mercado de Letras, 2012. p. 69-92.WARNER, Chantelle; DUPUY, Beatrice. Moving toward multiliteracies in foreign language teaching: past and present perspectives... and beyond. Foreign Language Annals, v. 51, 2017, p. 116-128. Disponível em: https://onlinelibrary.wiley.com/doi/full/10.1111/flan.12316 acesso em 15 nov. 2019.
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Hultman Ozek, Yvonne. "Implementing Web 2.0 Design Patterns in an Institutional Repository May Increase Community Participation." Evidence Based Library and Information Practice 6, no.3 (September14, 2011): 74. http://dx.doi.org/10.18438/b8633s.
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Objective – To investigate whether Web 2.0 can enhance participation in institutional repositories (IRs) and whether its widespread use can lead to success in this context. Another purpose was to emphasize how an IR with a Web 2.0 approach can connect individuals in their creative and intellectual outputs, no matter what form of shared material is contributed. Design – Comparative study. Setting –Two IRs at Teachers College, Columbia University, which is a graduate and professional school of education in New York City. Subjects – Students, faculty, and staff using the PocketKnowledge and CPC IRs. Methods – Cocciolo compared two different IRs called PocketKnowledge and Community Program Collections (CPC). PocketKnowledge had the following Web 2.0 design patterns: users control their own data; users should be trusted; flexible tags are preferred over hierarchical taxonomies; the attitude should be playful; software gets better the more people use it. The PocketKnowledge IR design patterns were compared with the traditional design of the CPC IR. The CRC IR organized information based on taxonomy (e.g., programs and departments), lack of user control of their own content, and centrality of authority. Data were collected during a 22-month period. The PocketKnowledge IR was studied from September 2006 to July 2008, compiling information on both contributions and contributors. Contributions made by library staff to aid availability in archival collections were excluded from the data sets, because the study was focused on community participation in the learning environment. The CPC was studied between November 2004 and July 2006. Data collected included the contributions made to the system and information on the role of the contributor (e.g., student, faculty, or staff). Main Results – Participation was much greater in the Web 2.0 system (PocketKnowledge) than in the non-Web 2.0 system (CPC). Involvement in the latter, the CPC, was noted primarily for faculty (59%), with a smaller proportion of students (11%) contributing. This trend was reversed with the Web 2.0 system, in which 79% of the contributions came from students. However, as a group, faculty were better represented than the student body as contributors to the Web 2.0 system (23% and 8% respectively). Faculty members who created an account (without contributing) represented 30% of the population. These observations suggest that Web 2.0 is attractive to students as a space to share their intellectual creations, and at the same time it does not alienate the faculty. Notwithstanding, although 31% of the student body had created a user account for PocketKnowledge, the Web 2.0 system, only 8% of the students actually contributed to this IR. The study examined only the participation rates and was not concerned with what motivated contributions to PocketKnowledge. Accordingly, the results can be extrapolated by observing that the limitation of previous IRs is that they focused primarily on the library goals of collecting and preserving scholarly work, and did not consider what prompted faculty to contribute. Despite the satisfactory participation in the two IRs of interest, the author argued that the incentive is associated more extensively with the role as teacher than with the role as researcher. This is related to the ambition of faculty to improve classroom-based experience by ensuring that their students are as engaged as possible in the teachers’ areas of expertise. In other words, a faculty contribution is motivated by knowing that students will become familiar with what is contributed. Conclusion – This study suggests that IRs can achieve greater participation by shifting the focus from the library goals to the objective of building localized teaching and learning communities by connecting individuals through their respective intellectual outputs. Creation of a system like the CPC that supports such exchange will advance library goals by storing faculty’s scholarly work, whereas Web 2.0 offers a set of approaches and design patterns for establishing systems that help promote community participation. Greater student participation in an IR may prompt increased faculty participation, because the IR will be more extensively focused on the teaching and learning community than on the research community. Thus, the major finding of the study is that greater community participation resulted from a Web 2.0 design pattern approach.
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Putri, Ayu Aprilia, and Suparno. "Recognize Geometry Shapes through Computer Learning in Early Math Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no.1 (April30, 2020): 43–57. http://dx.doi.org/10.21009/jpud.141.04.
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One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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Rahayu,NunungP., Piter Joko Nugroho, and Teti Berliani. "PEMBINAAN PROFESIONAL GURU SEKOLAH DASAR DAERAH TERPENCIL." Equity In Education Journal 1, no.1 (October20, 2019): 62–72. http://dx.doi.org/10.37304/eej.v1i1.1554.
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Abstract: This study aims to describe the professional development of elementary school teachers in remote areas in the UPTD Damang Batu working area, seen from the aspects of: (1) elementary teacher professional development through: (a) Intensive Development, (b) Cooperative Development, (c) Self Directed Development, and (2) Supporting factors and obstacles encountered in the professional development of remote area elementary school teachers. This research is a qualitative research with a case study design. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis was performed using the interactive patterns of Miles and Huberman (1994). Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study show that: (1) Professional development of elementary school teachers in remote areas, through: (a) Intensive Development, carried out through activities commonly aimed at developing teacher professionals and program activities that are tailored to the needs of teachers; (b) Cooperative Development, carried out through visits to other schools, sharing experiences with colleagues, being active in MGMP activities, and supporting each other to increase work motivation; and (c) Self-Directed Development, carried out through teaching media manufacturing activities, actively reading books in school libraries, actively participating in seminars / training, and actively seeking new teaching materials if they have the opportunity to access the internet; and (2) Supporting factors include the establishment of synergic cooperation between the Education Office, UPTD, supervisors, school principals and teachers; while the constraint factor is not all teachers have the opportunity to participate in a professional development program due to geographical conditions and the difficulty of access to and from the school. Keywords: Professional Development, Elementary Teacher, Remote Area Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang Pembinaan profesional guru SD daerah terpencil di wilayah kerja UPTD Kecamatan Damang Batu, dilihat dari aspek: (1) Pembinaan professional guru SD melalui: (a) Intensive Development, (b) Cooperative Development, (c) Self- Directed Development, dan (2) Faktor pendukung dan kendala yang dihadapi dalam pengembangan profesional guru SD daerah terpencil. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan dengan metode wawancara mendalam, observasi partisipan, dan studi dokumentasi. Penetapan sumber data dilakukan dengan teknikpurposive sampling. Analisis data dilakukan dengan menggunakan pola interaktif Miles dan Huberman (1994). Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menunjukkan bahwa: (1) Pembinaan profesional guru SD daerah terpencil, melalui: (a) Intensive Development, dilaksanakan melalui kegiatan yang lazim ditujukan untuk mengembangkan profesional guru serta program kegiatan yang disesuaikan dengan kebutuhan guru; (b) Cooperative Development, dilaksanakan melalui kegiatan kunjungan ke sekolah lain, sharing pengalaman dengan sejawat, aktif dalam kegiatan MGMP, serta saling mendukung untuk meningkatkan motivasi kerja; dan (c) Self- Directed Development, dilaksanakan melalui kegiatan pembuatan media ajar, aktif membaca buku di perpustakaan sekolah, aktif mengikuti seminar/pelatihan, serta aktif mencari bahan ajar baru jika memiliki kesempatan untuk mengakses internet; dan (2) Faktor pendukung meliputi terjalinnya kerjasama yang sinergis antara Dinas Pendidikan, UPTD, pengawas, kepala sekolah dan guru; sedangkan faktor kendala belum semua guru mendapatkan kesempatan untuk mengikuti program pembinaan profesional disebabkan kondisi geografis serta sukarnya akses dari dan menuju ke sekolah tersebut. Kata Kunci: Pembinaan Profesional, Guru Sekolah Dasar, Daerah Terpencil References: Arifin. (2011). Kompetensi Guru dan Strategi Pengembanganya. Yogyakarta: Penerbit LILIN. Arnold, P. (2001). Review of Contemporary Issues for Rural Schools. Education in Rural Australia, 11 (1), 30-42. Bafadal, I. (2003). Peningkatan Profesionalisme Guru Sekolah Dasar: Dalam Rangka Manajemen Peningkatan Mutu Berbasis Sekolah. Jakarta: Bumi Aksara. Collette, A.T., & Chiappetta, E. L. (1994). Science Instruction in the Middle and Secondary Schools(3rd Edition). New York: Merrill. Departemen Pendidikan Nasional. (2005). Manajemen Peningkatan Mutu Berbasis Sekolah.Jakarta: Direktorat Pendidikan Menengah Umum. Direktorat Jenderal Pendidikan Dasar dan Menengah.Departemen Pendidikan Nasional. Dinas Pendidikan Kabupaten Gunung Mas. (2010). Laporan Tahunan DinasPendidikan Kabupaten Gunung Mas Tahun 2010. Dinas Pendidikan Kabupaten Gunung Mas. (2016). Data Hasil UKG Tahun 2015. Gaffar, F. M. (1987). Perencanaan Pendidikan: Teori dan Metodologi. Jakarta: Depdikbud. Glatthorn, A. A. (1995). Teacher Development. In: Anderson, L. (Ed.). International Encyclopedia of Teaching and Teacher Education. Second Edition.London: Pergamon Press. Gorton, R. A. (1976). School Administration Challenge and Opportunity for Leadership.New York: Wm. C. Brown Company Publishers. Hanson, M. E. (1985). Educational Administration and Organizational Behavior. Third Edition. Boston Allyn and Bacon. Heslop, J. (1996). A Model for The Development of Teacher in a Remote Area of Western Australia.Australian Journal of Education. Vol.21: Iss.1, Article 1. Available at: http://ro.ecu.edu.au/ajte/vol21/iss1/1. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2012). Pedoman Uji Kompetensi Guru.Jakarta: Badan Pengembangan Sumber Daya Manusia dan Kebudayaan dan Penjaminan Mutu. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2015). Pedoman Pelaksanaan Uji Kompetensi Guru.Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan. Khasanah, N. (2014). Ternyata ini Alasan Pendidikan di Jawa Lebih Berkualitas. Diakses pada tanggal 20 Juli 2018, dari: https://www.kompasiana.com/noerchasanahkinar/ 54f868f5a333113a038b4577/ternyata-ini-alasan-pendidikan-di-jawa-lebih-berkualitas. Koswara, D. D., & Triatna, C. (2011). Manajemen Pendidikan: Manajemen Peningkatan Mutu Pendidikan.Tim Dosen Administrasi Pendidikan Universitas Pendidikan Indonesia. Bandung: Alfabeta. McPherson, R. B. (1986). Managing Uncertainty: Administrative Theory and Practice in Education. Colombus: Charles E. Merrill Publishing Company. Miles, M., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press. Mulyasa, E. (2013). Uji Kompetensi Guru dan Penilaian Kinerja Guru.Bandung: PT. Remaja Rosda Karya. Mustofa. (2007). Upaya Pengembangan Profesionalisme Guru di Indonesia.Jurnal Ekonomi Pendidikan, Vol.4 (1). Nugroho, P. J. (2013). Faktor-Faktor yang Mempengaruhi Profesionalisme Guru SD Daerah Terpencil Daratan Pedalaman Kabupaten Gunung Mas.Prosiding Hasil Penelitian dan Pengabdian Kepada Masyarakat Tahun 2013. Dies Natalis Universitas Palangka Raya. ISSN: 2354-6727. Nugroho, P. J. (2017). Pengembangan Model Pelatihan Inovatif untuk Meningkatkan Kompetensi Guru SD Daerah Terpencil. Jurnal Sekolah Dasar: Kajian Teori dan Praktik, Vol.26 (2). Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005. Rohani, N. K. (2004). Pengaruh Pembinaan Kepala Sekolah dan Kompensasi Terhadap Kinerja Guru SLTP Negeri di Kota Surabaya.Jurnal Pendidikan Dasar, Vol.5 (1). Saud, U. S. (2009). Pengembangan Profesi Guru SD/MI. Bandung: Alfabeta. Sher, J. P., & Sher, K. R. (1994). Beyond the Conventional Wisdom: Rural Develop-ment as if Australia’s Rural People and Communities Really Mattered. Journal of Research in Rural Education, Vol 10 No 1. Siram, R. (1992). Pelaksanaan Model Sistem Guru Kunjung Suatu Alternatif Pemerataan Pendidikan Sekolah Dasar Daerah Terpencil di Kalimantan Tengah.Tesis tidak dipublikasikan, PPS IKIP Malang. Snyder, K. J., & Anderson, R. H. (1986). Managing Productivity Schools. Orlando: Academic Press College Division. Supriadi, D. (1990). Pendidikan di Daerah Terpencil: Masalah dan Penanganannya. Analisis CSIS No. 5. Bandung: IKIP Bandung. Tjalla, A. (2010). Potret Mutu Pendidikan Indonesia ditinjau dari Hasil-Hasil Studi Internasional.Diakses tanggal 20 Juli 2018 dari: http://repository.ut.ac.id/2609/1/fkip201047.pdf. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
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WEISS, Denise Barros, and Maíra Candian de Paula DUTRA. "ENSINO-APRENDIZAGEM DE PORTUGUÊS COMO LÍNGUA DE HERANÇA: EXPERIÊNCIAS LINGUÍSTICAS, MEMÓRIA FONOLÓGICA E IDENTIDADE CULTURAL." Trama 15, no.34 (February27, 2019): 41–51. http://dx.doi.org/10.48075/rt.v15i34.20963.
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A partir de análises que constataram que falantes de Língua de Herança (LH), ao estudarem a língua na fase adulta, produziam elementos fonéticos/fonológicos relacionados à variante da região de origem dos pais, que foram aprendidos na infância, apresentamos nesse artigo repercussões desse resultado de pesquisa para as famílias e para os professores de línguas de herança. Para isso, utilizamos Cummins (1983), com o conceito de LH, Gontijo e Silva (2016) e Souza (2016), que estudam o ensino de LH em diferentes contextos. Também nos baseamos em Izquierdo et al (2013) e Xavier (2013), para compreendermos aspectos da memória humana e em Fonseca, Weiss e Dutra (2018), que observaram os indícios da atuação da memória fonológica no registro da fonética das línguas aprendidas na primeira infância. O aluno de língua de herança tem nessa memória fonológica uma vantagem - uma marca que lhe confere uma identidade cultural, e uma habilidade valorizada na proficiência em L2. REFERÊNCIASBADDELEY, A; ANDERSON, M. C.; EYSENCK, M. W. M. Memória. Tradução de Cornélia Stolting. Porto Alegre: Artmed, 2011.BRITO, K. S. Influências Interlinguísticas na Mente Multilíngue: perspectivas psicolinguísticas e (psico)tipológicas. Tese (Doutorado em Letras - Estudos Linguísticos) - Setor de Ciências Humanas, Letras e Artes, Universidade Federal do Paraná. Curitiba, 2011. 274 p. Disponível em: https://acervodigital.ufpr.br/bitstream/handle/1884/27123/R%20-%20T%20-%20KARIM%20SIEBENEICHER%20BRITO.pdf?sequence=1isAllowed=y. Acesso em: 14 fev. 2019.CUMMINS, J. Heritage Language Education: a literature review. Ontario Inst. for Studies in Education, Ontario Dept. of Education: Toronto, 1983. 64 p.DALMAZ, C..; NETTO, C. A. A memória. Cien. Cult. São Paulo, v. 56, n. 1, p. 30-31, jan./mar. 2004. Disponível em: http://cienciaecultura.bvs.br/scielo.php?script=sci_arttextpid=S0009-67252004000100023lng=ennrm=iso. Acesso em: 28 out. 2018.DOI, E. T. O ensino de japonês no Brasil como língua de imigração. Estudos Lingüísticos. XXXV. Campinas, 2006. p. 66-75.FLORES, C.; MELO-PFEIFER, S. O conceito “Língua de Herança” na perspectiva da Linguística e da Didática de Línguas: considerações pluridisciplinares em torno do perfil linguístico das crianças luso descendentes na Alemanha. Revista Domínios de Lingu@gem. São Paulo, v. 8, n. 3, p. 16-45, 2014. Disponível em: http://www.seer.ufu.br/index.php/dominiosdelinguagem/article/view/24736/15191. Acesso em: 17 ago. 2018.FONSECA, A. A.; WEISS, D. B.; DUTRA, M. C. P. Memória fonológica de falantes de português brasileiro como língua de herança. Revista Domínios de Lingu@gem. São Paulo, v. 12, n. 2, p. 1267-1293, 2018. Disponível em: http://www.seer.ufu.br/index.php/dominiosdelinguagem/article/view/40099/22388. Acesso em: 28 ago. 2018.GONTIJO, V.; SILVA, G. V. A ansiedade no aprendizado de Português como Língua Estrangeira e Português como Língua de Herança. In: SILVA, K. A.; SANTOS, D. T. (Orgs.) Português como Língua (Inter)Nacional: faces e interfaces. Campinas: Pontes, 2016. p. 47 – 67.IZQUIERDO, I. et al. Memória: tipos de mecanismos - achados recentes. Revista USP. São Paulo, n. 98, p. 10-16, jun./ jul./ ago. 2013. Disponível em http://www.revistas.usp.br/revusp/article/view/69221/71685. Acesso em 17 ago. 2018.JASINSKA, K. K. et al. Bilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children. Neuropsychologia. USA, v. 98, p.24-45, 2017.KLEIN, D. et al. Age of language learning shapes brain structure: a cortical thickness study of bilingual and monolingual individuals. Brain and Language. USA, v. 131, p. 20–24, 2014.LICO, A. L. C. Ensino do Português como Língua de Herança: Prática e Fundamentos. Revista SIPLE. Brasília, n.1, ano 2, 2011. Não paginado. Disponível em: http://www.siple.org.br/index.php?option=com_contentview=articleid=177:2-ensino-do-portugues-como-lingua-de-heranca-pratica-efundamentoscatid=57:edicao-2Itemid=92. Acesso em: 17 ago. 2018.MONARETTO, V. N. O.; QUEDNAU, L. R.; HORA, D. As consoantes do Português. In: BISOL, L. (Org.) Introdução a estudos de fonologia do português brasileiro. 3a Ed. Porto Alegre: EDIPUCRS, 2001. p. 195-228.NORTON, B. Identity and language learning: gender, ethnicity and educational change. Londres: Longman, 2000.OLIVEIRA, K. C. S.; LEITE, M. A.; SILVA, P. C. D. Memória. Cadernos CESPUC. Belo Horizonte, n. 23. p. 19-29, 2013.SOLÉ, Y. Consideraciones pedagógicas en la enseñanza del español a estudiantes bilingues. In: VALDÉS, G.; LOZANO, A.; GARCÍA-MOYA, R, (Orgs.) Teaching Spanish to Hispanic bilingual: issues, aims, and methods. New York: Teachers College Press, 1981. p. 21-29SOUZA, A.; BARRADAS, O. Português como língua de herança: políticas linguísticas na Inglaterra. Revista SIPLE. Brasília, n. 1, ano 4, 2013. Não paginado. Disponível em: http://www.siple.org.br/index.php?option=com_contentview=articleid=297:portugues-como-lingua-de-heranca-politicas-linguisticas-na-inglaterracatid=69:edicao-6Itemid=112. Acesso em: 28 ago. 2018.SOUZA, A. Como as identidades linguística e cultural são influenciadas pela imigração. In: SOUZA, A. (Org.). Português como Língua de Herança em Londres: recortes em casa, na igreja e na escola. Campinas: Pontes, 2016. p. 21-30.SOUZA, A. Maternidade e imigração: um foco no planejamento linguístico familiar. In: SOUZA, A. (Org.). Português como Língua de Herança em Londres: recortes em casa, na igreja e na escola. Campinas: Pontes, 2016. p. 11-51.XAVIER, G. F. Memória, individualidade e inconsciente como expressões do funcionamento de redes nervosas: uma breve especulação. Revista USP. São Paulo, n.98, p. 31-40, jun./ jul./ ago. 2013. Disponível em: https://www.revistas.usp.br/revusp/article/view/69223/71687. Acesso em: 28 out. 2018.XAVIER, G. F. A Modularidade da Memória e o Sistema Nervoso. Psicologia USP. São Paulo, v.4, n.1-2, p. 61-115, 1993. Disponível em: http://www.revistas.usp.br/psicousp/article/view/34473 . Acesso em 28 out. 2018. Recebido em 31-10-2018.Aceito em 18-02-2018.
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Edralin, Divina, and Ronald Pastrana. "Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal." Bedan Research Journal 6, no.1 (April30, 2021): 1–30. http://dx.doi.org/10.58870/berj.v6i1.20.
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E-learning is aptly a practical response to continuous learning given the surge in the use of information technology, and economic disruptions impinging on the schools. The need to shift to e-learning has been exacerbated by the COVID-19 pandemic. In this regard, we sought to develop an organizational assessment instrument to internally ascertain the level of readiness of the school for sustainable e- learning in the new normal. This assessment instrument was primarily developed for the use of the Mendiola Consortium member schools in their pursuit to conduct elearning. We intended that as an internal self-assessment it can diminish the threat of failure and provide some assurance of the successful implementation of e-learning. We noted that many survey instruments had been made to assess organizational readiness as a construct for e-learning. However, it revealed that these instruments have varying limitations in validity and reliability to establish the domains of organizational readiness for e-learning. We anchored our study on the organizational readiness model developed by Schreurs and Al-Huneidi (2012) and Mercado (2002). From our review of related literature, we were able to generate seven basic dimensions of our model, namely: teacher, student, curriculum, technology, administrative support, financial support, and learning environment. We used a mixed method of qualitative and quantitative approach to come up with a validated instrument. We conducted a three-phase approach in developing the instrument. The final instrument yielded 45 items to be rated on a five-point Likert scale. For its content validity, the Item-Content Validity Index ranged from 0.91 to 0.96, while the Scale-Content Validity Index was 0.94. It has a Cronbach alpha of .975 for its reliability. ReferencesAlok , Kumar (2011). 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Matos, Ecivaldo De Souza, and Fábio Correia de Rezende. "Raciocínio computacional no ensino de língua inglesa na escola: um relato de experiência na perspectiva BYOD (Computational thinking to teaching English in high school: an experience report in the BYOD perspective)." Revista Eletrônica de Educação 14 (November6, 2019): 3116073. http://dx.doi.org/10.14244/198271993116.
Full textAbstract:
Computational Thinking (CT) is a set of logical-operational cognitive skills or processes of reasoning, based on Computer Science. Abstraction, pattern recognition, algorithmic reasoning, and decomposition are examples of some of these skills that form the four pillar of CT. Some researchers have considered these skills as useful, and even mandatory to to cognitive development of the schoolchildren. In this paper, we present practical aspects and the possible contributions of CT in the development of competence of reading and interpreting English texts. Didactic interventions were carried out in high school classes of a public school, supported by the Bring Your Own Device (BYOD) approach, in which the students used their own smartphones. During these interventions, the students developed concept maps and podcasts, performed online exercises and the traditional exam, all of that composed the set of evaluation instruments. It was possible to understand that the CT skills are intrinsically present and contributed to the development of the reading and writing skills in English. According to testimonials, we highlight that the BYOD approach provided new conceptions and perspectives on the use of electronic equipment in function of the students’ learning.ResumoO Raciocínio Computacional (RC) é um conjunto de habilidades ou processos cognitivos lógico-operacionais de raciocínio, fundamentadas na Ciência da Computação. Abstração, reconhecimento de padrões, raciocínio algorítmico e decomposição são exemplos de algumas dessas habilidades que formam os quatro pilares do RC. Alguns pesquisadores consideram essas habilidades úteis, e até mesmo fundamentais, para o desenvolvimento cognitivo dos estudantes. Nesse sentido, este relato de experiência tem por objetivo apresentar aspectos práticos e possíveis contribuições do RC no desenvolvimento da competência de leitura e interpretação de textos de diferentes naturezas na disciplina de língua inglesa. Para isso, realizaram-se intervenções didáticas em uma turma do ensino médio de uma escola pública, apoiadas na abordagem Bring Your Own Device ou, simplesmente, BYOD, em que os estudantes usaram seus próprios aparelhos celulares. Durante o desenvolvimento das intervenções, os estudantes construíram mapas conceituais e podcasts, realizarem exercício online e a tradicional prova, os quais compuseram o conjunto de instrumentos avaliativos do bimestre. Por meio dessas intervenções, foi possível identificar como as habilidades do RC estiveram intrinsecamente presentes e contribuíram para o desenvolvimento da competência de leitura e escrita em língua inglesa, elencada pelos Parâmetros Curriculares Nacionais. Conforme relatos, além da articulação didática com o RC, a abordagem BYOD proporcionou à professora e aos estudantes novas concepções e perspectivas sobre o uso de equipamentos eletrônicos em função da aprendizagem deles mesmos.Palavras-chave: Raciocínio computacional, Ensino de inglês, Mobile learning, Educação em computação.Keywords: Computational thinking, English teaching, Mobile learning, Computer science education.ReferencesALBERTA Education. School Technology Branch. Bring your own device: a guide for schools. 2012. Disponível em:http://education.alberta.ca/admin/technology/research.aspx. Acesso em: 01 fev. 2017.ALLAN, Walter; COULTER, Bob; DENNER, Jill; ERICKSON, Jeri; LEE, Irene; MALYN-SMITH, Joyce; MARTIN, Fred. Computational thinking for youth. White Paper for the ITEST Learning Resource Centre na EDC. Small Working Group on Computational Thinking (CT), 2010. Disponível em: http://stelar.edc.org/publications/computational-thinking-youth. 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Wang, Wenrui. "The Ways that Digital Technologies Inform Visitor's Engagement with Cultural Heritage Sites: Informal Learning in the Digital Era." GATR Global Journal of Business Social Sciences Review 10, no.4 (December30, 2022): 237–48. http://dx.doi.org/10.35609/gjbssr.2022.10.4(3).
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Sivieri-Pereira, Helena De Ornellas, Dennis Gabiatti Lopes, and Nathália Beatriz Fontes Silva. "Diários de aula como estratégia de reflexão na formação e prática docente (Classroom diaries as a strategy for reflection on teacher education and practice)." Revista Eletrônica de Educação 14 (February1, 2020): 3125052. http://dx.doi.org/10.14244/198271993125.
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This article is born from the results of a larger research that aimed to identify the relationship that the teacher establishes between his personal dimensions (identity) and the professional dimensions (teacher identity) in his formation and his practice, through reflection on his daily action. At this moment of the research the objective was to identify and describe the reflexive processes observed on the practical action of the teacher, as well as the paths covered in the formation and constitution of the professional identity. For this, the methodology of writing class diaries was used, mainly based on Zabalza's theoretical framework. The journals were developed by five teachers during three months in a semester, with subsequent reflection of the reports from a script presented to them by the researchers. The data, analyzed by the technique of Content Analysis, according to Bardin, revealed five categories that made explicit on the knowledge of teaching practice, reflexive processes, teacher training and the constitution of their professional identity. The results showed that the methodology used (class diaries) was efficient in order to allow a space for reflection, as a way to build an effective practice that is consistent with the personal issues of the professional. The reflections made by the teachers indicate that they live the complexities of the profession as a great burden to bear having unfinished ideas on coping strategies.ResumoEste artigo nasce dos resultados de uma pesquisa maior que objetivou identificar a relação que o professor estabelece entre suas dimensões pessoais (identidade) e as dimensões profissionais (identidade docente) na sua formação e na sua prática, através da reflexão sobre sua ação diária. Neste momento da pesquisa, o objetivo era identificar e descrever os processos reflexivos observados sobre a ação prática do professor, bem como os caminhos percorridos na formação e constituição da identidade profissional. Para tal foi utilizada a metodologia de redação de diários de aula, embasados, primordialmente, no referencial teórico da Zabalza. Os diários foram desenvolvidos por cinco docentes durante três meses em um semestre letivo, com posterior reflexão dos relatos a partir de um roteiro apresentado a eles pelos pesquisadores. Os dados, analisados pela técnica de Análise de Conteúdo, segundo Bardin, revelaram cinco categorias que explicitaram sobre os saberes da prática docente, os processos reflexivos, a formação do professor e a constituição de sua identidade profissional. Os resultados mostraram que a metodologia utilizada (diários de aula) foi eficiente no sentido de permitir um espaço destinado à reflexão, como forma de construir uma prática eficaz e condizente com as questões pessoais do profissional. As reflexões feitas pelos professores indicam que vivem as complexidades da profissão como uma grande carga a se carregar tendo ideias inacabadas sobre estratégias de enfrentamento das mesmas.ResumenEste artículo nace de los resultados de una investigación mayor que objetivó identificar la relación que el profesor establece entre sus dimensiones personales (identidad) y las dimensiones profesionales (identidad docente) en su formación y en su práctica, a través de la reflexión sobre su acción diaria. En este momento de la investigación el objetivo era identificar y describir los procesos reflexivos observados sobre la acción práctica del profesor, así como los caminos recorridos en la formación y constitución de la identidad profesional. Para ello se utilizó la metodología de redacción de diarios de clase, fundamentados, primordialmente, en el referencial teórico de Zabalza. Los diarios fueron desarrollados por cinco docentes durante tres meses en un semestre lectivo, con posterior reflexión de los relatos a partir de un guión presentado a ellos por los investigadores. Los datos, analizados por la técnica de Análisis de Contenido, según Bardin, revelaron cinco categorías que explicitaron sobre los saberes de la práctica docente, los procesos reflexivos, la formación del profesor y la constitución de su identidad profesional. Los resultados mostraron que la metodología utilizada (diarios de clase) fue eficiente en el sentido de permitir un espacio destinado a la reflexión, como forma de construir una práctica eficaz y acorde con las cuestiones personales del profesional. Las reflexiones hechas por los profesores indican que viven las complejidades de la profesión como una gran carga a llevarse teniendo ideas inconclusas sobre estrategias de enfrentamiento de las mismas.Palavras-chave: Formação de professores, Reflexão, Identidade profissional.Keywords: Teacher training, Reflection, Professional identity.Palabras clave: Formación de profesores, La reflexión, Identidad profesional.ReferencesAGUIAR, M. C. C. Implicações da formação continuada para a construção da identidade profissional. Psicologia da Educação, 23, 155-173, 2006.ARIBONI, S; PERITO, R. Guia Prático para um projeto de pesquisa exploratória experimental descritiva. São Paulo: Unimarco, 2004.BARDIN, L. Análise de conteúdo. Tradução Luís Antero Reto e Augusto Pinheiro. Lisboa: Edições 70, 1977.BOGDAN, R.; BIKLEN, S. K. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto, Portugal: Porto Editora, 1994.BORBA, O. Planejando e agindo na prática educativa: o papel dos registros na organização dos momentos pedagógicos. In: MION, R. A; SAITO, C. H. Investigação- ação: mudando o trabalho de formar professores. Ponta Grossa: Gráfica Planeta, 2001.BRASIL. Lei Nº 13.415, de 16 de fevereiro de 2017. Altera as Leis nos 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, e 11.494, de 20 de junho 2007, que regulamenta o Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação, a Consolidação das Leis do Trabalho – CLT. Disponível em http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2017/Lei/L13415.htm. Acesso em março de 2019.BRITO, A. E. O significado da reflexão na prática docente e na produção dos saberes profissionais do/a professor/a. Revista Iberoamericana de Educación, Madrid, n. 37, p. 1-6, enero/abr, 2006.CAIRES, S. Vivências e percepções do estágio pedagógico: contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”. Análise Psicológica, Lisboa, v. 24, n. 1, p. 87-98, jan., 2006.COZER, R. C. A visão da escola sobre a interação com as famílias dos alunos: o cenário das primeiras séries do ensino fundamental. 2003. Dissertação (Mestrado em Educação). Universidade Federal de São Carlos, São Carlos. 2003.DEWEY, J. Cómo pensamos. Barcelona: Paidós, 1989.ENS, R. T.; EYNG, A. M.; GISI, M. L.; RIBAS, M. S. Evasão ou permanência na profissão: políticas educacionais e representações sociais de professores. Rev. Diálogo Educ., Curitiba, v. 14, n. 42, p. 501-523, maio/ago., 2014.ERAUT, M. Schön schock: A case for reframing reflection-in-action? Teachers and teaching, 1(1), 9-22. 1995.FONTANA, R. A. C. Como nos tornamos professoras? Belo Horizonte: Autêntica. 2000.GARCIA, R. L. A formação da professora alfabetizadora: reflexões sobre a prática. São Paulo: Cortez, 1996.JOAQUIM, N. F.; BOAS, A. A. V.; CARRIERI, A. P. Entre o discurso praticado e a realidade percebida no processo de formação docente. Avaliação, 17 (2), 503-528, 2012.JUNGES, K. S.; BEHRENS, M. A.; TORRES, P. L. Desenvolvimento profissional e a prática reflexiva: uma experiência de formação de docentes universitários no nível stricto sensu no paradigma da complexidade. Revista e-Curriculum, 8 (1), 1-20, 2012.LOPES, R. B.; GOMES, C. A. Paz na sala de aula é uma condição para o sucesso escolar: que revela a literatura? Ensaio: avaliação políticas públicas Educação, 20(75), 261-282, 2012.NORONHA, M. M. B.; ASSUNÇÃO, A. A.; OLIVEIRA, D. A. O sofrimento no trabalho docente: o caso das professoras da rede pública de Montes Claros, Minas Gerais. Trabalho, Educação e Saúde, 6 (1), 65-86, 2008.MARCONI, M. A.; LAKATOS, E. M. Técnicas de pesquisa: planejamento e execução de pesquisas, amostragens e técnicas de pesquisa, elaboração, análise e interpretação de dados. 3.ed. São Paulo: Atlas, 1996.NÓVOA, A. Professores: imagens do futuro presente. Lisboa: Educa, 2009.NÓVOA, A. Os professores e o “novo” espaço público da educação. In: TARDIF, M.; LESSARD, C. Ofício de professor: história, perspectivas e desafios internacionais. Petrópolis: Vozes, 2008.OLIVEIRA, D. A. Os trabalhadores da educação e a construção política da profissão docente no Brasil. Educar em Revista, n. especial 1, p. 17-35, 2010.OLIVEIRA, C. B. E.; MARINHO-ARAÚJO, C. M. A relação família-escola: intersecções e desafios. Estudos de Psicologia, Campinas, v. 27, n. 1, p. 99-108, jan./mar, 2010.OLIVEIRA, I.; SERRAZINA, L. A reflexão e o professor como investigador. In: GTI (Ed.). Reflectir e investigar sobre a prática profissional. Lisboa: APM, 2002. p. 29-42.PÉREZ GÓMEZ, A. P. O pensamento prático do professor: a formação do professor como profissional reflexivo. In: NÓVOA, A. (org.) Os professores e a sua formação. Lisboa, Portugal: Publicações dom Quixote, p. 77-91, 1992.PORLÁN, R.; MARTÍN, J. El diário del profesor: Um recurso para la investigación em el aula. Sevilha: Diáda, 1997.REALI, A. M. M. R.; TANCREDI, R. M. S. P. Interação escola-famílias: concepções de –professores e práticas pedagógicas. In: REALI , A. M. M. R.; MIZUKAMI, M. G. N. (Orgs.), Formação de professores: práticas pedagógicas e escola. São Carlos: EdUFSCar. 2002.REALI, A. M. M. R.; TANCREDI, R. M. S. P. Bringing together school and family lessons from a Brazilian Experience. The School Community Journal. Lincoln (USA), The Academic Development Institute. 14, (2) 105-129. 2004.REALI, A. M. M. R.; TANCREDI, R. M. S. P. A importância do que se aprende na escola: A parceria escola-famílias em perspectiva. Paidéia, 15(31), 239-247, 2005.RODGERS, C. Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record, Volume 104, Number 4, June, pp. 842–866, 2002.SANTOS, G. B. Os professores e seus mecanismos de fuga e enfrentamento. Trabalho, Educação e Saúde, 7(2), 285-304, 2009.SARAIVA, L. A.; WAGNER, A. A Relação Família-Escola sob a ótica de Professores e Pais de crianças que frequentam o Ensino Fundamental. Ensaio: avaliação políticas públicas Educação, 21(81), 739-772, 2013.SCHÖN, D.A. Educando o profissional reflexivo: um novo design para o ensino e a aprendizagem. Porto Alegre: Artes. Médicas, 2000.SCHÖN, D. A. Formar professores como profissionais reflexivos. In: NÓVOA, A. (org.). Os professores e a sua formação. Lisboa, Portugal: Publicações dom Quixote, p. 77-91. 1992.SCHÖN, D. A. The reflective practitioner: how professionals think in action. New York: Basic Books, 1983.SILVEIRA, L. M. O. B. A Relação Família-Escola: uma parceria possível? In: WAGNER, A. et al. Desafios Psicossociais da Família Contemporânea: pesquisas e reflexões. Porto Alegre: Artmed, p. 181-190, 2011.SIVIERI-PEREIRA, H. de O. O professor principiante e os espaços de interação entre as dimensões pessoais e profissionais da carreira docente. 2008. Tese (Doutorado em Ciências, área Psicologia). Faculdade de Filosofia Ciências e Letras. Universidade de São Paulo. Ribeirão Preto, SP, 2008.SOUZA, V. L. T.; PETRONI, A. P.; ANDRADA, P. C. A afetividade como traço da constituição identitária docente: o olhar da psicologia. Psicologia & Sociedade, 25(3), 527-537, 2013.ZABALZA, M. A. Diários de aula: um instrumento de pesquisa e desenvolvimento profissional. Porto Alegre: Artmed, 2004.ZANCHET, B. M. B. A.; FAGUNDES, M. V. A preparação para o exercício do magistério superior far-se-á em nível de pós-graduação? Os docentes iniciantes respondem. Revista e-curriculum, São Paulo, v.8 n.1 Abril, 2012.e3125052
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Trepanier, Lee. "Making Sense of Diseases and Disasters: Reflections of Political Theory from Antiquity to the Age of COVID." Perspectives on Science and Christian Faith 75, no.2 (September 2023): 134–35. http://dx.doi.org/10.56315/pscf9-23trepanier.
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MAKING SENSE OF DISEASES AND DISASTERS: Reflections of Political Theory from Antiquity to the Age of COVID by Lee Trepanier, ed. New York: Routledge, 2022. 248 pages. Hardcover; $170.00. ISBN: 9781032053950. E-book; $47.65. ISBN: 9781003197379. *Political theorist Lee Trepanier has assembled a collection of scholars to address the political--and human--questions that arise from what he describes as "liminal events" such as pandemics, natural disasters, and the like. In this book, "disaster" includes not only natural but humanly generated disasters, such as the Sack of Rome. Such liminal events can generate considerable political uncertainty, significant social change, and even political collapse. Trepanier states that "These events offer us lessons about the nature of political order and illuminate what political theory can offer in our understanding about politics itself" (p. 1). How do societies respond to these events? Do these events create (or reveal) solidarity or the lack of it? Do governments gain or lose legitimacy based on how they handle these events? More deeply, what do these events reveal about human nature and human behavior when political structures are under strain or broken? Trepanier and contributors work with an expansive, more classical conception of politics; in this conception political theory explores the broad questions of how we live together and how the political order both reflects and shapes our human nature. *The book is organized into Trepanier's introduction and four sections. Section I, "In the Time of COVID," engages the recent pandemic. Section II, "Modern Solutions, Modern Problems," moves to the early modern period with studies of key figures such as John Locke and Francis Bacon. Section III, "God, Plagues, and Empires in Antiquity," moves to the ancient world engaging authors such as Augustine, Thucydides, and Sophocles. The final section, "Reflections on Surviving Disasters," brings us forward again to the present day with studies of how contemporary authors grapple with early twenty-first century disasters such as the Fukushima Earthquake of 2011 or Hurricane Katrina. *Aside from the introduction, there are twenty chapters. Some chapters are densely written, while others are quite accessible. The authors come at their topics from a variety of methodological angles, such as historical analysis, literature, and post-modernist theory. All chapters are quite short, rendering them as tasters for exploring the ideas in greater depth. A particular point of interest is the extensive use of works of literature as a lens for exploring these liminal events; several chapters use this lens. *One takeaway of the book is that dealing with diseases and disasters is not just a matter of "following the science"--we need to understand the political, social, cultural, and intellectual context of the society in question. Disease and disaster reveal human interconnectedness in its physical, social, and spiritual aspects. *A recurrent theme in the collection is the ambiguity of globalization: not only does globalization enable the spread of ideas, people, goods, and services, but it also enables the spread of disease and the movement of terrorists. Furthermore, given that this is so, how should polities deal with these problems? Are they best dealt with at a more local level or more at the national level? *Arpad Szakolczai's lead-off chapter, "The Permanentisation of Emergencies: COVID Understood through Liminality," may be the most challenging for readers, both in the sense of the difficulty of its prose and in its challenge to what he sees as a pernicious attempt at rule by technocratic "experts." By "experts," Szakolczai does not simply mean those who are knowledgeable about a particular topic, but additionally those who have been intellectually shaped by a problematic conception of nature, a conception that does not adequately grasp what capital-N Nature truly is: a gift. He notes that this does not rule out a God who is doing the giving, but he doesn't explicitly affirm one either. Either way, we receive Nature, but, he claims, the experts fail to respect Nature as a gift; they are actually hostile to Nature and the natural. Szakolczai seems to be gesturing at "technology-as-idolatry" critiques of contemporary society: our experts have been detached from a true notion of the natural. Because of this, the experts see the COVID epidemic as an opportunity to expand their influence. His argument is provocative but extremely compressed and hence to me unclear. *Jordon Barkalow uses James Madison's concept of faction to analyze the varied reactions to government efforts to respond to COVID. A faction as Madison defines it is a group that has an interest or passion adverse to the interests of the whole political community. In "Federalist No. 10," Madison famously argues that a large republic will dilute the power of factions by way of multiplying them.1 However, Barkalow suggests, "The ability of personal factions to negatively affect national efforts to combat the spread of COVID suggests that the benefits Madison associates with the extended size of a republic might no longer apply to a technologically advanced 21st century" (p. 41). Factions have become national in scope. *Another common theme is that of apocalypse, in the sense of unveiling; diseases and disasters rip away veils and expose aspects of human nature and behavior that ordinarily lie under the surface. The chapters involving literature do a particularly good job of exploring this area. For example, Catherine Craig discusses James Lee Burke's 2007 novel The Tin Roof Blowdown, set in New Orleans in the aftermath of Hurricane Katrina.2 Craig contends that "the novel shows hope for the possibility of redemption and the presence of goodness even when all established order is brought to chaos. This possibility depends on human freedom to choose and pursue a transcendent good. While this freedom can be fostered or neglected by political institutions, it ultimately precedes and transcends them (p. 198)." *The hardcover edition of this book is unfortunately ludicrously expensive, apparently priced only for library collections. (The e-book version is less expensive.) That being said, I would recommend this book as a source book for beginning to explore the political and social implications of disease and disaster. *Notes *1James Madison, "Federalist No. 10," in The Federalist, ed. George W. Carey and James McClellan (Indianapolis, IN: Liberty Fund, 2001), 42-49. *2James Lee Burke, The Tin Roof Blowdown (New York: Simon & Schuster, 2007). *Reviewed by Daniel Edward Young, Professor of Political Science, Northwestern College, Orange City, IA 51041
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Laats, Adam. "Creationism USA: Bridging the Impasse on Teaching Evolution." Perspectives on Science and Christian Faith 75, no.1 (March 2023): 60–61. http://dx.doi.org/10.56315/pscf3-23laats.
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CREATIONISM USA: Bridging the Impasse on Teaching Evolution by Adam Laats. New York: Oxford University Press, 2021. 218 pages. Hardcover; $32.95. ISBN: 9780197516607. *Historian Adam Laats (a self-described noncreationist, nonscientist) has written a thorough and well-documented account of American creationism, past and present. His frequent use of primary literature and direct quotes assures the reader that s/he is being presented with accurate information. *Laats shows that most Americans don't know much about evolutionary theory and that they have taken the path of least resistance by carelessly embracing positions simply because of the persuasiveness of winsome idea champions. Latts argues that they should evaluate supporting evidence for those positions. He opposes the "missionary attitudes" on both sides of the controversy, pointing out that some creationists link views on origins with salvation, and some atheistic evolutionists wish to convince creationists to abandon religion for science. *Laats posits that the evolution/creation conflict is mostly between young earth creationists (YEC), whom he calls "radical creationists," and everyone else. He says that radical creationists incorrectly conflate the holding of "liberal" social positions on such things as sexuality, abortion, and politics with learning about evolution. In response, radical creationists have built systems and institutions to promulgate their views in competition with mainstream science. Sadly, his use of the harsh moniker "radical creationists" will not lead many YEC adherents to read his book. *Laats theorizes that creationists are such for many reasons, including seeking explanations of first cause, purpose, and the driving forces acting in the created order. He points out that they are also concerned about consciousness and morality. While he gives examples of the uncivil and fratricidal rhetoric between champions of various creationist positions, he also takes the time to describe the hermeneutical approach taken by a majority of YECers (famously promoted by Ken Ham and his ministry Answers in Genesis), that is, to understand the intended meaning of the biblical text under consideration. He then shows that while the old earth creationist perspective (championed by Hugh Ross and the ministry Reasons to Believe) is quite varied in the particulars, it agrees with the YEC view that speciation events were acts of divine intervention, not evolution. He continues to show that mainstream evolution gains the strongest support from creationists self-identified as evolutionary creationists (i.e., theistic evolutionists), who are represented by the "non-radical" umbrella organization BioLogos. He shows that intelligent design proponents hold diverse views on the age of the creation and on evolution, but that they share the belief that life is too complex to have arisen on its own. With keen insight he writes: "Radicals, non-radicals, old earthers, intelligent designers, evolutionary creationists all compete to have their creationist vision embraced by religious people who might or might not look askance at evolutionary theory" (p. 17). *While he thoroughly describes the main creationist viewpoints (young earth creation, old earth creation, evolutionary creation, intelligent design), and he quotes evolutionary creationist Kenneth Miller statement that "absolute materialism … cannot fully explain the nature of reality" early on (p. 21), for the rest of the book, Laats largely ignores how naturalism, materialism, and teleology affect theists' stances toward evolutionary theory. *Naturalism (ontological) is the view that the universe completely lacks supernatural or metaphysical elements.1 While many evolutionary creationists are methodological naturalists (science should not address metaphysics), they are not ontological naturalists. *Materialism, while similar to naturalism, posits that the universe consists only of matter and energy.2 Relating these propositions to science, David Griffin writes: "Science, it is widely agreed in scientific, philosophical, and liberal religious circles, necessarily presupposes naturalism … Most philosophers, theologians, and scientists, however, believe that scientific naturalism is incompatible with any religious view of reality."3 *Teleology (biological progress) is consistent with the theological view that God created the universe and life with purpose.4 Evolutionary creationists hold a variety of views on teleological evolution, and those who accept it in principle disagree on possible mechanisms of action. Many creationists conflate evolution, materialism, and ateleology. This strengthens their resolve to reject evolutionary theory of any kind. *To "bridge the impasse," Laats prescribes how evolution should be taught in public secondary schools: children should learn about evolution and religious ideas should be kept out of the classroom. Trust in educators should be fostered because Americans doubt mainstream evolutionary theory due to "our fundamental, divisive, enduring lack of trust" (p. 175). But this approach to gain trust of students through the presentation of convincing evidence and arguments has already been shown to be largely ineffective. Teachers who fail to consider religious presuppositions are likely to build intransigence among their religious students. On the other hand, culturally competent teaching methods have been shown to successfully engage both evolutionary theory and the learner's presuppositions and religious beliefs. A growing body of empirical studies shows that culturally competent evolution educators can gain the trust of their students, who are then less resistant to new or previously rejected propositions about evolution.5 *In summary, this fine book suffers from a failure to recognize naturalism/materialism as the core conflict between creationists and materialistic evolutionists,6 and it doesn't promote the building of trust and reconciliation in educational settings through culturally competent evolution instructional methods. *Notes *1David Papineau, "Naturalism," in E. N. Zalta, ed., The Stanford Encyclopedia of Philosophy (Summer 2021 Edition), https://plato.stanford.edu/archives/sum2021/entries/naturalism/. *2William Jaworski, "Why Materialism Is False, and Why It Has Nothing To Do with the Mind," Philosophy 91, no. 2 (2016): 183-213, https://doi.org/10.1017/S0031819116000036. *3David Ray Griffin, Religion and Scientific Naturalism: Overcoming the Conflicts (Albany, NY: SUNY Press, 2000), 11. *4Sy Garte, "Telelogy and the Origin of Evolution," Perspectives on Science and Christian Faith 69, no. 1 (2017): 42-50, https://www.asa3.org/ASA/PSCF/2017/PSCF3-17Garte.pdf. *5For example, M. Elizabeth Barnes and Sara E. Brownell, "A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)," CBE--Life Sciences Education 16, no. 4 (2017), https://doi.org/10.1187/cbe.17-04-0062. *6See M. Elizabeth Barnes et al., "'Accepting Evolution Means You Can't Believe in God': Atheistic Perceptions of Evolution among College Biology Students," CBE--Life Sciences Education 19, no. 2 (2020), https://doi.org/10.1187/cbe.19-05-0106. *Reviewed by Michael Tenneson, Department Chair and Professor of Biology at Evangel University, Springfield, MO 65802.
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Rianae, Rianae, Teti Berliani, and Erenfried Dagau. "KEPEMIMPINAN KEPALA SEKOLAH PEREMPUAN PADA SEKOLAH SWASTA EFEKTIF DI KOTA PALANGKA RAYA." Equity In Education Journal 2, no.1 (August21, 2020): 46–53. http://dx.doi.org/10.37304/eej.v2i1.1686.
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Abstrak: Secara umum penelitian ini bertujuan untuk mendeskripsikan tentang kepemimpinan kepala sekolah perempuan di SMP Kristen Palangka Raya. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Prosedur pengumpulan data menggunakan observasi, wawancara mendalam dan studi dokumentasi. Analisis data menggunakan pola interaktif data. Pengecekan keabsahan data dilakukan dengan metode triangulasi dan member check. Hasil penelitian menunjukkan bahwa efektivitas kepemimpinan dalam mewujudkan sekolah efektif bukan ditentukan oleh karakteristik gender. Kunci keberhasilan kepala sekolah perempuan dalam mewujudkan sekolah efektif ditentukan oleh kemampuannya dalam merancang dan merealisasikan visi dan misi serta tujuan sekolah serta kemampuanya dalam mengelola sekolah dengan efektif melalui pendayagunaan seluruh potensi yang dimiliki sekolah serta jalinan kerjasama yang sinergis dengan stakeholders sekolah. Abstract: In general, this study aims to describe the leadership of the female school principal at Palangka Raya Christian Middle School. This research is a qualitative research with a case study design. Data collection procedures using observation, in-depth interviews and study of documentation. Data analysis using interactive data patterns. Data validity was checked by triangulation and member check methods. The results showed that the effectiveness of leadership in realizing effective schools was not determined by gender characteristics. The key to the success of female school principals in realizing an effective school is determined by their ability to design and realize the vision and mission and goals of the school as well as their ability to manage schools effectively through the utilization of all the potential of the school as well as synergistic collaboration with school stakeholders. References: Fadhli, M. (2016). Kepemimpinan Kepala Sekolah yang Efektif dalam Menciptakan Sekolah Efektif. Jurnal Tarbiyah, 23(1), 23-44. Fauzuddin. (2011). Kepemimpinan Transformasional Kepala Sekolah. Disertasi tidak dipublikasikan. Universitas Negeri Malang: Program Pascasarjana Universitas Negeri Malang. Diterima dari http://repository.um.ac.id/63845/. Growe, R., & Montgomery, P. (2000). Women and the Leadership Paradigm: Bridging the Gender Gap. Retrieved from https://www.researchgate.net/publication/242783132_ Women_and_the_leadership_paradigm_bridging_the_gender_gap. Handayani, T. (2005). Konsep dan Teknik Penelitian Gender. Malang: Universitas Negeri Malang. Kartono, K. (2002). Pemimpin dan Kepemimpinan: Apakah Pemimpin Abnormal Itu?. Jakarta: CV. Rajawali. Komariah, A., & Triatna, C. (2010). Visionary Leadershp Menuju Sekolah Efektif. Bandung. Bumi Aksara. Kristiyanti, E. I., & Muhyadi. (2015). Jurnal Akuntabilitas Manajemen Pendidikan, 3(1), 37-49. doi: https://doi.org/10.21831/amp.v3i1.6270. Kunandar. (2007). Guru Profesional. Jakarta: PT Raja Grafindo Persada, Lunenburg, F. C., & Ornstein, A. C. (2004). Educational Administration Concepts and Practices. Fourth Edition. Australia: Thomson Wadsworth. Macbeath, J., & Mortimore, P. (2005). Improving School Effectiveness: Memperbaiki Efektivitas Sekolah. Jakarta: PT. Grasindo. Mardiah, A. (2019). Implementasi Supervisi Akademik Kepala Sekolah untuk Meningkatkan Kinerja Guru di Sekolah Menengah Kejuruan. Jurnal Administrasi dan Supervisi Pendidikan, 1(1), 1-7. doi: 10.31219/osf.io/9zrfm. Marhawati, B. (2017). Kepemimpinan Kepala Sekolah Perempuan pada Sekolah Efektif. Jurnal Manajemen dan Supervisi Pendidikan, 1(2), 122-127. Miles, M. B., & Huberman, A. M. (1994). Analisis Data Kualitatif Buku Sumber tentang Metode-Metode Baru. Jakarta: UI Press. Moerdiyanto, (2007, 22-24 June). Manajemen Sekolah Indonesia yang Efektif Melalui Penerapan Total Quality Management. Paper presented at IMEC 2007, Bayview Beach Resort, Penang, Malaysia. Retrieved from http://staff.uny.ac.id/sites/default/files/ penelitian/Drs.%20Moerdiyanto,%20M.Pd./ARTIKEL%20MANAJEMEN%20SEKOLAH%20EFEKTIF.pdf. Muhlifah, A., & Haqiqi, A. K. (2019). Peran Kepala Sekolah dalam Meningkatkan Manajemen Mutu Pendidikan di Madrasah Ibtidaiyah. Quality, 7(2), 48-63. Mutjahid. (2011). Pengembangan Profesi Guru. Malang: UIN-Maliki Press. Nurdin. (2011). Manajemen Sekolah efektif dan Unggul. Jurnal Administrasi Pendidikan, 13(1), doi: https://doi.org/10.17509/jap.v13i1.6387. Sagala, S. (2008). Administrasi Pendidikan Komtemporer. Bandung: Alfabeta.? Sagala, S. (2010). Manajemen Strategik dalam Peningkatan Mutu Pendidikan. Bandung: Alfabeta. Saroni, M. (2006). Manajemen Sekolah: Kiat Menjadi Pendidik yang Kompeten. Jogjakarta: Ar- Ruzz. Scheerens, J. (1992). Effective Schooling Research: Theory and Practice. London: Cassell. Shannon, G. S., & Bylsma, P. (2007). Nine Characteristics of High-Performing Schools: A Research-Based Resource for Schools and Districts to Assist with Improving Student (2nd Ed.). Olympia, WA: OSPI. Teddlie, C., & Stringfield, S. C. (1993). Schools Make a Difference: Lessons Learned from a 10 Years Study of School Effect. New York: Teachers’ College Pres. The Conversation. (2020). Kepala Sekolah Perempuan di Indonesia: Saat Ini Masih Sedikit dan Kita Butuh Lebih Banyak. Diterima dari https://theconversation.com/kepala-sekolah-perempuan-di-indonesia-saat-ini-masih-sedikit-dan-kita-butuh-lebih-banyak -137622. Umar, N. (2001). Argumen Kesetaraan Jender Perspektif Al-Qur’an. Jakarta: Paramadina. Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Uyung, S. (2004). Manajemen Perubahan. Yogyakarta: Pustaka Pelajar. Wahjosumidjo. (2002). Kepemimpinan Kepala Sekolah: Tinjauan Teoritik dan Permasalahannya. Jakarta: PT Raja Grafindo Persada. Wardani, A., Munandar, M. A., & Makmuri. (2013). Peran Kepemimpinan Kepala Sekolah Perempuan Terhadap Motivasi Kerja Guru (Studi di SMAN 12 Semarang). Unnes Civic Education Journal, 2(2), 8-15. Diterima dari https://journal.unnes.ac.id/sju/index.php/ucej/article/view/2166.
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Ardianty, Annida Elfiana Citra, Parlan Parlan, and Yahmin Yahmin. "IDEAL (Identify, Define, Explore, Act, Look Back) Metacognitive-STAD Cooperative Learning to Improve Students’ Self-Efficacy and Problem-Solving Ability." J-PEK (Jurnal Pembelajaran Kimia) 8, no.1 (May7, 2023): 8. http://dx.doi.org/10.17977/um026v8i12023p8-19.
Full textAbstract:
This study aims to determine the effectiveness of IDEAL-type metacognitive combined with STAD cooperative learning to improve students' self-efficacy and problem-solving abilities in thermochemistry. The research design used was a Quasi-Experimental Pretest-Postest Control Group Design and a 2 x 2 factorial design. The experimental class was taught with the IDEAL type metacognitive learning strategy combined with STAD cooperative learning, while the control class was taught with the STAD cooperative learning model. The data analysis technique used is descriptive analysis and different tests. The results showed that the IDEAL type metacognitive learning strategy combined with STAD cooperative learning was more effective in improving students' problem-solving abilities than the STAD cooperative learning model. However, it is not effective in increasing students' self-efficacy. Suppose students are taught with the IDEAL type metacognitive learning strategy combined with STAD cooperative learning and accompanied by high learning motivation. In that case, the students' self-efficacy and problem-solving abilities also increase even though the interaction between the two is weak. REFERENCESAriff, S.S., Kumar, S.V., Azizi, M.N., & Hilmi, F. 2022. Relationship between Self-Efficacy and Academic Motivation among University and College Students Enrolled in Kuala Lumpur during Movement Control Period (MCO). Journal of Positive School Psychology. 6(3)3362-3374.Aswita, Rusman, & Rahmayani, R.F.I. (2017). Identification of Students' Difficulties in Understanding Thermochemistry Materials by Using a Three-Tier Multiple Choice Diagnostic Instrument in Class XI MIA 5 MAN MODEL Banda Aceh. Jurnal Pendidikan Ilmiah Mahasiswa Pendidikan Kimia. 2(1)35-44.Ayunia, R., & Marlena, N. (2022). The Effect of Learning Motivation and Self Efficacy on Problem Solving Ability on Students Faculty of Economics and Business Unesa. Jurnal Mantik. 6(1)599-608.Bandura. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychol Rev.Bardach, E., & Patashnik, E.M. (2019). A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem-Solving. CQ Press.Bransford , J., &B.S. Stein. (1993). The IDEAL Problem Solver: A Guide for Improving Thinking, Learning, and Creativity (2nd ed). New York: W.H. Freeman.Demirdogen, B. (2017). Examination of Chemical Representation on Turkish High School Chemistry Textbook. Journal of Baltic Science Education. 16(4): 472 – 499.Erna, M. R., Rery, U., & Astuti, W. (2018). Improving Students' Critical Thinking Skills on Thermochemistry Materials at Pekanbaru High School through the Application of Process Oriented Guided Inquiry Learning (POGIL) Learning Strategies. Jurnal Roset Pendidikan Kimia. 8(1)17-27.Fatimah, Nurhidayah, Ahmad, H., Febryanti, & Ali, M.P. (2018). Motivation to Learn is a Factor Supporting The Achievement of Students' Problem Solving Abilities. Advances in Social Science, Education and Humanities Research (ASSEHR). 227.101-104.Griffin, P., & Care, E. (2015). Assessment and teaching of 21st century skills: method and approach . New York:Springer.Güss, C.D., Burger, M.L., & Dörner, D. (2017). The Role of Motivation in Complex Problem Solving. Frontiers in Psychology. 8(851)1-5.Harahap, I.H. (2021). Correlation Between Learning Motivation and Problem-Solving Ability Based on Gender. Al-Ishlah: Jurnal Pendidikan. 13(3) 2811-2816.Hasbullah, & Wibawa, B. 2017. Upaya Analysis of Mathematics Students Ability in Learning Metacognitive Strategy Type Ideal (Identify, Define, Explore, Act, Look). International Electronic Journal of Mathematics Education. 12(3)859-872.Husna, I.A., & Kurniasih, A.W. (2019). Student's Creative Thinking Ability in Problem-Posing Activities Viewed from Self-Efficacy. UNNES Journal of Mathematics Education. 8(3)202-208.Hutajulu, M., Wijaya, T.T., & Hidayat, W. (2019). The Effect Of Mathematical Disposition And Learning Motivation On Problem Solving: An Analysis. Journal of Mathematics Education. 8(2)229-238.Indriyani, R.W. (2016). Application of the IDEAL Problem Solving Learning Model in Solving Mathematical Problems on Perimeter and Area of Rectangle and Square Materials for Grade VII Students of Middle School. MATHEdunesa: Jurnal Ilmiah Pendidikan Matematika. 5(2)100-108.Ishtiaq, M., Ali, Z., & Salem, M. (2017). An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners. Arab World English Journal (AWEJ). 8(3)356-375.Kumar, A. & Singh, A.P. (2016). Effect of Student Teams Achievement Divisions (STAD) Method on Problem Solving Ability in Relation to Critical Thinking. International Journal of Advanced Research and Development. 1(7)26-30.Kurnia, L.D., Haryati, S., & Linda, R. (2022). Development of a Higher Order Thinking Skills Evaluation Instrument Using Quizizz on Thermochemistry Materials to Improve Students' Higher Order Thinking Ability. Jurnal Pendidikan Sains Indonesia. 10(1)176-190.Kurniawan, E. & Sofyan, H. (2020). Application of Problem Based Learning Model to Improve Problem Solving Ability of Student of XI Science Grade in Chemistry. Journal of Physics: Conference Series.Kurniawati, I.L. (2022). The Effect of Problem-Based Learning on Students' Problem-Solving and Self-Learning Abilities in Acid-Base. Jurnal Pembelajaran Kimia (J-PEK). 7(1)44-48.Kusumaningrum, L., Yamtinah, S., & Saputro, A. N.C. (2015). Pengembangan Instrumen Tes Diagnostik Kesulitan Belajar Kimia SMA Kelas XI Semester I Menggunakan Model Teslet. Jurnal Pendidikan Kimia (JPK). 4(4)36-45.Lindawati, L., Wardani, S., & Sumarti, S.S. (2019). 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The Use of Student Team Achievement Divisions (STAD) Cooperative Learning Models to Increase Self Efficacy and Learning Activities of Class XI Students Marketing in Retail Subjects at SMK Batik 2 Surakarta. BISE: Jurnal Bisnis dan Ekonomi.Sapuri, L., Hasratuddin, & Syahputra, E. (2017). Improving Spatial Ability and Self-Efficacy of Class VIII Students at Binjai Public Middle School 1, Langkat Regency Through STAD Type Cooperative Learning on Wingeom Assisted Geometry Material. Paradikma Journal. 10(3)1-13.Shin, M.H. (2018). Effects of Project-based Learning on Students' Motivation and Self-Efficacy. English Teaching. 73(1)95-114.Slavin, R. E. (2005). Cooperative learning: Theory, Research and Practice. London: Allymand Bacon.Tuan, H.L., Chin, & Shieh, S.H. 2005. The Development of a Questionnaire to Measure Students' Motivation Towards Science Learning. International Journal of Science Education. 27(6)639-654.Ulya, H. 2016. 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Rahardjo, Budi, Fachrul Rozie, and Jessika Maulina. "Parents’ Role in Children's Learning During and After the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no.1 (April30, 2022): 69–84. http://dx.doi.org/10.21009/jpud.161.05.
Full textAbstract:
When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). https://doi.org/10.1080/1350293X.2021.1872674 Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. In European Early Childhood Education Research Journal (Vol. 29, Issue 1). https://doi.org/10.1080/1350293X.2021.1872670 Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 1). Beatriks Novianti Bunga, R. Pasifikus Christa Wijaya & Indra Yohanes Kiling (2021) Studying at Home: Experience of Parents and Their Young Children in an Underdeveloped Area of Indonesia, Journal of Research in Childhood Education, DOI: 10.1080/02568543.2021.1977436 Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., & Hubail, S. (2020). Children and Coping During COVID-19: A Scoping Review of Bio-Psycho-Social Factors. International Journal of Applied Psychology, 10(1). https://doi.org/10.5923/j.ijap.20201001.02 Celik, M. Y. (2021). The dual role of nurses as mothers during the pandemic period: Qualitative study. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1917561 Coulter, M., Britton, Ú., MacNamara, Á., Manninen, M., McGrane, B., & Belton, S. (2021). PE at Home: Keeping the ‘E’ in PE while home-schooling during a pandemic. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1963425 Creswell, J. W. (2015). 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Galczyk (2021) Preschool Parents’ Views of Distance Learning during COVID-19, Early Education and Development, 32:7, 923-939, DOI: 10.1080/10409289.2021.1930936 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. JPUD - Jurnal Pendidikan Usia Dini, 14(2). https://doi.org/10.21009/jpud.142.04 Ortlipp, M. (2015). Keeping and Using Reflective Journals in the Qualitative Research Process. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1579 Paat, Y. F. (2013). Working with Immigrant Children and Their Families: An Application of Bronfenbrenner’s Ecological Systems Theory. Journal of Human Behavior in the Social Environment, 23(8). https://doi.org/10.1080/10911359.2013.800007 Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1). https://doi.org/10.1080/02671520802584061 Rona Novick, Suzanne Brooks & Jenny Isaacs (2021) Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown, Journal of Jewish Education, 87:4, 301-315, DOI: 10.1080/15244113.2021.1977098 Sandi Ferdiansyah, S. S., & Angin, R. (2020). Pengalaman Mahasiswa Thailand dalam Pembelajaran Daring di Universitas di Indonesia pada Masa Pandemi COVID-19. Journal of International Students, 10(S3). Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3). https://doi.org/10.1177/1476718X20971321 Sri Indah Pujiastuti, Sofia Hartati & Jun Wang (2022) Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces, Early Education and Development, DOI: 10.1080/10409289.2021.2024061 Stone, K., Burgess, C., Daniel, B., Smith, J., & Stephen, C. (2017). Nurture corners in preschool settings: Involving and nurturing children and parents. Emotional and Behavioural Difficulties, 22(4). https://doi.org/10.1080/13632752.2017.1309791 Suzanne M. Egan & Chloé Beatty (2021) To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic, Irish Educational Studies, 40:2, 275-283, DOI: 10.1080/03323315.2021.1932551 Thomson, S. (2007). Do’s and don’ts: Children’s experiences of the primary school playground. Environmental Education Research, 13(4). https://doi.org/10.1080/13504620701581588 Vallejo-Ruiz, M., & Torres-Soto, A. (2020). Teachers’ conceptions on the quality of the teaching and learning process in early childhood education. Revista Electronica Educare, 24(3). https://doi.org/10.15359/REE.24-3.13 Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1). Wijaya, Candra., Dalimunthe, Rasyid Anwar., & Muslim. Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 Number 2. DOI: https://doi.org/10.21009/JPUD.152.06 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: Providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695
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Lapeña,JoséFlorencioF. "Millenials in Medicine: Tradition and Disruption." Philippine Journal of Otolaryngology-Head and Neck Surgery 32, no.2 (July24, 2018): 4–5. http://dx.doi.org/10.32412/pjohns.v32i2.55.
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“I suppose in reality not a leaf goes yellow in autumn without ceasing to care about its sap and making the parent tree very uncomfortable by long growling and grumbling - but surely nature might find some less irritating way of carrying on business if she would give her mind to it. Why should the generations overlap one another at all? Samuel Butler, The Way of All Flesh1 Millenials or Generation Y physicians (born 1977/1980-1995) today form the majority of medical personnel, from medical students and residents in their early twenties and thirties to young attending physicians hitting forty; practicing side-by-side with Generation X (1965-1976/1980) in their late thirties to early fifties; Baby Boomers (1946-1964) in their mid-fifties, sixties and early seventies; and the last of the Silent Generation or Traditionalists (1925-1945) in their mid-seventies, eighties and nineties.2,3 Among 734 Fellows of the Philippine Society of Otolaryngology – Head and Neck Surgery alone, there are currently 18 Traditionalists, 192 Boomers, 360 Generation X, and 164 Millenials. Assuming the 862 board-certified Diplomates waiting to become full-fledged Fellows and 182 Residents-in-Training are also Millenials, there are a total of 1,208 Millenials in the field of Otolaryngology Head and Neck Surgery in the Philippines. With four distinct generations simultaneously in the workforce, it is not unusual to hear older physicians gripe about “these Millenials,” and how different they are from previous generations. The so-called generation gap has been used to characterize inter-generational relations, wherein the preceding generation historically puts down the younger, and the succeeding generation usually complains about the older one. I posit that central to this conflict is a clash between tradition -- the way things should be done (as perceived by the older generation) -- and disruption, the way things can be done differently (from the perspective of the younger generation). In particular (meaning no offense to the “in-between” Generation X, and at risk of being overly simplistic), this is highlighted by the supposed looming showdown between Baby Boomers who are not yet ready to leave and Millenials who can hardly wait to take over.4 Tradition, a “statement, belief or practice handed down from generation to generation” comes from the Old French tradicion “transmission, presentation, handing over” and directly from the Latin traditionem “delivery, surrender, a handing down, a giving up,” from tradere “deliver, hand over,” derived from trans – “over” + dare “to give.”5 Although older generations may like to think they uphold tradition (giving them the right and duty to pass it on to succeeding ones), a large part of what defines each generation in the first place is their departure from the statements, beliefs or practices of their predecessors. Such a transition may have been gradual or sudden, and more pronounced in some generations than in others. Our post-war Boomer generation grew up in a world where face-to-face communication was supplemented by the written (handwritten, typewritten, typeset or telegraphed) and spoken (rotary-dial telephone) word. In medicine and medical education, history and physical examination were taught through lectures (with overhead and opaque projectors, slides on carousels and filmstrips) and live demonstrations on patients and on one another. The advent of word processing and advances in telecommunications and technology that became available to Generation X (who in the Philippines include “martial law babies” oblivious to our “wonder years” of the sixties) gradually changed the landscape of medical education and practice, but it would take the digital and internet revolution to finally, drastically change the world-- and Millenials were the primary beneficiaries of this change. Disruption, from the Latin disruptionem “a breaking asunder,” which comes from disrumpere “break apart, split, shatter, break to pieces,” from dis- “apart” + rumpere “to break”6 perhaps best describes the Baby Boomer generation’s experience of the technological revolution that Millenials grew up with. Suddenly, everything could be had in a split-second and the world was connected in real time. No longer did one have to master penmanship, typing and speed-reading, and homes no longer displayed dictionaries and encyclopedias. Even the library card catalogue and periodicals index became obsolete, as most anything became instantly available and accessible – including information, fast food and relationships. Millenials grew up with this transition, and readily mastered the rapidly changing technology. The locus of socialization was no longer face-to-face interaction within the family, but the worldwide web and social media. In medical education, lectures gave way to podcasts and webinars; heavy textbooks gave way to electronic references; and even dissection gave way to 3D virtual human anatomy. The Millenials’ expertise in, and dependence on, technology can both be their boon and bane – as I often note when residents and students automatically search their peripheral brains (a.k.a. mobile devices) to answer a ward round question. But they are also as quick to intuitively master the diagnostic and therapeutic tools that did not exist when their older colleagues were in residency.7 The early access that Millenials and Generation X had to computer resources in childhood certainly laid “a critical foundation for use of these systems later in life,” compared to Baby Boomers and Traditionalists whose “lack of early experience may limit their enthusiasm” for such tools.3 As Cole puts it, “Baby Boomers don't react well to a 20-something coming in and disrupting the way things have ‘always been’ while Millennials don't react well when they're told to shoot for the moon and ‘do big things,’ and then when they walk in the door with new ideas ready to disrupt age-old models, get told to know their place.”8 Thus, older generations of physicians may question how the stock knowledge and clinical eye of Millenials can compare to theirs, who learned medicine without these tools, and wonder how Millenials would fare in conflict and catastrophic situations when technology fails, or in low- and middle-income rural settings where technology is scarce. Conversely, Millenials wonder why Boomers insist on their old ways and just don’t get it! Perhaps we can learn from Mohr et al.3 about bridging generational issues in medical and surgical education—for instance, between the Socratic Method whereby Boomers may appear to intimidate learners9 versus the Millenial expectation that presentation of information be tailored to their needs, individually or via available technology.10 It could be helpful for Millenials who are “outcomes-oriented and value doing more than knowing”11 “to realize that Traditionalists and Boomers ‘know how to do’ and are ready and able to teach.”3 On the other hand, “when instructing Boomers in new technology or information,” the Millenial teacher “should recognize that this role reversal is uncomfortable to older generations” and “mitigate discomfort … by focus(ing) on the relevance of the information and creat(ing) an environment in which it is ‘safe’ to ask questions and challenge the teacher.”3 Indeed, if inter-generational differences could be surmounted, there is much that Boomers can learn from Millenials, and vice versa. If as Cole observes, “this great debate is hauntingly similar to a parent/child argument,”8 it is because Boomers and Millennials are “also each other’s children and parents, bound together in an intricate web of love, support, anxiety, resentment, and interdependence.”4 Perhaps by involving Generation X in bridging the great divide, and fostering an environment that allows for inter-generational differences in teaching and learning styles, non-disruptive disruption of tradition can take place. Each generation must have the humility (as opposed to intellectual arrogance) to accept that they can learn from other generations – younger or older—for truly meaningful medical progress to take place. We cannot do otherwise, for Generation Z (born after 1995, and about to enter Medical School) is already poised to join the fray. References Butler S. The Way of All Flesh. New York: Dover Publications, 2004. 315 pages. The Center for Generational Kinetics. How to determine generational birth years. November 28, 2016 ©2016 [cited 2017 Nov 2.] Available from: http://genhq.com/generational_birth_years/ Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I). Acad Emerg Med. 2011 Feb;18(2):190-199. DOI: 10.1111/j.1553-2712.2010.00985.x PMID: 21314779 PMCID: PMC3076332 Taylor P, Pew Research Center. The Next America: Boomers, Millenials, and the Looming Generational Showdown. New York: PublicAffairs, 2016. 384 pages. Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/tradition Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/disruption Sopher M. How Millenial Doctors Will Shape the Future of Health Care. Blog on the Internet, Baltimore: Rendia, 2016 October 26. [Cited 2017 November 2.] Available from: https://blog.rendia.com/millennials/ Cole N. The Real Reason Baby Boomers and Millenials Don’t See Eye to Eye (Written by a Millenial). Southeast Asia. 2017 Jan 20 [Cited 2017 November 2] Available from: https://www.inc.com/nicolas-cole/the-real-reason-baby-boomers-and-millennials-dont-see-eye-to-eye-written-by-a-mi.html Seabrook M. Intimidation in medical education: students' and teachers' perspectives. Studies Higher Educ. 2004;29(1):59–74. http://dx.doi.org/10.1080/1234567032000164877 Feiertag J, Berge ZL. Training generation N: How educators should approach the Net Generation. Education and Training. 2008 September;50(6):457–64. DOI: 10.1108/00400910810901782 Mangold K. Educating a new generation: teaching baby boomer faculty about millennial students. Nurse Educ. 2007 Jan-Feb;32(1):21-23. PMID: 17220763
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Priyanti, Nita, and Jhoni Warmansyah. "The Effect of Loose Parts Media on Early Childhood Naturalist Intelligence." JPUD - Jurnal Pendidikan Usia Dini 15, no.2 (November30, 2021): 239–57. http://dx.doi.org/10.21009/jpud.152.03.
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Naturalist intelligence of early childhood has a very big role in today's modern age as the basis for children to have environmental-loving behaviour. The purpose of this study was to determine the effect of Loose Parts learning media on the naturalist intelligence. This study uses a quasi-experimental method with data collection techniques through multiple intelligence tests of children's intelligence instruments. The subjects of this study were 17 children aged 5-6 years. The results showed that there was a significant effect of giving Loose Parts media to the naturalist intelligence of early childhood after seeing a difference between pre-test and post-test. The use of natural-based Loose Parts media can be a means for teachers to increase children's naturalist intelligence in kindergarten and be a development of conventional media made from manufacturers in the learning cycle so far. For further research, it is recommended to look at the influence of other factors on naturalist intelligence in early childhood. Keywords: Early Childhood, Loose Parts, Naturalist Intelligence References: Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. International Journal of Early Childhood, 52(3), 337–353. https://doi.org/10.1007/s13158-020-00277-1 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. International Conference on Special and Inclusive Education (ICSIE 2018), 296, 356–359. https://doi.org/10.2991/icsie-18.2019.65 Armstrong, T. (2002). You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences. Free Spirit Publishing Inc., 217 Fifth Ave., North, Suite 200, Minneapolis, MN 55401-1299. Asih, S., & Susanto, A. (2017). Peningkatan Kecerdasan Naturalis Pada Anak Usia 5-6 Tahun Melalui Model Pembelajaran Di Sentra Bahan Alam. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 1(1). https://doi.org/10.24853/yby.1.1.33-38 Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: Beliefs and practices. International Journal of Early Years Education, 1–20. https://doi.org/10.1080/09669760.2020.1754174 Azizah, E. N. (2021). Peningkatan Kecerdasan Naturalis Melalui Kolase Bahan Alam Pada Anak Kelompok A TK Kemala Bhayangkari 54 Ngawi. Journal of Childhood Education, 5(1). https://doi.org/10.30736/jce.v5i1.491 Damayanti, A., Akbar, M., & Yufiarti, Y. (2019). The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity. Proceedings of the First International Conference on Technology and Educational Science. https://doi.org/10.4108/eai.21-11-2018.2282278 Diana, H., Diana, S., & Wulan, A. R. (2019). 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Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/JPUD.131.04 Saripudin, A. (2017). Strategi Pengembangan Kecerdasan Naturalis Pada Anak Usia Dini. AWLADY : Jurnal Pendidikan Anak, 3(1). https://doi.org/10.24235/awlady.v3i1.1394 Siregar, N. M. (2018). Peningkatan Kecerdasan Interpersonal Melalui Aktivitas Fisik Anak Usia 4-5 Tahun. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 291–300. https://doi.org/10.21009/JPUD.122.10 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sugiyono. (2017). Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R&D. CV. Alfabeta. Suryani, L., & Seto, S. B. (2020). Penerapan Media Audio Visual untuk Meningkatan Perilaku Cinta Lingkungan pada Golden Age. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 900–908. https://doi.org/10.31004/obsesi.v5i1.601 Swadley, G. (2021). Any Which Way. . . Loose Parts Play in the Library. Children and Libraries, 19(1), 21. https://doi.org/10.5860/cal.19.1.21 Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Bradstreet, C. C., Carr, D., Chabot, G., Choquette, L., Chorney, D., Collyer, C., Herrington, S., Janson, K., Janssen, I., Larouche, R., Pickett, W., Power, M., Sandseter, E. B. H., Simon, B., & Brussoni, M. (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12(6), 6475–6505. https://doi.org/10.3390/ijerph120606475 Utami, Rohman, A., & Islamiyah, R. (2020a). Introduction of the Surrounding Environment to Stimulate Naturalist Intelligence of Early Childhood. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012070 Vardin, P. A. (2016). Montessori and Gardner’s theory of multiple intelligences. Montessori Life, 15(1), 40. Wahyuni, S., & Reswita, R. (2020). Pemahaman Guru mengenai Pendidikan Sosial Finansial pada Anak Usia Dini menggunakan Media Loose Parts. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 962. https://doi.org/10.31004/obsesi.v4i2.493 Wahyuningsih, S., Pudyaningtyas, A. R., Nurjanah, N. E., Dewi, N. K., Hafidah, R., Syamsuddin, M. M., & Sholeha, V. (2020). The Utilization of Loose Parts Media in Steam Learning for Early Childhood. Early Childhood Education and Development Journal, 2(2), 1. https://doi.org/10.20961/ecedj.v2i2.46326 Wardhani, W. D. L., Misyana, M., Atniati, I., & Septiani, N. (2021). Stimulasi Perilaku Sosial Anak Usia Dini melalui Media Loose Parts (Bahan Lepasan). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1894–1904. https://doi.org/10.31004/obsesi.v5i2.694
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Notícias, Transfer. "Noticias." Transfer 12, no.1-2 (October4, 2021): 219–32. http://dx.doi.org/10.1344/transfer.2017.12.219-232.
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“Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 212 NOTICIAS / NEWS (“transfer”, 2017) 1) CONGRESOS / CONFERENCES: 1. 8th Asian Translation Traditions Conference: Conflicting Ideologies and Cultural Mediation – Hearing, Interpreting, Translating Global Voices SOAS, University of London, UK (5-7 July 2017) www.translationstudies.net/joomla3/index.php 2. 8th International Conference of the Iberian Association of Translation and Interpreting (AIETI8), Universidad de Alcalá, Madrid, Spain (8-10 March 2017) www.aieti8.com/es/presentation 3. MultiMeDialecTranslation 7 – Dialect translation in multimedia University of Southern Denmark, Odense, Denmark (17-20 May 2017) https://mmdtgroup.org 4. Texts and Contexts: The Phenomenon of Boundaries Vilnius University, Lithuania (27-28 April 2017) www.khf.vu.lt/aktualijos/skelbimai/220-renginiai/1853-texts-andcontexts- the-phenomenon-of-boundaries 5. 21st FIT World Congress: Disruption and Diversification Australian Institute of Interpreters and Translators (AUSIT), Brisbane, Australia (3-5 August 2017) www.fit2017.org/call-for-papers 6. 6th International Conference on PSIT (PSIT6) - Beyond Limits in Public Service Interpreting and Translating: Community Interpreting & Translation University of Alcalá, Spain (6-8 March 2017) www.tisp2017.com “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 213 7. International Conference: What Grammar Should Be Taught to Translators-to-be? University of Mons, Belgium (9-10 March 2017) Contact: gudrun.vanderbauwhede@umons.ac.be; indra.noel@umons.ac.be; adrien.kefer@umons.ac.be 8. The Australia Institute of Interpreters and Translators (AUSIT) 2016 National Conference Monash University, Melbourne, Australia (18-19 November 2017) www.ausit.org/AUSIT/Events/National_Miniconference_2016_Call_ for_Papers.aspx 9. 1st Congrès Mondial de la Traductologie – La traductologie : une discipline autonome Société Française de Traductologie, Université de Paris Ouest- Nanterre-La Défense, France (10-14 April 2017) www.societe-francaise-traductologie.com/congr-s-mondial 10. Working Our Core: for a Strong(er) Translation and Interpreting Profession Institute of Translation & Interpreting, Mercure Holland House Hotel, Cardiff (19-20 May 2017) www.iti-conference.org.uk 11. International conference T&R5 – Écrire, traduire le voyage / Writing, translating travel Antwerp , Belgium (31 May - 1 June 2018) winibert.segers@kuleuven.be 12. Retranslation in Context III - An international conference on retranslation Ghent University, Belgium (7-8 February 2017) www.cliv.be/en/retranslationincontext3 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 214 13. 11th International Conference on Translation and Interpreting: Justice and Minorized Languages under a Postmonolingual Order Universitat Jaume I, Castelló de la Plana, Spain (10-12 May 2017) http://blogs.uji.es/itic11 14. 31è Congrès international d’études francophones (CIÉF) : Session de Traductologie – La francophonie à l’épreuve de l’étranger du dedans Martinique, France (26 June – 2 July 2017) https://secure.cief.org/wp/?page_id=913 15. Complexity Thinking in Translation Studies: In Search of Methodologies KU Leuven, Belgium (1-2 June 2017) www.ufs.ac.za/humanities/unlistedpages/ complexity/complexity/home-page 16. 1st International Conference on Dis/Ability Communication (ICDC): Perspectives & Challenges in 21st Century Mumbai University, India (9-11 January 2017) www.icdc2016-universityofmumbai.org 17. Lost and Found in Transcultural and Interlinguistic Translation Université de Moncton, Canada (2-4 November 2017) gillian lane-mercier@mcgill.ca; michel.mallet@umoncton.ca; denise.merkle@umoncton.ca 18. Translation and Cultural Memory (Conference Panel) American Comparative Literature Association's 2017 Annual Meeting University of Utrecht, The Netherlands (6-9 July 2017) www.acla.org/translation-and-cultural-memory 19. Media for All 7 – A Place in Between Hamad bin Khalifa University, Doha, Qatar (23-25 October 2017) http://tii.qa/en/7th-media-all-international-conference “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 215 20. Justice and Minorized Languages in a Postmonolingual Order. XI International Conference on Translation and Interpreting Universitat Jaume I, Castellón, Spain (10-12 May 2017) monzo@uji.es http://blogs.uji.es/itic11/ 21. On the Unit(y) of Translation/Des unités de traduction à l'unité de la traduction Paris Diderot University, Université libre de Bruxelles and University of Geneva (7 July 2017 (Paris) / 21 October 2017 (Brussels) / 9 December 2017 (Geneva) www.eila.univ-paris-diderot.fr/recherche/conf/ciel/traductologieplein- champ/index?s[]=traductologie&s[]=plein&s[]=champ 22. The Translator Made Corporeal: Translation History and the Archive British Library Conference Centre, London, UK (8 May 2017) deborah.dawkin@bl.uk 23. V International Conference Translating Voices Translating Regions - Minority Languages, Risks, Disasters and Regional Crises Europe House and University College London, UK (13-15 December 2017) www.ucl.ac.uk/centras/translation-news-and-events/vtranslatingvoices 24. 8th Annual International Translation Conference - 21st Century Demands: Translators and Interpreters towards Human and Social Responsibilities Qatar National Convention Centre, Doha, Qatar (27-28 March 2017) http://tii.qa/en/8th-annual-international-translation-conference 25. Complexity Thinking in Translation Studies: In Search of Methodologies KU Leuven, Belgium (1-2 June 2017) www.ufs.ac.za/humanities/unlistedpages/ complexity/complexity/home-page “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 216 26. 15th International Pragmatics Conference (IPrA 2017) – Films in Translation – All is Lost: Pragmatics and Audiovisual Translation as Cross-cultural Mediation (Guillot, Desilla, Pavesi). Conference Panel. Belfast, Northern Ireland, UK (16-21 July 2017) http://ipra.ua.ac.be/main.aspx?c=*CONFERENCE2006&n=1296 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MA PROGRAMMES: 1. MA in Intercultural Communication in the Creative Industries University of Roehampton, London, UK www.roehampton.ac.uk/postgraduate-courses/Intercultural- Communication-in-the-Creative-Industries 2. Máster Universitario en Comunicación Intercultural, Interpretación y Traducción en los Servicios Públicos Universidad de Alcalá, Spain www3.uah.es/master-tisp-uah 3. Máster Universitario de Traducción Profesional Universidad de Granada, Spain http://masteres.ugr.es/traduccionprofesional/pages/master 4. Workshop: History of the Reception of Scientific Texts in Translation – Congrès mondial de traductologie Paris West University Nanterre-La Défense, France (10-14 April 2017) https://cmt.u-paris10.fr/submissions 5. MA programme: Traduzione audiovisiva, 2016-2017 University of Parma, Italy www.unipr.it/node/13980 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 217 6. MA in the Politics of Translation Cairo University, Egypt http://edcu.edu.eg 7. Research Methods in Translation and Interpreting Studies University of Geneva, Switzerland (Online course) www.unige.ch/formcont/researchmethods-distance1 www.unige.ch/formcont/researchmethods-distance2 8. MA programme: Investigación en Traducción e Interpretation, 2016-2017 Universitat Jaume I, Castellón, Spain monzo@uji.es www.mastertraduccion.uji.es 9. MA programme: Traduzione Giuridica - Master di Secondo Livello University of Trieste, Italy Italy http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS /Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web &lingua=15 10. Process-oriented Methods in Translation Studies and L2 Writing Research University of Giessen, Germany (3-4 April 2017) www.uni-giessen.de/gal-research-school-2017 11. Research Methods in Translation and Interpreting Studies (I): Foundations and Data Analysis (Distance Learning) www.unige.ch/formcont/researchmethods-distance1 Research Methods in Translation and Interpreting Studies (II): Specific Research and Scientific Communication Skills (Distance Learning) www.unige.ch/formcont/researchmethods-distance2 University of Geneva, Switzerland “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 218 3) LIBROS / BOOKS: 1. Carl, Michael, Srinivas Bangalore and Moritz Schaeffer (eds) 2016. New Directions in Empirical Translation Process Research: Exploring the CRITT TPR-DB. Cham: Springer. http://link.springer.com/book/10.1007/978-3-319-20358-4 2. Antoni Oliver. 2016. Herramientas tecnológicas para traductores. Barcelona: UOC. www.editorialuoc.com/herramientas-tecnologicas-para-traductores 3. Rica Peromingo, Juan Pedro. 2016. Aspectos lingüísticos y técnicos de la traducción audiovisual (TAV). Frakfurt am Main: Peter Lang. www.peterlang.com?432055 4.Takeda, Kayoko and Jesús Baigorri-Jalón (eds). 2016. New Insights in the History of Interpreting. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.122/main 5. Esser, Andrea, Iain Robert Smith & Miguel Á. Bernal-Merino (eds). 2016. Media across Borders: Localising TV, Film and Video Games. London: Routledge. www.routledge.com/products/9781138809451 6. Del Pozo Triviño, M., C. Toledano Buendía, D. Casado-Neira and D. Fernandes del Pozo (eds) 2015. Construir puentes de comunicación en el ámbito de la violencia de género/ Building Communication Bridges in Gender Violence. Granada: Comares. http://cuautla.uvigo.es/sos-vics/entradas/veruno.php?id=216 7. Ramos Caro, Marina. 2016. La traducción de los sentidos: audiodescripción y emociones. Munich: Lincom Academic Publishers. http://lincom-shop.eu/epages/57709feb-b889-4707-b2cec666fc88085d. sf/de_DE/?ObjectPath=%2FShops%2F57709feb“ Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 219 b889-4707-b2cec666fc88085d% 2FProducts%2F%22ISBN+9783862886616%22 8. Horváth , Ildikó (ed.) 216. The Modern Translator and Interpreter. Budapest: Eötvös University Press. www.eltereader.hu/media/2016/04/HorvathTheModernTranslator. pdf 9. Ye, Xin. 2016. Educated Youth. Translated by Jing Han. Artarmon: Giramondo. www.giramondopublishing.com/forthcoming/educated-youth 10. Martín de León, Celia and Víctor González-Ruiz (eds). 2016. From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training. Oxford: Peter Lang. www.peterlang.com?431985 11. FITISPos International Journal, 2016 vol.3: A Retrospective View on Public Service Translation and Interpreting over the Last Decade as well as the Progress and Challenges that Lie Ahead www3.uah.es/fitispos_ij 12. Dore, Margherita (ed.) 2016. Achieving Consilience. Translation Theories and Practice. Newcastle: Cambridge Scholars Publishing. www.cambridgescholars.com/achieving-consilience 13. Antonini, Rachele & Chiara Bucaria (eds). 2016. Nonprofessional Interpreting and Translation in the Media. Frankfurt am Main: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detai lseiten&seitentyp=produkt&pk=82359&cid=5&concordeid=265483 14. Álvarez de Morales, Cristina & Catalina Jiménez (eds). 2016. Patrimonio cultural para todos. Investigación aplicada en traducción accesible. Granada: Tragacanto. www.tragacanto.es/?stropcion=catalogo&CATALOGO_ID=22 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 220 15. Poznan Studies in Contemporary Linguistics, special issue on Language Processing in Translation, Volume 52, Issue 2, Jun 2016. www.degruyter.com/view/j/psicl.2016.52.issue-2/issuefiles/ psicl.2016.52.issue-2.xml?rskey=z4L1sf&result=6 16. Translation and Conflict: Narratives of the Spanish Civil War and the Dictatorship Contact: alicia.castillovillanueva@dcu.ie; lucia.pintado@dcu.ie 17. Cerezo Merchán, Beatriz, Frederic Chaume, Ximo Granell, José Luis Martí Ferriol, Juan José Martínez Sierra, Anna Marzà y Gloria Torralba Miralles. 2016. La traducción para el doblaje. Mapa de convenciones. Castelló de la Plana: Publicacions de la Universitat Jaume I. www.tenda.uji.es/pls/www/!GCPPA00.GCPPR0002?lg=CA&isbn=97 8-84-16356-00-3 18. Martínez Tejerina, Anjana. 2016. El doblaje de los juegos de palabras. Barcelona: Editorial UOC. www.editorialuoc.com/el-doblaje-de-los-juegos-de-palabras 19. Chica Núñez, Antonio Javier. 2016. La traducción de la imagen dinámica en contextos multimodales. Granada: Ediciones Tragacanto. www.tragacanto.es 20. Valero Garcés, Carmen (ed.) 2016. Public Service Interpreting and Translation (PSIT): Training, Testing and Accreditation. Alcalá: Universidad de Alcalá. www1.uah.es/publicaciones/novedades.asp 21. Rodríguez Muñoz, María Luisa and María Azahara Veroz González (Eds) 2016. Languages and Texts Translation and Interpreting in Cross Cultural Environments. Córdoba: Universidad de Córdoba. www.uco.es/ucopress/index.php/es/catalogo/materias- 3/product/548-languages-and-texts-translation-and-interpreting“ Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 221 in-cross-cultural-environments 22. Mereu, Carla. 2016. The Politics of Dubbing. Film Censorship and State Intervention in the Translation of Foreign Cinema in Fascist Italy. Oxford: Peter Lang. www.peterlang.com/view/product/46916 23. Venuti, Lawrence (ed.) 2017. Teaching Translation: Programs, Courses, Pedagogies. New York: Routledge. www.routledge.com/Teaching-Translation-Programs-coursespedagogies/ VENUTI/p/book/9781138654617 24. Jankowska, Anna. 2015. Translating Audio Description Scripts. Translation as a New Strategy of Creating Audio Description. Frankfurt: Peter Lang. www.peterlang.com/view/product/21517 25. Cadwell, Patrick and Sharon O'Brien. 2016. Language, culture, and translation in disaster ICT: an ecosystemic model of understanding. Perspectives: Studies in Translatology. www.tandfonline.com/doi/full/10.1080/0907676X. 2016.1142588 26. Baumgarten, Stefan and Chantal Gagnon (eds). 2016. Translating the European House - Discourse, Ideology and Politics (Selected Papers by Christina Schäffner). Newcastle: Cambridge Scholars Publishing. www.cambridgescholars.com/translating-the-european-house 27. Gambier, Yves and Luc van Doorslaer (eds) 2016. Border Crossings – Translation Studies and other disciplines. Amsterdam: John Benjamins. www.benjamins.com/#catalog/books/btl.126/main 28. Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting – A Complete Course. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.120/main “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 222 29. Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting – A Trainer’s Guide. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.121/main 5) REVISTAS / JOURNALS: 1. Technology and Public Service Translation and Interpreting, Special Issue of Translation and Interpreting Studies 13(3) Contact: Nike Pokorn (nike.pokorn@ff.uni-lj.si) & Christopher Mellinger (cmellin2@kent.edu) www.atisa.org/tis-style-sheet 2. Translator Quality – Translation Quality: Empirical Approaches to Assessment and Evaluation, special issue of Linguistica Antverpiensia, New Series (16/2017) Contact: Geoffrey S. Koby (gkoby@kent.edu); Isabel Lacruz (ilacruz@kent.edu) https://lans-tts.uantwerpen.be/index.php/LANSTTS/ announcement 3. Special Issue of the Journal of Internationalization and Localization on Video Game Localisation: Ludic Landscapes in the Digital Age of Translation Studies Contacts: Xiaochun Zhang (xiaochun.zhang@univie.ac.at) and Samuel Strong (samuel.strong.13@ucl.ac.uk) 4. mTm Translation Journal: Non-thematic issue, Vol. 8, 2017 www.mtmjournal.gr Contacts: Anastasia Parianou (parianou@gmail.com) and Panayotis Kelandrias (kelandrias@ionio.gr) “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 223 5. CLINA - An Interdisciplinary Journal of Translation, Interpreting and Intercultural Communication, Special Issue on Interpreting in International Organisations. Research, Training and Practice, 2017 (2) revistaclina@usal.es http://diarium.usal.es/revistaclina/home/call-for-papers 6. Technology and Public Service Translation and Interpreting, Special Issue of Translation and Interpreting Studies, 2018, 13(3) www.atisa.org/call-for-papers 7. Literatura: teoría, historia, crítica, special issue on Literature and Translation www.literaturathc.unal.edu.co 8. Tradumàtica: Journal of Translation Technologies Issue 14 (2016): Translation and mobile devices www.tradumatica.net/revista/cfp.pdf 9. Ticontre. Teoria Testo Traduzione. Special issue on Narrating the Self in Self-translation www.ticontre.org/files/selftranslation-it_en.pdf 10. Terminology, International Journal of Theoretical and Applied Issues in Specialized Communication Thematic issue on Food and Terminology, 23(1), 2017 www.benjamins.com/series/term/call_for_papers_special_issue_23 -1.pdf 11. Cultus: the Journal of Intercultural Communication and Mediation. Thematic issue on Multilinguilism, Translation, ELF or What?, Vol. 10, 2017 www.cultusjournal.com/index.php/call-for-papers 12. Translation Spaces Special issue on No Hard Feelings? Exploring Translation as an Emotional Phenomenon “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 224 Contact: severine.hubscher-davidson@open.ac.uk 13. Revista electrónica de didáctica de la traducción y la interpretación (redit), Vol. 10 www.redit.uma.es/Proximo.php 14. Social Translation: New Roles, New Actors Special issue of Translation Studies 12(2) http://explore.tandfonline.com/cfp/ah/rtrs-si-cfp 15. Translation in the Creative Industries, special issue of The Journal of Specialised Translation 29, 2018 www.jostrans.org/Translation_creative_industries_Jostrans29.pdf 16. Translation and the Production of Knowledge(s), special issue of Alif 38, 2018 Contact: mona@monabaker.com,alifecl@aucegypt.edu, www.auceg ypt.edu/huss/eclt/alif/Pages/default.aspx 17. Revista de Llengua i Dret http://revistes.eapc.gencat.cat/index.php/rld/index 18. Call for proposals for thematic issues, Linguistica Antverpiensia New Series https://lans-tts.uantwerpen.be/index.php/LANSTTS/ announcement/view/8 19. Journal On Corpus-based Dialogue Interpreting Studies, special issue of The Interpreters’ Newsletter 22, 2017 www.openstarts.units.it/dspace/handle/10077/2119 20. Díaz Cintas, Jorge, Ilaria Parini and Irene Ranzato (eds) 2016. Ideological Manipulation in Audiovisual Translation, special issue of “Altre Modernità”. http://riviste.unimi.it/index.php/AMonline/issue/view/888/show Toc “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 225 21. PUNCTUM- International Journal of Semiotics, special issue on Semiotics of Translation, Translation in Semiotics. Volume 1, Issue 2 (2015) http://punctum.gr 22. The Interpreters' Newsletter, Special Issue on Dialogue Interpreting, 2015, Vol. 20 www.openstarts.units.it/dspace/handle/10077/11848 23. Gallego-Hernández, Daniel & Patricia Rodríguez-Inés (eds.) 2016. Corpus Use and Learning to Translate, almost 20 Years on. Special Issue of Cadernos de Tradução 36(1). https://periodicos.ufsc.br/index.php/traducao/issue/view/2383/s howToc 24. 2015. Special Issue of IberoSlavica on Translation in Iberian- Slavonic Cultural Exchange and beyond. https://issuu.com/clepul/docs/iberoslavica_special_issue 26. The AALITRA Review: A Journal of Literary Translation, 2016 (11) www.lib.latrobe.edu.au/ojs/index.php/AALITRA/index 27. Transcultural: A Journal of Translation and Cultural Studies 8.1 (2016): "Translation and Memory" https://ejournals.library.ualberta.ca/index.php/TC/issue/view/18 77/showToc 28. JoSTrans, The Journal of Specialised Translation, issue 26 www.jostrans.org 29. L’Écran traduit, 5 http://ataa.fr/revue/archives/4518
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Pearlstein,PeggyK. "An Interview With Isaac Goldberg, the First Hebraic Cataloger at the Library of Congress." Judaica Librarianship 7, no.1–2 (December31, 1993). http://dx.doi.org/10.14263/7/1993/661.
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Isaac Goldberg, a graduate of Yeshiva College and its Teachers Institute, holds an M.S. degree in Library Science from Pratt Institute in New York. He worked for many years in Judaica and other types of libraries: as a cataloger at Yeshiva University, the United States Geological Survey, the Library of Congress (LC), and the University of California at Los Angeles (UCLA); as Administrative Secretary of the Hebrew Union College Library in Cincinnati; as Acquisitions Librarian in the Engineering and Mathematical Sciences Library at UCLA; and as Director of Libraries of Bar llan University (Ramat Gan, Israel).
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Jones, Jr., Plummer Alston. "A Ground-Breaking Collaboration in the Great Depression: Elizabeth C. Morriss of North Carolina (1878-1960) & Edna Phillips of Massachusetts (1890-1968) and Their Experimental Reading Study on Adult Beginners (1935)." North Carolina Libraries 76, no.1 (January23, 2018). http://dx.doi.org/10.3776/ncl.v76i1.5343.
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The circumstances of the first meeting of an adult educator, Elizabeth C. Morriss, a widow, from North Carolina in her mid-fifties, with a librarian, Edna Phillips, a single woman, from Massachusetts in her mid-forties, were most promising. Both were active in their respective fields, Morriss in the field of adult elementary education, and Phillips in the field of library adult education. Despite their years of experience, they were both pursuing degrees in Adult Education from Teachers College, Columbia University in New York City, probably to get credentials that would certify them as recognized leaders in their field.
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Weiss,MichaelJ., Susan Scrivener, Austin Slaughter, and Benjamin Cohen. "An On-Ramp to Student Success: A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York." Educational Evaluation and Policy Analysis, May3, 2021, 016237372110089. http://dx.doi.org/10.3102/01623737211008901.
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Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive time-intensive instruction in math, reading, and writing with a prescribed pedagogy delivered by trained teachers. The program aims to help students complete remediation and prepare for college-level courses. This article describes the results of an experiment at four community colleges (n ~ 3,800). We estimate that over 3 years, including one semester that students spent in the program and two-and-a-half years after the program was complete, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in CUNY’s highly effective Accelerated Study in Associate Programs [ASAP]).
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Zurina, Sandra. "THE USE OF SMALL GROUP DISCUSSION AS LEARNING INTERACTION TO ACTIVATE THE SECOND YEAR STUDENTS TO SPEAK ENGLISH AT MACHINE DEPARTMENT OF SMK NEGERI 2 PAYAKUMBUH." English Language Education and Current Trends (ELECT), October17, 2022, 96–109. http://dx.doi.org/10.37301/elect.v1i2.54.
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This research was aimed to find out wether or not the useof small group discussion could activate the second year students of Machine Department of SMK Negeri 2 Payakumbuh to speak English. This research employed a pre experimental method, and it used one group pre test and post test design. Treatment (X) was given between pre-test (T1) and post-test (T2). The population of this study was the second year students of Machine Department of SMK Negeri 2 Payakumbuh, and the number of sample was 30 students. The instruments used in this study were observation checklist and speaking test. The finding of this study showed the use of small goup discussion could activate the students to speak English. It was indicated by the improvement of activities done by students from meeting to meeting as much as 93.19%. It was also indicated with the fact that the t-test value (10.740) was higher than the t-table value at significant level of 0.05 and degree of freedom n-1 (1.711). In other words, the use of small group discussion technique was able to give greater contributionin teaching and learning speaking. REFERENCES Aleen, D. E. (2001) Mimimizing the Perils of Small Group Discussion. Center for Teaching Excelent. Online (http://www.vcu.edu/cte/resources/nfrg/14_04minizing_peril_of.htm) Brown, Douglas (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Prentice Hall International Ltd. Byrne, Donn (1995) Teaching Oral English. Harlow: Longman Group UK Limited. Canal in Richards and Schmidt (2002 Chastain, Kenneth (1976 ) Developing Second Language Skills. Third Edition. New York: McNally College Publishing. Clark, Herbert H. and Eve V. Clark (1977) Psychology and Language: An Introduction to Psycholingustics. San Diego: Kascourt Brace Jovanich. De Boer, John (1987) Basic Language: Message and Meaning. New York: Haper Row Publisher. Drekurs, Rudolf and B. Gunawan (1982) Maintaning Sanity in the Classroom: Management Technique. New York: Haper Collins Publishing. Frederick, E. (1993) A Plan for Small Group Discussion. Online (http://extension.missouri.edu/explore/common/dm0460.htm) Glistrap, Robert L. and Willian R. Martin (1975) Current Strategies for Teachers: A Resoruce for Personalizing Instruction. Santa Monica, California: Goodyear Publishing Company, Inc. Harmer, Jeremy (1998) How to Teach English. New York: Longman. Hatch, Evelyn and Anne Lazaraton (1991) The Research Manual. New York: Newbury House Publisher. Jabu, Baso (2000) Upaya Peningkatan Kemampuan Menyimak Siswa Kelas 1 SMU N2 Makassar melalui Teknik LWS (Listening-Writing-Speaking). Makassar: FBS Universitas Negeri Makassar. McKeachie, W. J.(1999) Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston, Massachusetts: Houghton Mifflin Company. Mikundan (2008) Active Speaking. Online (http://www.mikundan.com/portofolio/winstaru/wvcontents/jobaids/aecr/speak.html Muttakin, M. (1992) Activating the Students to Speak English through Pair Tasks in SMU 3 Ujung Pandang. Unpublished Thesis. Ujung Pandang: FPBS IKIP Ujung Pandang. Noni, Nurdin (2003) A Hybrid of Face to Face Teaching and Computer Assisted language Learning in ELT Based on Individual References. Unpublished Dissertation. Makassar: Pastgraduate Program of Hasanuddin University. Nunan, David (1993) Designing Tasks for Communication Classroom. New York: Cambridge University Press. O’driscoll, Nina and Adrian Pilbeam (1987). Meetings and Discussions. London: Longman Group UK Ltd. Rivers, M. W. (1981) Teaching Foreign Langauge Skills. Chicago: University of Michigan Press. Rosma.(2002) Improving Students’ Communicaive Competence through Group Discussion in the Second Year Students of SMUN 2 Maros. Unpublished Thesis. Makassar: FBS Universitas Negeri Makassar. Steven, Runnebohn, M. Jospeh Mazza, and B. Dan Curtis (1979) Communication for Problem Solving. New York: Wiley and Sons, Inc. Publisher. Ur, Penny (1996) A Course in Language Teaching Practice and Theory. Sydney: The Press Syndicate of the University of Cambridge.
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"Language teaching." Language Teaching 38, no.1 (January 2005): 19–26. http://dx.doi.org/10.1017/s0261444805212521.
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05–01Ainsworth, Judith (Wilfrid Laurier U, Canada). Hôtel Renaissance:using a project case study to teach business French. Journal of Language for International Business (Glendale, AZ, USA) 16.1 (2005), 43–59.05–02Bärenfänger, Olaf (U of Leipzig, Germany). Fremdsprachenlemen durch Lernmanagement: Grundzüge eines projektbasierten Didaktikkonzepts [Foreign language learning through learning management: main features of a didactic project-based concept]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 251–267.05–03Benati, Alessandro (U of Greenwich, UK; a.benati@gre.ac.uk). The effects of processing instruction, traditional instruction and meaning-output instruction on the acquisition of the English past simple tense. Language Teaching Research (London, UK) 9.1 (2005), 67–93.05–04Carless D. (Hong Kong Institute of Education, Hong Kong). Issues in teachers' reinterpretation of a task-based innovation in primary schools. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 639–662.05–05Curry, M. J. & Lillis, T. (U of Rochester, New York, USA). Multilingual scholars and the imperative to publish in English: negotiating interests, demands, and rewards. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 663–688.05–06Dufficy, Paul (U of Sydney, Australia; p.dufficy@edfac.usyd.edu.au). Predisposition to choose: the language of an information gap task in a multilingual primary classroom. Language Teaching Research (London, UK) 8.3 (2004), 241–261.05–07Evans, Michael & Fisher, Linda (U of Cambridge, UK; mje1000@hermes.cam.ac.uk). Measuring gains in pupils' foreign language competence as a result of participating in a school exchange visit: the case of Y9 pupils at three comprehensive schools in the UK. Language Teaching Research (London, UK) 9.2 (2005), 173–192.05–08Gunn, Cindy (The American U of Sharjah, UAE; cgunn@ausharjah.edu). Prioritizing practitioner research: an example from the field. Language Teaching Research (London, UK) 9.1 (2005), 97–112.05–09Hansen, J. G. & Liu, J. (U of Arizona, USA). Guiding principles for effective peer response. ELT Journal (Oxford, UK) 59.1 (2005), 31–38.05–10Hatoss, Anikó (U of Southern Queensland, Australia; hatoss@usq.edu.au). A model for evaluating textbooks. Babel – Journal of the AFMLTA (Queensland, Australia) 39.2 (2004), 25–32.05–11Kabat, Kaori, Weibe, Grace & Chao, Tracy (U of Alberta, Canada). Challenge of developing and implementing multimedia courseware for a Japanese language program. CALICO Journal (TX, USA), 22.2 (2005), 237–250.05–12Kuo, Wan-wen (U of Pennsylvania, USA). Survival skills in foreign languages for business practitioners: the development of an online Chinese project. Journal of Language for International Business (Glendale, AZ, USA) 16.1 (2005), 1–17.05–13Liu, D., Ahn, G., Baek, K. & Han, N. (Oklahoma City U, USA). South Korean high school English teachers' code switching: questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 605–638.05–14Lotherington, Heather (York U, Canada). What four skills? Redefining language and literacy standards for ELT in the digital era. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 64–78.05–15Lutjeharms, Madeline (Vrije U, Belgium). Der Zugriff auf das mentale Lexikon und der Wortschatzerwerb in der Fremdsprache [Access to the mental lexicon and vocabulary acquisition in a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 10–24.05–16Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca). Research on form-focused instruction in immersion classrooms: implications for theory and practice. French Language Studies (Cambridge, UK) 14.3 (2004), 321–341.05–17Mackey, Alison (Georgetown U, USA; mackeya@georgetown.edu), Polio, Charlene & McDonough, Kim The relationship between experience, education and teachers' use of incidental focus-on-form techniques. Language Teaching Research (London, UK) 8.3 (2004), 301–327.05–18MacLennan, Janet (U of Puerto Rico). How can I hear your voice when someone else is speaking for you? An investigation of the phenomenon of the classroom spokesperson in the ESL classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 91–97.05–19Mangubhai, Francis (U of Southern Queensland, Australia; mangubha@usq.edu.au), Marland, Perc, Dashwood, Ann & Son, Jeong-Bae. Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: does the use of an educational model cast a better light?Language Teaching Research (London, UK) 9.1 (2005), 31–66.05–20Meskill, Carla & Anthony, Natasha (Albany State U of New York, USA; cmeskill@uamail.albany.edu). Foreign language learning with CMC: forms of online instructional discourse in a hybrid Russian class. System (Oxford, UK) 33.1 (2005), 89–105.05–21Paribakht, T. S. (U of Ottawa, Canada; parbakh@uottowa.ca). The role of grammar in second language lexical processing. RELC Journal (Singapore) 35.2 (2004), 149–160.05–22Ramachandran, Sharimllah Devi (Kolej U Teknikal Kebangsaan, Malaysia; sharimllah@kutkm.edu.my) & Rahim, Hajar Abdul. Meaning recall and retention: the impact of the translation method on elementary level learners' vocabulary learning. RELC Journal (Singapore) 35.2 (2004), 161–178.05–23Roessingh, Hetty & Johnson, Carla (U of Calgary, Canada). Teacher-prepared materials: a principled approach. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 44–63.05–24Rogers, Sandra H. (Otago Polytechnic English Language Institute, New Zealand; sandrar@tekotago.ac.nz). Evaluating textual coherence: a case study of university business writing by EFL and native English speaking students in New Zealand. RELC Journal (Singapore) 35.2 (2004), 135–147.05–25Sheen, Young Hee (Teachers College, Columbia U, USA; ys335@columbia.edu). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research (London, UK) 8.3 (2004), 263–300.05–26Sparks, Richard L. (College of Mt. St. Joseph, USA) Ganschow, Leonore, Artzer, Marjorie E., Siebenhar, David & Plageman, Mark. Foreign language teachers' perceptions of students' academic skills, affective characteristics, and proficiency: replication and follow-up studies. 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The impact of word study instruction on kindergarten children's journal writing. Research in the Teaching of English (Urbana, IL, USA) 39.3 (2005), 233–270.
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Jeronymo, Gisele Fermino Demarque, and Paula Mariza Zedu Alliprandini. "Estratégias de aprendizagem e variáveis sociodemográficas de professores de licenciaturas (Learning strategies and sociodemographic variables in undergraduate courses)." Revista Eletrônica de Educação 12, no.3 (October8, 2019). http://dx.doi.org/10.14244/198271992911.
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This article is based on the Cognitive Psychology /Information Processing Theory, with emphasis on the study of the learning strategies used by university teachers in order to learn. This study is to analyze the frequency which undergraduate professors from a university in the north of Paraná use learning strategies related to sociodemographic variables. A total of 56 teachers participated in the study, being 57.14% female and 42.46% male ones. The data collection was done online using the Google Drive forms. The results showed that most of the teachers use more the Cognitive and Metacognitive Self-Regulation strategies comparing to the ones of Internal Resources Self-regulation and Contextual and Social. That female participants and teachers from the Letras Vernáculas (Portuguese teaching course) department are the most strategic teachers comparing to the one’s. It is important to emphasize the need for undergraduate courses to include in their syllabus some content about learning strategies, in order to provide to the teachers access to new models of teaching how to learn.ResumoEste artigo fundamenta-se na Psicologia Cognitiva/Teoria do Processamento da Informação, com ênfase no estudo de estratégias de aprendizagem utilizadas por professores universitários para aprender. Analisa a frequência do uso de estratégias de aprendizagem de professores de uma universidade do norte do Paraná em função de variáveis sociodemográficas. Participaram da pesquisa 56 professores, sendo 57,14% do sexo feminino e 42,46% do sexo masculino. A coleta de dados foi online, por meio de formulários do Google Drive. Os resultados evidenciaram que grande parte dos professores utilizam com maior frequência as estratégias de Autorregulação Cognitivas e Metacognitivas se comparado as de Autorregulação de Recursos Internos/Contextual e Social. Os participantes do sexo feminino e professores do departamento de Letras Vernáculas apresentaram-se mais estratégicos. Ressalta-se a necessidade de incluir nos cursos de licenciatura os conteúdos sobre estratégias de aprendizagem, a fim de possibilitar aos professores acesso ao conhecimento de novos modelos de ensinar a aprender.ResumenEste artículo se fundamenta en la Psicología Cognitiva/Teoría del Procesamiento de la Información, con énfasis en el estudio de estrategias de aprendizaje utilizadas por profesores universitarios para aprender. Analizar la frecuencia de uso de estrategias de aprendizaje por parte de profesores de cursos de licenciatura de formación docente de una universidad del norte de Paraná, en función de variables sociodemográficas. Participaron de la investigación 56 profesores, de los cuales un 57,14% es de sexo femenino y un 42,46% de sexo masculino. La recolección de datos se realizó en línea, por medio de formularios de Google Drive. Los resultados evidenciaron que la mayor parte de los profesores utilizan más las estrategias de Autorregulación Cognitivas y Metacognitivas en comparación con las de Autorregulación de Recursos Internos/Contextual y Social. Los participantes del sexo femenino y profesores del departamento de Letras Vernáculas son los más estratégicos comparados con los demás. Se destaca la necesidad de que los cursos de licenciaturas de formación docente incluyan en sus contenidos sobre estrategias de aprendizaje, con el fin de posibilitar a los profesores el acceso a conocimiento de nuevos modelos de enseñar a aprender.Palavras-chave: Psicologia cognitiva, Estratégias de aprendizagem, Formação de professores. Keywords: Cognitive psychology, Learning strategies, Teacher training.Palabras clave: Psicología cognitiva, Estrategias de aprendizaje, Formación de profesores.ReferencesALLIPRANDINI, Paula Mariza Zedu; SCHIAVONI, Andreza; MÉLLO, Diene Eire de; SEKITANI, Juliane Tiemi. 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Acesso em: 15 nov. 2015.
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"Language teaching." Language Teaching 37, no.2 (April 2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.
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04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25, 2 (2004), 243–72.04–120Benson, Barbara E. (Piedmont College, Georgia, USA). Framing culture within classroom practice: culturally relevant teaching. Action in Teacher Education (Alexandria, Virginia, USA), 25, 2 (2003), 16–22.04–121Blanche, Patrick (U. of California, Davis, USA; Email: blanche@kumagaku.ac.jp). Using dictations to teach pronunciation. Modern English Teacher (London, UK), 13, 1 (2004), 30–36.04–122Budimlic, Melisa (Ludwig-Maximilians Universität München, Germany). Zur Konzeption und Entwicklung interdisziplinärer Lernprogramme am Beispiel eines Lernmodules zur Psycholinguistik. [The concept and development of an interdisciplinary learning programme. An example of a module in psycholinguistics] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Edmonton, Alberta, Canada), Online Journal, 9, 1 (2004), 12 pp.04–123Cajkler, Wasyl (U. of Leicester, UK; Email: wc4@le.ac.uk). How a dead butler was killed: the way English national strategies maim grammatical parts. Language and Education (Clevedon, UK), 18, 1 (2004), 1–16.04–124Calvin, Lisa M. & Rider, N. Ann (Indiana State U., USA). Not your parents' language class: curriculum revision to support university language requirements. Foreign Language Annals (New York, USA), 37, 1 (2004), 11–25.04–125Carrier, Karen A. (Northern Illinois University, USA). Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 383–408.04–126Christie, Frances (Universities of Melbourne and Sydney, Australia; Email: fhchri@unimelb.edu.au). English in Australia. RELC Journal (Singapore) 34, 1 (2003), 100–19.04–127Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’. [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9, 1 (2004), 17 pp.04–128Ellis, Rod (University of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Designing a task-based syllabus. RELC Journal (Singapore) 34, 1 (2003), 64–81.04–129Giambo, D. & McKinney, J. (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 95–117.04–130Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers. English in Australia (Norwood, Australia), 139 (2004), 122–30.04–131Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). English language teaching in China: regional differences and contributing factors. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 290–318.04–132Jacobs, George M. (JF New Paradigm Education, Singapore; Email: gmjacobs@pacific.net.sg) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm. RELC Journal (Singapore) 34, 1 (2003), 5–30.04–133Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox. English in Australia (Norwood, Australia), 139 (2004), 33–42.04–134Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email: jrkim@knue.ac.kr). Using mail talk to improve English speaking skills. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 349–69.04–135Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 225–48.04–136Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email: kormos.j@chello.hu). Exploring measures and perceptions of fluency in the speech of second language learners. System (Oxford, UK), 32, 2 (2004), 145–64.04–137Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 205–24.04–138Levine, Glenn S. (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals (New York, USA), 37, 1 (2004), 26–36.04–139Littlemore, Jeannette (U. of Birmingham, UK; Email: j.m.littlemore@bham.ac.uk). Using clipart and concordancing to teach idiomatic expressions. Modern English Teacher (London, UK), 13, 1 (2004), 17–44.04–140Llurda, Enric (Email: ellurda@dal.udl.es) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 220–33.04–141Lochtman, Katja (Vrije U., Belgium; Email: katja.lochtman@vub.ac.be). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83.04–142Mackey, Alison (Georgetown U., USA; Email: mackeya@georgetown.edu). Beyond production: learners' perceptions about interactional processes. International Journal of Educational Research (Abingdon, UK), 37 (2002), 379–94.04–143Maiwald, Cordula (Passau, Germany). Zeitverstehen und Tempusformen im Deutschen – eine Herausforderung im Fremdsprachenunterricht. [The concept of time and German tenses – a challenge for a foreign language classroom] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 287–302.04–144McKay, Sandra Lee (San Francisco State U., USA; Email: 2slmckay@attbi.com). EIL curriculum development. RELC Journal (Singapore), 34, 1 (2003), 31–47.04–145Na, Yoon-Hee and Kim, Sun-Joo (U. of Texas at Austin, USA; Email: yhena@mail.utexas.edu). Critical literacy in the EFL classroom. English Teaching (Anseonggun, Korea), 58, 3 (2003), 143–63.04–146Nettelbeck, David (Whitefriars College, Australia). ICT and the re-shaping of literacy. A secondary classroom perspective. English in Australia (Norwood, Australia), 139 (2004), 68–77.04–147Park, Mae-Ran (Pukyong National U., South Korea; Email: mrpark@pknu.ac.kr) and Suh, Kang-Oak. An analysis of Korean high school English textbooks under the 7th curriculum. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 319–47.04–148Peters, George F. (Michigan State U., USA). Kulturexkurse: a model for teaching deeper German culture in a proficiency-based curriculum. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 121–34.04–149Plewnia, Albrecht (Mannheim, Germany). Vom Nutzen kontrastiven grammatischen Wissens am Beispiel von Deutsch und Französisch. [The benefits of contrastive grammar knowledge; an example of German and French] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 251–86.04–150Prodromou, Luke (Email: luke@spark.net.gr). In search of the successful user of English: how a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher (London, UK), 12, 2 (2003), 5–14.04–151Rieger, Caroline L. (U. of British Columbia, Canada). Some conversational strategies and suggestions for teaching them. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA), 36, 2 (2003), 164–75.04–152Sakui, K. (U. of Auckland, New Zealand). Wearing two pairs of shoes: language teaching in Japan. ELT Journal (Oxford, UK), 58, 2 (2004), 155–63.04–153Schleppegrell, M., Achugar, M., & Oteíza, T. (University of California, USA). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 67–93.04–154Sercu, Lies (Katholieke Universiteit Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Implementing intercultural foreign language education: Belgian, Danish and British teachers' professional self-concepts and teaching practices compared. Evaluation and Research in Education (Clevedon, UK), 16, 3 (2002), 150–65.04–155Shinwoong, Lee (Hanyang U., South Korea). Korean ESL learners' experiences in computer assisted classroom discussions. English Teaching (Anseonggun, Korea), 58, 4 (2003), 371–95.04–156Sifakis, Nicos C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). TeachingEIL– TeachingInternationalorInterculturalEnglish? What Teachers Should Know. System (Oxford, UK), 32, 2 (2004), 237–50.04–157Simard, Daphnée (Université du Québec à Montréal, Canada; Email: simard.daphnee@uqam.ca). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness (Clevedon, UK), 13, 1 (2004), 34–48.04–158Song, Jeong-Weon (Hanyang U., South Korea). Effects of task-processing conditions on the oral output of post beginners in a narrative task. English Teaching (Anseonggun, Korea), 58, 4 (2003), 249–71.04–159Storch, Neomy (U. of Melbourne, Australia; Email: neomys@unimelb.edu.au). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research (Abingdon, UK), 37 (2002), 305–22.04–160Tomlinson, Brian and Masuhara, Hitomi (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Developing cultural awareness. Modern English Teacher (London, UK), 13, 1 (2004), 5–12.04–161Towndrow, P. (Nangyang Technological U., Singapore). Reflections of an on-line tutor. ELT Journal (Oxford, UK), 58, 2 (2004), 174–82.04–162Vilches, Ma. Luz C. (Ateneo do Manila U., Philippines; Email: mvilches@ateneo.edu). Task-based language teaching: the case of EN 10. RELC Journal (Singapore), 34, 1 (2003), 82–99.04–163Willkop, Eva-Maria (Mainz, Germany). Texte im Mitteilungsprozess – Wege durch ein vereinigtes Babylon [Texts in the mediation process – ways through united Babylon] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 221–50.
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Daspit, Toby. "The Noisy Mix of Hip Hop Pedagogies." M/C Journal 4, no.2 (April1, 2001). http://dx.doi.org/10.5204/mcj.1901.
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"(W)hen you look at the historic angle of what’s going on, DJ culture is the future, everything is a mix. Whether it’s video, electronic shit, studio shit, painting, you name it, the psychology is in place. It’s the DJ." – Paul D. Miller, AKA DJ Spooky, qtd. in Tobin "Turn it up! Bring the noise." – Public Enemy, "Bring the Noise "Turn down that damned noise!!!" Thus began the nightly negotiation with my father during my adolescence — him firmly rooted in his recliner as he stared at the television, me locked in my bedroom, fingers nudging the stereo knobs to experiment with acceptable volumes. It was never, "turn down the music," or "lower that Boogie Down Productions album," it was always, "turn down that damned noise!!!" I hear his words echoed daily in the attitudes of many of the pre-service teachers that I work with as they navigate the tumultuous maelstrom of education in postmodern culture. Perhaps my students merely reveal legacies of their own educational experiences, or perhaps they embody the transitional dissonance of an epochal shift. Regardless of the "origin" of their discomfort, they seem to turn to those of us engaged in preparing them as teachers to sanitise the "mess" they encounter in schools. They desire Skinnerian behaviorist reductionism (if "x" then "y"). They seek to tame the "noise" of the extraordinarily complex endeavor of teaching and learning. I fiddle with the volume knob of my own teaching, crank it up, and offer them hip hop pedagogies.1 By hip hop pedagogies I do not mean simply the inclusion of hip hop culture (e.g., DJing, rapping, graffiti art, dancing) as objects of study in the classroom, although these are indeed worthwhile curricular considerations. Instead of dominant modes of schooling which are informed by a factory model of efficiency and knowledge transmission (Adams et al.), I suggest a fundamental reorientation to pedagogies guided by the aesthetics of hip hop culture, particularly the power of recombinant textuality embodied in hip hop’s "noisy mix." Dick Hebdige locates the origins, as diffuse as they are, of hip hop music in the fundamental nature of the mix, noting that "(r)ap is DJ (disc jockey) and MC (Master of Ceremonies or Microphone Controller) music . . . (I)t relies on pre-recorded sounds. . . . The hip hoppers "stole" music off air and cut it up. Then they broke it down into its component parts and remixed it on tape" (141). Paul Miller identifies the possibilities inherent in such processes: DJ culture – urban youth culture – is all about recombinant potential. It has as a central feature a eugenics of the imagination. Each and every source is fragmented and bereft of prior meaning – kind of like a future without a past. The samples are given meaning only when re-presented in the assemblage of the mix (7) In hip hop, mixing occurs within discursive realities of "noise." Tricia Rose notes that the "sonic power" of hip hop, with its "distinctive bass-heavy, enveloping sound does not rest outside of its musical and social power" (63). She summarizes the significance of this sonic barrage: "Noise" on the one hand and communal countermemory on the other, rap music conjures and razes in one stroke. Rap's rhythms . . . are its most powerful effect. Rap's primary focus is sonic . . . Rap music centers on the quality and nature of rhythm and sound, the lowest, "fattest beats" being the most significant and emotionally charged . . . The arrangement and selection of sounds rap musicians have invented via samples, turntables, tape machines, and sound systems are at once deconstructive (in that they actually take apart recorded musical compositions) and recuperative (because they recontextualise these elements creating new meanings for cultural sounds that have been relegated to commercial wastebins) . . . (64-65 Herein lies one of the most transformative possibilities of hip hop pedagogies – the model it offers as a recombinant text, as a mix. Miller explains: It is in this singularly improvisational role of "recombiner" that the DJ creates what I like to call a "post symbolic mood sculpture," or the mix; a disembodied and transient text . . . The implications of this style of creating art are three fold: 1) by its very nature it critiques the entire idea of intellectual property and copyright law, 2) it reifies a communal art value structure in contrast to most forms of art in late capitalist social contexts, 3) it interfaces communications technology in a manner that anthropomorphisizes it. (12-13 If we were to begin thinking of our classrooms/schools as a mix, as recombinant, fluid texts where the copyrighting privilege of authority in the guise of "teacher" is challenged, where the entire process of teaching and learning becomes communal, and where human/technological cyborgs are valued, we can see how hip hop pedagogies might be transformative. The classroom might become, in my favorite image of postmodern education that William Doll borrows from Milan Kundera and Richard Rorty, a "fascinating imaginative realm where no one owns the truth and everyone has the right to be understood" (151). Such pedagogical orientations toward the mix invite students to reject modernist attempts to channel and control learning – to "school" the body and mind. Instead, as Potter notes, "hip-hop aims for a world made hole, aporic, fracturing the fragmented, graffiti on graffiti" (8, emphasis in original). Instead of the master narratives of modernity, it "offers us a model . . . as it produces knowledge in the active consumption of the everyday materials the world makes available . . . it is a work which instructs in its process, indeed, by its process" (Block 339). Is this not a better way to envision our work in schools, which Pinar et al. see as ultimately an engagement with larger conversations of what it means to prepare the next generation (847)? Such mixing infuses life into pedagogies as meanings are reassembled, and acknowledges a "new paradigm" that does "not necessarily require new data, but rather (is) characterized by clever and substantively different ways of recasting what we already know" (Samples 187). "The previous meanings," Miller concludes, are "corralled into a space where the differences in time, place, and culture, are collapsed to create a recombinant text or autonomous zone of expression" (14). Hip hop pedagogies offer such "zones" of hybrid selves, hybrid cultures, and hybrid conversations that are recombined continually through collisions with cultures, histories, and technologies. So that’s the noisy mix I share with my students as most salient to postmodern education – cacophonous, turbulent, and sure to infuriate my father, even now. Notes 1. I follow Gore in her use of the plural form of pedagogy: "(Pedagogies) use is important to signify the multiple approaches and practices that fall under the pedagogy umbrella" whereas "rely(ing) on the singular form is to imply greater unity and coherence than is warranted" (7). References Adams, Natalie et al. Learning to Teach: A Critical Approach to Field Experiences. Mahwah, N.J.: Lawrence Erlbaum, 1998. Block. Alan. (1998). "Curriculum as Affichiste: Popular Culture and Identity." Curriculum: Toward New Identities. Ed. William F. Pinar. New York: Garland, 325-341. Doll, William E., Jr. A Postmodern Perspective on Curriculum. New York: Teachers College, 1993. Gore, J. The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth. New York: Routledge, 1993. Hebdige, Dick. Cut-n-Mix: Culture, Identity and Caribbean Music. London: Methuen, 1987. Miller, Paul D. "Flow My Blood the DJ Said." Liner notes from Song of a Dead Dreamer. New York: Asphodel, 1995. Pinar, William F. et al. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang, 1995. Potter Russell A. Spectacular Vernaculars: Hip-Hop and the Politics of Postmodernism. Albany: SUNY, 1995. Public Enemy. It Takes A Nation Of Millions To Hold Us Back. New York: Def Jam Recordings, 1988. Rose, Tricia. Black Noise: Rap Music and Black Culture in Contemporary America. Hanover, N.H.: UP of New England, 1994. Samples, Bob. "Learning as Transformation." Education, Information, and Transformation: Essays on Learning and Thinking. Ed. Jeffrey Kane. Upper Saddle River, N.J.: Merrill, 1999. Tobin, Sam. "Permutations: A Conversation with Paul D. Miller, AKA DJ Spooky." Digress Magazine. [12, March 2001].<http://www.digressmagazine.com/1spooky.php>
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Ossom Williamson, Peace. "Situated Cognition Principles Increase Students’ Likelihood of Knowledge Transfer in an Online Information Literacy Course." Evidence Based Library and Information Practice 11, no.4 (December15, 2016). http://dx.doi.org/10.18438/b8b32n.
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A Review of: Catalano, A. (2015). The effect of a situated learning environment in a distance education information literacy course. The Journal of Academic Librarianship, 41(5), 653-659. http://dx.doi:org/10.1016/j.acalib.2015.06.008 Objective – To assess the efficacy of the application of situated cognition principles in education students’ transfer of knowledge to practice in an online information literacy course. “Situation cognition” refers to a theory in which expert behaviour-modeling, authentic activity and apprenticeship, and learning environment are integral in learning. Design – A randomized controlled trial. Setting – A small private university in New York State. Subjects – 85 education college students in 7 sections of a 1-credit online course titled Introduction to Library Research and Technology. Methods – Each course section was randomly assigned via cluster sampling to “situated cognition” treatment (n = 48) or control conditions (n = 37). The treatment sections provided students with expert modeling, scaffolding, authentic activity, and problem-based assessments according to the principles of situated learning and teaching for transfer; while the control sections provided students with traditional instruction of lectures and handouts. A pretest and posttest were given to students in order to assess improvement in knowledge of the five categories for evaluating resources: currency, relevance, authority, credibility, and audience. The pretest was a survey administered during the first week of the course, and the posttest questions were included in the final exam. The researcher also used a final assignment to evaluate students’ improvement on the far transfer task, (i.e., their ability to transfer a skill learned in one context for use and applicability in other contexts). The task was to create a resolution for one of three concerns raised to a School Board, to write a statement addressing the received concern, and to articulate a recommended solution. Two raters independently graded tasks on a scale using a rubric based on information literacy principles, including incorporating some corroborating sources, evaluating of source information, and determining a solution based on source credibility. Main Results – The researcher compared the impact of the situated cognition teaching on retention using the posttest and on far transfer task of the 85 students in both treatment and control groups using multivariate analysis of variance (MANCOVA). The MANCOVA analysis found no significant difference between scores based on belonging to treatment or control groups. However, because far transfer occurred in 59 cases based on scoring of the tests, the researchers performed a logistic regression analysis and found the group variable (i.e., belonging to the situated cognition treatment group or control group) provided a significant prediction of transfer (p < .05), when controlling for engagement, self-regulation, and motivation. Potential confounding due to variation in motivation, self-regulation, and engagement were ruled out by using the Motivated Strategy for Learning Questionnaire (MSLQ) and by recording of participation in weekly assignments. Furthermore, presence in the treatment group increased the odds for the incidence of far transfer by a factor of 2.90. Conclusion – When testing the use of principles of situated learning (e.g., problem-based learning and cognitive apprenticeship in library instruction), the study results indicated an increase in the likelihood of students being able to practise knowledge in various situations and apply what they have learned in real-life examples. While the majority of students in both treatment and control groups demonstrated the skills of far transfer, the study provides evidence to support situated cognition, an understudied set of principles, and the study also utilizes quantitative methods to further strengthen this support.
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"Language teaching." Language Teaching 36, no.4 (October 2003): 252–59. http://dx.doi.org/10.1017/s0261444804212009.
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04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.
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Khairul, Khairul, and Rahma Aulia Putri. "THE CORRELATION BETWEEN THE STUDENTS’ HABIT TO WATCH ENGLISH YOUTUBE CHANNEL AND THEIR SPEAKING SKILL." English Language Education and Current Trends (ELECT), October19, 2022, 121–32. http://dx.doi.org/10.37301/elect.v1i2.56.
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The purpose of this research was to find out the correlation between the second-year students’ habit to watch English YouTube channel and their speaking skill at the English Department of Bung Hatta University. The design of this research was correlational research. The population of this study was the second-year students who registered in the academic year of 2020/2021. Due to the limited number of population members, the researcher used total sampling technique. The number of the sample as respondents in this research was 30 students. The instruments used to get the data were questionnaire and speaking tests. It was found that the reliability index of the questionnaire was 0.82 and the reliability index of the speaking test was 0.72. The result of the data analysis showed that the value of rcalculated of this research was 0.74, while the value of rtable with the level of significance 0.05 and the degree of freedom (df= n-2) was 0.374. It means that the rcalculated was higher than rtable (0.74 > 0.374). Therefore, the alternative hypothesis of this research stating that there is a significant correlation between the second-year students’ habit to watch English YouTube channel and their speaking skillat the English Department of Bung Hatta University was accepted. Based on the result of the data above, it can be interpreted the students’ habit of watching English YouTube channelcan increase their speaking skill University. REFERENCES Albahlal, S. F. (2019). The Impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Journal of Applied Linguistics and Language Research, 6(2), 1–17. Almutairi, M. A. (2021). Underachievement in English Speaking Skills among Kuwaiti EFL Students at the College of Basic Education: Possible Causes and Possible Solutions. Journal of Language Teaching and Research, 12(1), 206. Arikunto, S (2012). Dasar-DasarEvaluasiPendidikan. 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"Language learning." Language Teaching 36, no.3 (July 2003): 202–15. http://dx.doi.org/10.1017/s0261444803221959.
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03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. 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Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: O.Sobolev@lse.ac.uk). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: waka@gpwu.ac.jp). 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[Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.
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"Language teaching." Language Teaching 36, no.2 (April 2003): 120–57. http://dx.doi.org/10.1017/s0261444803211939.
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03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. 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Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). 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Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.
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"Language learning." Language Teaching 38, no.2 (April 2005): 81–89. http://dx.doi.org/10.1017/s0261444805222772.
Full textAbstract:
05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.05–136Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328.05–137Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218.05–138Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations – with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35.05–139Bryan, S. (Arizona State U East, USA), The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 33–58.05–140Byon, Andrew Sangpil (U at Albany, State U of New York, USA; abyon@albany.edu), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37–62.05–141Cekaite, A. & Aronsson, K. (Linköping U, Sweden), Language play, a collaborative resource in children's L2 learning. Applied Linguistics (Oxford, UK) 26.2 (2005), 169–191.05–142Culhane, Stephen F. (Kagoshima U, Japan; culhane@pacall.org) & Umeda, Chisako (Ritsumeikan Asia Pacific U, Japan), Authentic second language interaction in an instructional setting: assessing an inter-class exchange programme. 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Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1059–1079.05–147Fisher, Linda, Evans, Michael & Esch, Edith (U of Cambridge, UK; igf20@cam.ac.uk), Computer-mediated communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal (Rugby, UK) 30 (2004), 50–58.05–148Gass, Susan & Alvarez Torres, Maria José (Michigan State U, USA; gass@msu.edu), Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 1–31.05–149Hawkins, M. (U of Wisconsin, USA), Becoming a student: identity work and academic literacies in early schooling. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 159–182.05–150Hosali, Priya (CIEFL, Hyderabad, India), Butler English. 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Watkins, Patti Lou. "Fat Studies 101: Learning to Have Your Cake and Eat It Too." M/C Journal 18, no.3 (May18, 2015). http://dx.doi.org/10.5204/mcj.968.
Full textAbstract:
“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circumstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. 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"Language learning." Language Teaching 38, no.4 (October 2005): 194–209. http://dx.doi.org/10.1017/s0261444805223145.
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"Abstracts: Reading & writing." Language Teaching 40, no.4 (September7, 2007): 345–55. http://dx.doi.org/10.1017/s0261444807004600.
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The Reading Matrix (Readingmatrix.com) 7.1 (2007), 166–175.07–567Coiro, Julie & Elizabeth Dobler, Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly (International Reading Association) 42.2 (2007), 214–257.07–568Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–569Commeyras, Michelle & Hellen N. Inyega, An Integrative review of teaching reading in Kenyan primary schools. Reading Research Quarterly (International Reading Association) 42.2 (2007), 258–281.07–570Compton-Lilly, Catherine (U Wisconsin–Madison, USA), The complexities of reading capital in two Puerto Rican families. 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B2041171009, HARNOTO. "PENGARUH PRAKTEK MSDM TERHADAP ORGANIZATIONAL CITIZENSHIP BEHAVIOUR (OCB) MELALUI KEPUASAN KERJA SEBAGAI MEDIATOR (STUDI PADA PEGAWAI UPT PPD PROVINSI KALIMANTAN BARAT)." Equator Journal of Management and Entrepreneurship (EJME) 7, no.4 (August2, 2019). http://dx.doi.org/10.26418/ejme.v7i4.34535.
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Pentingnya membangun OCB tidak lepas dari komitmen karyawan dalam organisasi. Komitmen karyawan akan mendorong terciptanya OCB dan tanpa adanya kontrol yang baik dalam pemberian kompensasi yang sesuai dengan hasil kerja tentunya memperlambat kerja pegawai. Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh kompensasi dan komitmen organisasi terhadap kepuasan kerja dan OCB. Jumlah responden dalam penelitian ini berjumlah 86 orang. Pengumpulan data diperoleh dengan kuesioner menggunakan skala likert. Metode analisis data menggunakan Path Analysis. Hasil penelitian diperoleh bahwa kompensasi berpengaruh positif dan signifikan terhadap kepuasan kerja dan Kepuasan kerja berpengaruh positif dan signifikan terhadap OCB. Kata Kunci : Komitmen Organisasi, Kompensasi, Kepuasan kerja dan OCBDAFTAR PUSTAKA Bangun, Wilson. (2012). Manajemen Sumber Daya Manusia. Erlangga. Jakarta. Bernardin, H. John, & Joyce E.A Russel. (2003). 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Rossini Neto, Moacir José, Maria Cristina Rosifini Alves Rezende, João Pedro Justino de Oliveira Limírio, Angelo Camargo Dalben, Maria Isabel Rosifini Alves Rezende, Letícia Maria Pescinini-Salzedas, Laís Maria Pescinini-E-Salzedas, and Leda Maria Pescinini Salzedas. "Estereótipos sobre os idosos: o papel da Universidade na redução do ageismo." ARCHIVES OF HEALTH INVESTIGATION 9, no.1 (July26, 2020). http://dx.doi.org/10.21270/archi.v9i1.5098.
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Introdução: O termo ageismo é definido como uma forma de intolerância relacionada com a idade por meio de estereótipos, ou seja, qualquer pessoa poderia ser alvo de discriminação pela idade que tem, sendo os idosos um dos grupos mais vulneráveis. Teoricamente qualquer pessoa pode ser atingida pelo ageísmo ao longo de sua vida, desde que viva o suficiente para envelhecer. Objetivos: O propósito desse trabalho foi apresentar o papel das Universidades no combate ao ageísmo. Métodos: Para a elaboração do presente trabalho as seguintes etapas foram percorridas: estabelecimento da hipótese e objetivos do estudo; estabelecimento de critérios de inclusão e exclusão de artigos (seleção da amostra). Formulou-se a seguinte questão: as Universidades contribuem para a redução do ageísmo? Os artigos foram selecionados utilizando a base de dados The National Library of Medicine, Washington DC (MEDLINE – PubMed) e Google Scholar. As estratégias utilizadas para localizar os artigos tiveram como eixo norteador a pergunta e os critérios de inclusão da revisão, previamente estabelecidos para manter a coerência na busca dos artigos e evitar possíveis vieses. Como descritores foram utilizados os termos “Ageísmo”, “Universidades”; Expectativa de Vida” e “Relação entre Gerações”, acordando com o Decs. Os critérios de inclusão foram artigos publicados em inglês, espanhol e português com os resumos disponíveis, no período compreendido entre 1990-2020. A partir da pesquisa preliminar nas bases de dados, leitura do título e resumo, 20 artigos foram selecionados para leitura na íntegra. Resultados: A Universidade, por meio de seus projetos de extensão universitária voltados aos idosos tem contribuído para redução das atitudes que nutrem papéis sociais estereotipados com base na idade das pessoas. Conclusões: As atividades universitárias voltados ao idoso têm contribuído para redução dos estereótipos mantidos pela sociedade e pelos próprios indivíduos com 60 anos ou mais, contribuindo não só para o bem estar e qualidade de vida desse segmento, como também para que a sociedade se beneficie do contato positivo intergeracional.Descritores: Ageísmo; Resiliência Psicológica; Universidades; Expectativa de Vida; Relação entre Gerações; Qualidade de Vida.ReferênciasOeppen J, Vaupel JW. Limites quebrados à expectativa de vida. Science. 2002; 296:1029-31.IBGE (Instituto Brasileiro de Geografia e Estatística). Tábuas Completas de Mortalidade. Disponivel em: https://www.ibge.gov.br /estatisticas/sociais/populacao/9126-tabuas-completas-de-mortalidade.html?=t=resultados.Aboim S. Narrativas do envelhecimento. Ser velho na sociedade contemporânea. Tempo Social. 2014;26(1):207-32.Vaupel JW, Carey JR, Christensen K, Johnson TE, Yashin AI, Holm NV et al. Biodemographic trajectories of longevity. 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"Buchbesprechungen." Zeitschrift für Historische Forschung: Volume 47, Issue 2 47, no.2 (April1, 2020): 251–370. http://dx.doi.org/10.3790/zhf.47.2.251.
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(Hans Medick, Göttingen) Zurbuchen, Simone (Hrsg.), The Law of Nations and Natural Law 1625 – 1800 (Early Modern Natural Law, 1), Leiden / Boston 2019, Brill, X u. 337 S., € 131,00. (Miloš Vec, Wien) Mishra, Rupali, A Business of State. Commerce, Politics, and the Birth of the East India Company (Harvard Historical Studies, 188), Cambridge / London 2018, Harvard University Press, VII u. 412 S., $ 35,00. (Christina Brauner, Tübingen) Towsey, Mark / Kyle B. Roberts (Hrsg.), Before the Public Library. Reading, Community, and Identity in the Atlantic World, 1650 – 1850 (Library of the Written Word, 61; The Handpress World, 46), Leiden / Boston 2018, Brill, XVII u. 415 S., € 145,00. (Stefan Hanß, Manchester) Rosenmüller, Christoph, Corruption and Justice in Colonial Mexico, 1650 – 1755 (Cambridge Latin America Studies, 113), Cambridge / New York 2019, Cambridge University Press, XV u. 341 S. / Abb., £ 75,00. (Tobias Schenk, Wien) Tricoire, Damien, Der koloniale Traum. Imperiales Wissen und die französisch-madagassischen Begegnungen im Zeitalter der Aufklärung (Externa, 13), Köln / Weimar / Wien 2018, Böhlau, 408 S. / Abb., € 65,00. (Tobias Winnerling, Düsseldorf) Zabel, Christine, Polis und Politesse. Der Diskurs über das antike Athen in England und Frankreich, 1630 – 1760 (Ancien Régime, Aufklärung und Revolution, 41), Berlin / Boston 2016, de Gruyter Oldenbourg, X u. 377 S. / Abb., € 59,95. (Wilfried Nippel, Berlin) Velema, Wyger / Arthur Weststeijn (Hrsg.), Ancient Models in the Early Modern Republican Imagination (Metaforms, 12), Leiden / Boston 2018, Brill, XI u. 340 S., € 127,00. (Wilfried Nippel, Berlin) Hitchcock, David, Vagrancy in English Culture and Society, 1650 – 1750 (Cultures of Early Modern Europe), London / New York 2018, Bloomsbury Academic, X u. 236 S. / Abb., £ 28,99. (Ulrich Niggemann, Augsburg) Boswell, Caroline, Disaffection and Everyday Life in Interregnum England (Studies in Early Modern Cultural, Political and Social History, 29), Woodbridge 2017, The Boydell Press, XII u. 285 S., £ 65,00. (Philip Hahn, Tübingen) Kinsella, Eoin, Catholic Survival in Protestant Ireland, 1660 – 1711. Colonel John Browne, Landownership and the Articles of Limerick (Irish Historical Monographs), Woodbridge 2018, The Boydell Press, XVI u. 324 S. / Abb., £ 75,00. (Matthias Bähr, Dresden) Mansel, Philip, King of the World. The Life of Louis XIV, [London] 2019, Allen Lane, XIII u. 604 S. / Abb., £ 30,00. (William D. Godsey, Wien) Gräf, Holger Th. / Christoph Kampmann / Bernd Küster (Hrsg.), Landgraf Carl (1654 – 1730). Fürstliches Planen und Handeln zwischen Innovation und Tradition (Veröffentlichungen der Historischen Kommission für Hessen, 87), Marburg 2017, Historische Kommission für Hessen, XIII u. 415 S. / Abb., € 29,00. (Alexander Schunka, Berlin) Schriften zur Reise Herzog Friedrichs von Sachsen-Gotha nach Frankreich und Italien 1667 und 1668. Eine Edition, 3 Bde., Bd. 1: Reiseberichte; Bd. 2: Planung, Landeskunde, Rechnungen; Bd. 3: Briefe, hrsg. v. Peter-Michael Hahn / Holger Kürbis (Schriften des Staatsarchivs Gotha, 14.1 – 3), Wien / Köln / Weimar 2019, Böhlau, XLVI u. 546 S. / Abb.; 660 S.; 374 S., € 200,00. (Michael Kaiser, Köln) Mulsow, Martin, Radikale Frühaufklärung in Deutschland 1680 – 1720, Bd. 1: Moderne aus dem Untergrund; Bd. 2: Clandestine Vernunft, Göttingen 2018, Wallstein, 502 bzw. 624 S. / Abb., € 59,90. (Helmut Zedelmaier, München) Göse, Frank / Jürgen Kloosterhuis (Hrsg.), Mehr als nur Soldatenkönig. Neue Schlaglichter auf Lebenswelt und Regierungswerk Friedrich Wilhelms I. (Veröffentlichungen aus den Archiven Preußischer Kulturbesitz. Forschungen, 18), Berlin 2020, Duncker & Humblot, 398 S. / Abb., € 89,90. (Barbara Stollberg-Rilinger, Berlin/Münster) Füssel, Marian, Der Preis des Ruhms. Eine Weltgeschichte des Siebenjährigen Krieges. 1756 – 1763, München 2019, Beck, 656 S. / Abb., € 32,00. (Florian Schönfuß, Oxford) Flügel, Wolfgang, Pastoren aus Halle und ihre Gemeinden in Pennsylvania 1742 – 1820. Deutsche Lutheraner zwischen Persistenz und Assimilation (Hallische Beiträge zur Geschichte des Mittelalters und der Frühen Neuzeit, 14), Berlin / Boston 2019, de Gruyter, 480 S. / Abb., € 99,95. (Marianne Taatz-Jacobi, Halle a. d. S.) Braun, Christine, Die Entstehung des Mythos vom Soldatenhandel 1776 – 1813. Europäische Öffentlichkeit und der „hessische Soldatenverkauf“ nach Amerika am Ende des 18. Jahrhunderts (Quellen und Forschungen zur hessischen Geschichte, 178), Darmstadt / Marburg 2018, Selbstverlag der Historischen Kommission Darmstadt und der Historischen Kommission für Hessen, 296 S., € 28,00. 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47
Walker, Ruth. "Double Quote Unquote: Scholarly Attribution as (a) Speculative Play in the Remix Academy." M/C Journal 16, no.4 (August12, 2013). http://dx.doi.org/10.5204/mcj.689.
Full textAbstract:
Many years ago, while studying in Paris as a novice postgraduate, I was invited to accompany a friend to a seminar with Jacques Derrida. I leapt at the chance even though I was only just learning French. Although I tried hard to follow the discussion, the extent of my participation was probably signing the attendance sheet. Afterwards, caught up on the edges of a small crowd of acolytes in the foyer as we waited out a sudden rainstorm, Derrida turned to me and charmingly complimented me on my forethought in predicting rain, pointing to my umbrella. Flustered, I garbled something in broken French about how I never forgot my umbrella, how desolated I was that he had mislaid his, and would he perhaps desire mine? After a small silence, where he and the other students side-eyed me warily, he declined. For years I dined on this story of meeting a celebrity academic, cheerfully re-enacting my linguistic ineptitude. Nearly a decade later I was taken aback when I overheard a lecturer in philosophy at the University of Sydney re-telling my encounter as a witty anecdote, where an early career academic teased Derrida with a masterful quip, quoting back to him his own attention to someone else’s quote. It turned out that Spurs, one of Derrida’s more obscure early essays, employs an extended riff on an inexplicable citation found in inverted commas in the margins of Nietzsche’s papers: “J’ai oublié mon parapluie” (“I have forgotten my umbrella”). My clumsy response to a polite enquiry was recast in a process of Chinese whispers in my academic community as a snappy spur-of-the-moment witticism. This re-telling didn’t just selectively edit my encounter, but remixed it with a meta-narrative that I had myself referenced, albeit unknowingly. My ongoing interest in the more playful breaches of scholarly conventions of quotation and attribution can be traced back to this incident, where my own presentation of an academic self was appropriated and remixed from fumbler to quipster. I’ve also been struck throughout my teaching career by the seeming disconnect between the stringent academic rules for referencing and citation and the everyday strategies of appropriation that are inherent to popular remix culture. I’m taking the opportunity in this paper to reflect on the practice of scholarly quotation itself, before examining some recent creative provocations to the academic ‘author’ situated inventively at the crossroad between scholarly convention and remix culture. Early in his own teaching career at Oxford University Lewis Carroll, wrote to his younger siblings describing the importance of maintaining his dignity as a new tutor. He outlines the distance his college was at pains to maintain between teachers and their students: “otherwise, you know, they are not humble enough”. Carroll playfully describes the set-up of a tutor sitting at his desk, behind closed doors and without access to today’s communication technologies, relying on a series of college ‘scouts’ to convey information down corridors and staircases to the confused student waiting for instruction below. The lectures, according to Carroll, went something like this: Tutor: What is twice three?Scout: What’s a rice-tree?Sub-scout: When is ice free?Sub-sub-scout: What’s a nice fee??Student (timidly): Half a guinea.Sub-sub-scout: Can’t forge any!Sub-scout: Ho for jinny!Scout: Don’t be a ninny!Tutor (looking offended, tries another question): Divide a hundred by twelve.Scout: Provide wonderful bells!Sub-scout: Go ride under it yourself!Sub-sub-scout: Deride the dunderhead elf!Pupil (surprised): What do you mean?Sub-sub-scout: Doings between!Sub-scout: Blue is the screen!Scout: Soup tureen! And so the lecture proceeds… Carroll’s parody of academic miscommunication and misquoting was reproduced by Pierre Bourdieu at the opening of the book Academic Discourse to illustrate the failures of pedagogical practice in higher education in the mid 1960s, when he found scholarly language relied on codes that were “destined to dazzle rather than to enlighten” (3). Bourdieu et al found that students struggled to reproduce appropriately scholarly discourse and were constrained to write in a badly understood and poorly mastered language, finding reassurance in what he called a ‘rhetoric of despair’: “through a kind of incantatory or sacrificial rite, they try to call up and reinstate the tropes, schemas or words which to them distinguish professorial language” (4). The result was bad writing that karaoke-ed a pseudo academic discourse, accompanied by a habit of thoughtlessly patching together other peoples’ words and phrases. Such sloppy quoting activities of course invite the scholarly taboo of plagiarism or its extreme opposite, hypercitation. Elsewhere, Jacques Derrida developed an important theory of citationality and language, but it is intriguing to note his own considerable unease with conventional acknowledgement practices, of quoting and being quoted: I would like to spare you the tedium, the waste of time, and the subservience that always accompany the classic pedagogical procedures of forging links, referring back to past premises or arguments, justifying one’s own trajectory, method, system, and more or less skilful transitions, re-establishing continuity, and so on. These are but some of the imperatives of classical pedagogy with which, to be sure, one can never break once and for all. Yet, if you were to submit to them rigorously, they would very soon reduce you to silence, tautology and tiresome repetition. (The Ear of the Other, 3) This weariness with a procedural hyper-focus on referencing conventions underlines Derrida’s disquiet with the self-protecting, self-promoting and self-justifying practices that bolster pedagogical tradition and yet inhibit real scholarly work, and risk silencing the authorial voice. Today, remix offers new life to quoting. Media theorist Lev Manovich resisted the notion that the practice of ‘quotation’ was the historical precedent for remixing, aligning it instead to the authorship practice of music ‘sampling’ made possible by new electronic and digital technology. Eduardo Navas agrees that sampling is the key element that makes the act of remixing possible, but links its principles not just to music but to the preoccupation with reading and writing as an extended cultural practice beyond textual writing onto all forms of media (8). A crucial point for Navas is that while remix appropriates and reworks its source material, it relies on the practice of citation to work properly: too close to the original means the remix risks being dismissed as derivative, but at the same time the remixer can’t rely on a source always being known or recognised (7). In other words, the conceptual strategies of remix must rely on some form of referencing or citation of the ideas it sources. It is inarguable that advances in digital technologies have expanded the capacity of scholars to search, cut/copy & paste, collate and link to their research sources. New theoretical and methodological frameworks are being developed to take account of these changing conditions of academic work. For instance, Annette Markham proposes a ‘remix methodology’ for qualitative enquiry, arguing that remix is a powerful tool for thinking about an interpretive and adaptive research practice that takes account of the complexity of contemporary cultural contexts. In a similar vein Cheré Harden Blair has used remix as a theoretical framework to grapple with the issue of plagiarism in the postmodern classroom. If, following Roland Barthes, all writing is “a tissue of quotations drawn from innumerable centers of culture” (146), and if all writing is therefore rewriting, then punishing students for plagiarism becomes problematic. Blair argues that since scholarly writing has become a mosaic of digital and textual productions, then teaching must follow suit, especially since teaching, as a dynamic, shifting and intertextual enterprise, is more suited to the digital revolution than traditional, fixed writing (175). She proposes that teachers provide a space in which remixing, appropriation, patch-writing and even piracy could be allowable, even useful and productive: “a space in which the line is blurry not because students are ignorant of what is right or appropriate, or because digital text somehow contains inherent temptations to plagiarise, but because digital media has, in fact, blurred the line” (183). The clashes between remix and scholarly rules of attribution are directly addressed by the pedagogical provocations of conceptual poet Kenneth Goldsmith, who has developed a program of ‘uncreative writing’ at the University of Pennsylvania, where, among other plagiaristic tasks, he forces students to transcribe whole passages from books, or to download essays from online paper mills and defend them as their own, marking down students who show a ‘shred of originality’. In his own writing and performances, which depend almost exclusively on strategies of appropriation, plagiarism and recontextualisation of often banal sources like traffic reports, Goldsmith says that he is working to de-familiarise normative structures of language. For Goldsmith, reframing language into another context allows it to become new again, so that “we don’t need the new sentence, the old sentence re-framed is good enough”. Goldsmith argues for the role of the contemporary academic and creative writer as an intelligent agent in the management of masses of information. He describes his changing perception of his own work: “I used to be an artist, then I became a poet; then a writer. Now when asked, I simply refer to myself as a word processor” (Perloff 147). For him, what is of interest to the twenty-first century is not so much the quote that ‘rips’ or tears words out of their original context, but finding ways to make new ‘wholes’ out of the accumulations, filterings and remixing of existing words and sentences. Another extraordinary example of the blurring of lines between text, author and the discursive peculiarities of digital media can be found in Jonathan Lethem’s essay ‘An Ecstasy of Influence: A Plagiarism’, which first appeared in Harpers Magazine in 2007. While this essay is about the topic of plagiarism, it is itself plagiarized, composed of quotes that have been woven seamlessly together into a composite whole. Although Lethem provides a key at the end with a list of his sources, he has removed in-text citations and quotation marks, even while directly discussing the practices of mis-quotation and mis-attribution throughout the essay itself. Towards the end of the essay can be found the paragraph: Any text is woven entirely with citations, references, echoes, cultural languages, which cut across it through and through in a vast stereophony. The citations that go to make up a text are anonymous, untraceable, and yet already read; they are quotations without inverted commas. The kernel, the soul — let us go further and say the substance, the bulk, the actual and valuable material of all human utterances — is plagiarism. …By necessity, by proclivity, and by delight, we all quote. Neurological study has lately shown that memory, imagination, and consciousness itself is stitched, quilted, pastiched. If we cut-and-paste ourselves, might we not forgive it of our artworks? (68) Overall, Lethem’s self-reflexive pro-plagiarism essay reminds the reader not only of how ideas in literature have been continuously recycled, quoted, appropriated and remixed, but of how open-source cultures are vital for the creation of new works. Lethem (re)produces rather than authors a body of text that is haunted by ever present/absent quotation marks and references. Zara Dinnen suggests that Lethem’s essay, like almost all contemporary texts produced on a computer, is a provocation to once again re-theorise the notion of the author, as not a rigid point of origin but instead “a relay of alternative and composite modes of production” (212), extending Manovich’s notion of the role of author in the digital age of being perhaps closest to that of a DJ. But Lethem’s essay, however surprising and masterfully intertextual, was produced and disseminated as a linear ‘static’ text. On the other hand, Mark Amerika’s remixthebook project first started out as a series of theoretical performances on his Professor VJ blog and was then extended into a multitrack composition of “applied remixology” that features sampled phrases and ideas from a range of artistic, literary, musical, theoretical and philosophical sources. Wanting his project to be received not as a book but as a hybridised publication and performance art project that appears in both print and digital forms, remixthebook was simultaneously published in a prestigious university press and a website that works as an online hub and teaching tool to test out the theories. In this way, Amerika expands the concept of writing to include multimedia forms composed for both networked environments and also experiments with what he terms “creative risk management” where the artist, also a scholar and a teacher, is “willing to drop all intellectual pretence and turn his theoretical agenda into (a) speculative play” (xi). He explains his process halfway through the print book: Other times we who create innovative works of remix artare fully self-conscious of the rival lineagewe spring forth fromand knowingly take on other remixological styles just to seewhat happens when we move insideother writers’ bodies (of work)This is when remixologically inhabitingthe spirit of another writer’s stylistic tendenciesor at least the subconsciously imagined writerly gesturesthat illuminate his or her live spontaneous performancefeels more like an embodied praxis In some ways this all seems so obvious to me:I mean what is a writer anyway buta simultaneous and continuous fusion ofremixologically inhabited bodies of work? (109) Amerika mashes up the jargon of academic writing with avant-pop forms of digital rhetoric in order to “move inside other writers’ bodies (of work)” in order to test out his theoretical agenda in an “embodied praxis” at the same time that he shakes up the way that contemporary scholarship itself is performed. The remixthebook project inevitably recalls one of the great early-twentieth century plays with scholarly quotation, Walter Benjamin’s The Arcades Project. Instead of avoiding conventional quoting, footnoting and referencing, these are the very fabric of Benjamin’s sprawling project, composed entirely of quotes drawn from nineteenth century philosophy and literature. This early scholarly ‘remixing’ project has been described as bewildering and oppressive, but which others still find relevant and inspirational. Marjorie Perloff, for instance, finds the ‘passages’ in Benjamin’s arcades have “become the digital passages we take through websites and YouTube videos, navigating our way from one Google link to another and over the bridges provided by our favourite search engines and web pages" (49). For Benjamin, the process of collecting quotes was addictive. Hannah Arendt describes his habit of carrying little black notebooks in which "he tirelessly entered in the form of quotations what daily living and reading netted him in the way of 'pearls' and 'coral'. On occasion he read from them aloud, showed them around like items from a choice and precious collection" (45). A similar practice of everyday hypercitation can be found in the contemporary Australian performance artist Danielle Freakley’s project, The Quote Generator. For what was intended in 2006 to be a three year project, but which is still ongoing, Freakley takes the delirious pleasure of finding and fitting the perfect quote to fit an occasion to an extreme. Unlike Benjamin, Freakley didn’t collect and collate quotes, she then relied on them to navigate her way through her daily interactions. As The Quote Generator, Freakley spoke only in quotations drawn from film, literature and popular culture, immediately following each quote with its correct in-text reference, familiar to academic writers as the ‘author/date’ citation system. The awkwardness and seeming artificiality of even short exchanges with someone who responds only in quotes might be bewildering enough, but the inclusion of the citation after the quote maddeningly interrupts and, at the same time, adds another metalevel to a conversation where even the simple platitude ‘thank you’ might be followed by an attribution to ‘Deep Throat 1972’. Longer exchanges become increasingly overwhelming, as Freakley’s piling of quote on quote, and sometimes repeating quotes, demands an attentive listener, as is evident in a 2008 interview with Andrew Denton on the ABC’s Enough Rope: Andrew Denton’s Enough Rope (2008) Denton: So, you’ve been doing this for three years??Freakley: Yes, Optus 1991Denton: How do people respond to you speaking in such an unnatural way?Freakley: It changes, David Bowie 1991. On the streets AKA Breakdance 1984, most people that I know think that I am crazy, Billy Thorpe 1972, a nigger like me is going insane, Cyprus Hill 1979, making as much sense as a Japanese instruction manual, Red Dwarf 1993. Video documentation of Freakley’s encounters with unsuspecting members of the public reveal how frustrating the inclusion of ‘spoken’ references can be, let alone how taken aback people are on realising they never get Freakley’s own words, but are instead receiving layers of quotations. The frustration can quickly turn hostile (Denton at one point tells Freakley to “shut up”) or can prove contaminatory, as people attempt to match or one-up her quotes (see Cook's interview 8). Apparently, when Freakley continued her commitment to the performance at a Perth Centerlink, the staff sent her to a psychiatrist and she was diagnosed with an obsessive-compulsive disorder, then prescribed medication (Schwartzkoff 4). While Benjamin's The Arcades Project invites the reader to scroll through its pages as a kind of textual flaneur, Freakley herself becomes a walking and talking word processor, extending the possibilities of Amerika’s “embodied praxis” in an inescapable remix of other people’s words and phrases. At the beginning of the project, Freakley organised a card collection of quotes categorised into possible conversation topics, and devised a ‘harness’ for easy access. Image: Danielle Freakley’s The Quote Generator harness Eventually, however, Freakley was able to rely on her own memory of an astounding number of quotations, becoming a “near mechanical vessel” (Gottlieb 2009), or, according to her own manifesto, a “regurgitation library to live by”: The Quote Generator reads, and researches as it speaks. The Quote Generator is both the reader and composer/editor. The Quote Generator is not an actor spouting lines on a stage. The Quote Generator assimilates others lines into everyday social life … The Quote Generator, tries to find its own voice, an understanding through throbbing collations of others, constantly gluttonously referencing. Much academic writing quotes/references ravenously. New things cannot be said without constant referral, acknowledgement to what has been already, the intricate detective work in the barking of the academic dog. By her unrelenting appropriation and regurgitating of quotations, Freakley uses sampling as a technique for an extended performance that draws attention to the remixology of everyday life. By replacing conversation with a hyper-insistence on quotes and their simultaneous citation, she draws attention to the artificiality and inescapability of the ‘codes’ that make up not just ordinary conversations, but also conventional academic discourse, what she calls the “barking of the academic dog”. Freakley’s performance has pushed the scholarly conventions of quoting and referencing to their furthest extreme, in what has been described by Daine Singer as a kind of “endurance art” that relies, in large part, on an antagonistic relationship to its audience. In his now legendary 1969 “Double Session” seminar, Derrida, too, experimented with the pedagogical performance of the (re)producing author, teasing his earnest academic audience. It is reported that the seminar began in a dimly lit room lined with blackboards covered with quotations that Derrida, for a while, simply “pointed to in silence” (177). In this seminar, Derrida put into play notions that can be understood to inform remix practices just as much as they do deconstruction: the author, originality, mimesis, imitation, representation and reference. Scholarly conventions, perhaps particularly the quotation practices that insist on the circulation of rigid codes of attribution, and are defended by increasingly out-of-date understandings of contemporary research, writing and teaching practices, are ripe to be played with. Remix offers an expanded discursive framework to do this in creative and entertaining ways. References Amerika, Mark. remixthebook. Minneapolis: University of Minnesota Press, 2011. 29 July 2013 http://www.remixthebook.com/. Arendt, Hannah. “Walter Benjamin: 1892-1940.” In Illuminations. New York, NY: Shocken, 1969: 1-55. Barthes, Roland. “The Death of the Author.” Image Music Text. Trans Stephen Heath. New York: Hill and Wang, 1977: 142-148. Benjamin, Walter. The Arcades Project. Ed. Rolf Tiedemann, trans. Howard Eiland & Kevin McLaughlin. Cambridge, MA: Harvard University Press, 1999. Blaire, Cheré Harden. “Panic and Plagiarism: Authorship and Academic Dishonesty in a Remix Culture.” Media Tropes 2.1 (2009): 159-192. Bourdieu, Pierre, Jean-Claude Passeron, and Monique de Saint Martin. Academic Discourse: Linguistic Misunderstanding and Professorial Power. Trans. Richard Teese. Stanford California: Stanford University Press, 1965. Carroll, Lewis (Charles Dodgson). “Letter to Henrietta and Edwin Dodgson 31 Jan 1855”. 15 July 2013 http://en.wikiquote.org/wiki/Letters_of_Lewis_Carroll. Cook, Richard. “Don’t Quote Me on That.” Time Out Sydney (2008): 8. http://rgcooke.wordpress.com/2008/02/13/interview-danielle-freakley.Denton, Andrew. “Interview: The Quote Generator.” Enough Rope. 29 Feb. 2008. ABC TV. 15 July 2013 http://www.youtube.com/watch?v=AsrGvwXsenE. Derrida, Jacques. Spurs, Nietzsche’s Styles. Trans. Barbara Harlow. London: University of Chicago Press, 1978. Derrida, Jacques. The Ear of the Other: Otobiography, Text, Transference. Trans Peggy Kampf. New York: Shocken Books, 1985. Derrida, Jacques. “The Double Session”. Dissemination. Trans Alan Bass, Chicago, University of Chicago Press, 1981. Dinnen, Zara. "In the Mix: The Potential Convergence of Literature and New Media in Jonathan Letham's 'The Ecstasy of Influence'". Journal of Narrative Theory 42.2 (2012). Freakley, Danielle. The Quote Generator. 2006 to present. 10 July 2013 http://www.thequotegenerator.com/. Goldsmith, Kenneth. Uncreative Writing. New York: University of Colombia Press 2011. Gottlieb, Benjamin. "You Shall Worship No Other Artist God." Art & Culture (2009). 15 July 2013 http://www.artandculture.com/feature/999. Lethem, Jonathan. “The Ecstasy of Influence: A Plagiarism.” Harper’s Magazine, Feb. 2007: 59-71. http://harpers.org/archive/2007/02/the-ecstasy-of-influence/. Manovich, Lev. "What Comes after Remix?" 2007. 15 July 2013 http://manovich.net/LNM/index.html. Markham, Annette. “Remix Methodology.” 2013. 9 July 2013 http://www.markham.internetinquiry.org/category/remix/.Morris, Simon (dir.). Sucking on Words: Kenneth Goldsmith. 2007. http://www.ubu.com/film/goldsmith_sucking.html.Navas, Eduardo. Remix Theory: The Aesthetics of Sampling. New York: Springer Wein, 2012. Perloff, Marjorie. Unoriginal Genius: Poetry by Other Means in the New Century. Chicago: University of Chicago Press, 2010. Schwartzkoff, Louise. “Art Forms Spring into Life at Prima Vera.” Sydney Morning Herald 19 Sep. 2008: Entertainment, 4. http://www.smh.com.au/news/entertainment/arts/art-forms-spring-into-life-at-primavera/2008/09/18/1221331045404.html.Singer, Daine (cur.). “Pains in the Artists: Endurance and Suffering.” Blindside Exhibition. 2007. 2 June 2013 http://www.blindside.org.au/2007/pains-in-the-artists.shtml.
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Franks, Rachel. "A Taste for Murder: The Curious Case of Crime Fiction." M/C Journal 17, no.1 (March18, 2014). http://dx.doi.org/10.5204/mcj.770.
Full textAbstract:
Introduction Crime fiction is one of the world’s most popular genres. Indeed, it has been estimated that as many as one in every three new novels, published in English, is classified within the crime fiction category (Knight xi). These new entrants to the market are forced to jostle for space on bookstore and library shelves with reprints of classic crime novels; such works placed in, often fierce, competition against their contemporaries as well as many of their predecessors. Raymond Chandler, in his well-known essay The Simple Art of Murder, noted Ernest Hemingway’s observation that “the good writer competes only with the dead. The good detective story writer […] competes not only with all the unburied dead but with all the hosts of the living as well” (3). In fact, there are so many examples of crime fiction works that, as early as the 1920s, one of the original ‘Queens of Crime’, Dorothy L. Sayers, complained: It is impossible to keep track of all the detective-stories produced to-day [sic]. Book upon book, magazine upon magazine pour out from the Press, crammed with murders, thefts, arsons, frauds, conspiracies, problems, puzzles, mysteries, thrills, maniacs, crooks, poisoners, forgers, garrotters, police, spies, secret-service men, detectives, until it seems that half the world must be engaged in setting riddles for the other half to solve (95). Twenty years after Sayers wrote on the matter of the vast quantities of crime fiction available, W.H. Auden wrote one of the more famous essays on the genre: The Guilty Vicarage: Notes on the Detective Story, by an Addict. Auden is, perhaps, better known as a poet but his connection to the crime fiction genre is undisputed. As well as his poetic works that reference crime fiction and commentaries on crime fiction, one of Auden’s fellow poets, Cecil Day-Lewis, wrote a series of crime fiction novels under the pseudonym Nicholas Blake: the central protagonist of these novels, Nigel Strangeways, was modelled upon Auden (Scaggs 27). Interestingly, some writers whose names are now synonymous with the genre, such as Edgar Allan Poe and Raymond Chandler, established the link between poetry and crime fiction many years before the publication of The Guilty Vicarage. Edmund Wilson suggested that “reading detective stories is simply a kind of vice that, for silliness and minor harmfulness, ranks somewhere between crossword puzzles and smoking” (395). In the first line of The Guilty Vicarage, Auden supports Wilson’s claim and confesses that: “For me, as for many others, the reading of detective stories is an addiction like tobacco or alcohol” (406). This indicates that the genre is at best a trivial pursuit, at worst a pursuit that is bad for your health and is, increasingly, socially unacceptable, while Auden’s ideas around taste—high and low—are made clear when he declares that “detective stories have nothing to do with works of art” (406). The debates that surround genre and taste are many and varied. The mid-1920s was a point in time which had witnessed crime fiction writers produce some of the finest examples of fiction to ever be published and when readers and publishers were watching, with anticipation, as a new generation of crime fiction writers were readying themselves to enter what would become known as the genre’s Golden Age. At this time, R. Austin Freeman wrote that: By the critic and the professedly literary person the detective story is apt to be dismissed contemptuously as outside the pale of literature, to be conceived of as a type of work produced by half-educated and wholly incompetent writers for consumption by office boys, factory girls, and other persons devoid of culture and literary taste (7). This article responds to Auden’s essay and explores how crime fiction appeals to many different tastes: tastes that are acquired, change over time, are embraced, or kept as guilty secrets. In addition, this article will challenge Auden’s very narrow definition of crime fiction and suggest how Auden’s religious imagery, deployed to explain why many people choose to read crime fiction, can be incorporated into a broader popular discourse on punishment. This latter argument demonstrates that a taste for crime fiction and a taste for justice are inextricably intertwined. Crime Fiction: A Type For Every Taste Cathy Cole has observed that “crime novels are housed in their own section in many bookshops, separated from literary novels much as you’d keep a child with measles away from the rest of the class” (116). Times have changed. So too, have our tastes. Crime fiction, once sequestered in corners, now demands vast tracts of prime real estate in bookstores allowing readers to “make their way to the appropriate shelves, and begin to browse […] sorting through a wide variety of very different types of novels” (Malmgren 115). This is a result of the sheer size of the genre, noted above, as well as the genre’s expanding scope. Indeed, those who worked to re-invent crime fiction in the 1800s could not have envisaged the “taxonomic exuberance” (Derrida 206) of the writers who have defined crime fiction sub-genres, as well as how readers would respond by not only wanting to read crime fiction but also wanting to read many different types of crime fiction tailored to their particular tastes. To understand the demand for this diversity, it is important to reflect upon some of the appeal factors of crime fiction for readers. Many rules have been promulgated for the writers of crime fiction to follow. Ronald Knox produced a set of 10 rules in 1928. These included Rule 3 “Not more than one secret room or passage is allowable”, and Rule 10 “Twin brothers, and doubles generally, must not appear unless we have been duly prepared for them” (194–6). In the same year, S.S. Van Dine produced another list of 20 rules, which included Rule 3 “There must be no love interest: The business in hand is to bring a criminal to the bar of justice, not to bring a lovelorn couple to the hymeneal altar”, and Rule 7 “There simply must be a corpse in a detective novel, and the deader the corpse the better” (189–93). Some of these directives have been deliberately ignored or have become out-of-date over time while others continue to be followed in contemporary crime writing practice. In sharp contrast, there are no rules for reading this genre. Individuals are, generally, free to choose what, where, when, why, and how they read crime fiction. There are, however, different appeal factors for readers. The most common of these appeal factors, often described as doorways, are story, setting, character, and language. As the following passage explains: The story doorway beckons those who enjoy reading to find out what happens next. The setting doorway opens widest for readers who enjoy being immersed in an evocation of place or time. The doorway of character is for readers who enjoy looking at the world through others’ eyes. Readers who most appreciate skilful writing enter through the doorway of language (Wyatt online). These doorways draw readers to the crime fiction genre. There are stories that allow us to easily predict what will come next or make us hold our breath until the very last page, the books that we will cheerfully lend to a family member or a friend and those that we keep close to hand to re-read again and again. There are settings as diverse as country manors, exotic locations, and familiar city streets, places we have been and others that we might want to explore. There are characters such as the accidental sleuth, the hardboiled detective, and the refined police officer, amongst many others, the men and women—complete with idiosyncrasies and flaws—who we have grown to admire and trust. There is also the language that all writers, regardless of genre, depend upon to tell their tales. In crime fiction, even the most basic task of describing where the murder victim was found can range from words that convey the genteel—“The room of the tragedy” (Christie 62)—to the absurd: “There it was, jammed between a pallet load of best export boneless beef and half a tonne of spring lamb” (Maloney 1). These appeal factors indicate why readers might choose crime fiction over another genre, or choose one type of crime fiction over another. Yet such factors fail to explain what crime fiction is or adequately answer why the genre is devoured in such vast quantities. Firstly, crime fiction stories are those in which there is the committing of a crime, or at least the suspicion of a crime (Cole), and the story that unfolds revolves around the efforts of an amateur or professional detective to solve that crime (Scaggs). Secondly, crime fiction offers the reassurance of resolution, a guarantee that from “previous experience and from certain cultural conventions associated with this genre that ultimately the mystery will be fully explained” (Zunshine 122). For Auden, the definition of the crime novel was quite specific, and he argued that referring to the genre by “the vulgar definition, ‘a Whodunit’ is correct” (407). Auden went on to offer a basic formula stating that: “a murder occurs; many are suspected; all but one suspect, who is the murderer, are eliminated; the murderer is arrested or dies” (407). The idea of a formula is certainly a useful one, particularly when production demands—in terms of both quality and quantity—are so high, because the formula facilitates creators in the “rapid and efficient production of new works” (Cawelti 9). For contemporary crime fiction readers, the doorways to reading, discussed briefly above, have been cast wide open. Stories relying upon the basic crime fiction formula as a foundation can be gothic tales, clue puzzles, forensic procedurals, spy thrillers, hardboiled narratives, or violent crime narratives, amongst many others. The settings can be quiet villages or busy metropolises, landscapes that readers actually inhabit or that provide a form of affordable tourism. These stories can be set in the past, the here and now, or the future. Characters can range from Edgar Allan Poe’s C. Auguste Dupin to Dashiell Hammett’s Sam Spade, from Agatha Christie’s Miss Jane Marple to Kerry Greenwood’s Honourable Phryne Fisher. Similarly, language can come in numerous styles from the direct (even rough) words of Carter Brown to the literary prose of Peter Temple. Anything is possible, meaning everything is available to readers. For Auden—although he required a crime to be committed and expected that crime to be resolved—these doorways were only slightly ajar. For him, the story had to be a Whodunit; the setting had to be rural England, though a college setting was also considered suitable; the characters had to be “eccentric (aesthetically interesting individuals) and good (instinctively ethical)” and there needed to be a “completely satisfactory detective” (Sherlock Holmes, Inspector French, and Father Brown were identified as “satisfactory”); and the language descriptive and detailed (406, 409, 408). To illustrate this point, Auden’s concept of crime fiction has been plotted on a taxonomy, below, that traces the genre’s main developments over a period of three centuries. As can be seen, much of what is, today, taken for granted as being classified as crime fiction is completely excluded from Auden’s ideal. Figure 1: Taxonomy of Crime Fiction (Adapted from Franks, Murder 136) Crime Fiction: A Personal Journey I discovered crime fiction the summer before I started high school when I saw the film version of The Big Sleep starring Humphrey Bogart and Lauren Bacall. A few days after I had seen the film I started reading the Raymond Chandler novel of the same title, featuring his famous detective Philip Marlowe, and was transfixed by the second paragraph: The main hallway of the Sternwood place was two stories high. Over the entrance doors, which would have let in a troop of Indian elephants, there was a broad stained-glass panel showing a knight in dark armour rescuing a lady who was tied to a tree and didn’t have any clothes on but some very long and convenient hair. The knight had pushed the visor of his helmet back to be sociable, and he was fiddling with the knots on the ropes that tied the lady to the tree and not getting anywhere. I stood there and thought that if I lived in the house, I would sooner or later have to climb up there and help him. He didn’t seem to be really trying (9). John Scaggs has written that this passage indicates Marlowe is an idealised figure, a knight of romance rewritten onto the mean streets of mid-20th century Los Angeles (62); a relocation Susan Roland calls a “secular form of the divinely sanctioned knight errant on a quest for metaphysical justice” (139): my kind of guy. Like many young people I looked for adventure and escape in books, a search that was realised with Raymond Chandler and his contemporaries. On the escapism scale, these men with their stories of tough-talking detectives taking on murderers and other criminals, law enforcement officers, and the occasional femme fatale, were certainly a sharp upgrade from C.S. Lewis and the Chronicles of Narnia. After reading the works written by the pioneers of the hardboiled and roman noir traditions, I looked to other American authors such as Edgar Allan Poe who, in the mid-1800s, became the father of the modern detective story, and Thorne Smith who, in the 1920s and 1930s, produced magical realist tales with characters who often chose to dabble on the wrong side of the law. This led me to the works of British crime writers including Arthur Conan Doyle, Agatha Christie, and Dorothy L. Sayers. My personal library then became dominated by Australian writers of crime fiction, from the stories of bushrangers and convicts of the Colonial era to contemporary tales of police and private investigators. There have been various attempts to “improve” or “refine” my tastes: to convince me that serious literature is real reading and frivolous fiction is merely a distraction. Certainly, the reading of those novels, often described as classics, provide perfect combinations of beauty and brilliance. Their narratives, however, do not often result in satisfactory endings. This routinely frustrates me because, while I understand the philosophical frameworks that many writers operate within, I believe the characters of such works are too often treated unfairly in the final pages. For example, at the end of Ernest Hemingway’s A Farewell to Arms, Frederick Henry “left the hospital and walked back to the hotel in the rain” after his son is stillborn and “Mrs Henry” becomes “very ill” and dies (292–93). Another example can be found on the last page of George Orwell’s Nineteen Eighty-Four when Winston Smith “gazed up at the enormous face” and he realised that he “loved Big Brother” (311). Endings such as these provide a space for reflection about the world around us but rarely spark an immediate response of how great that world is to live in (Franks Motive). The subject matter of crime fiction does not easily facilitate fairy-tale finishes, yet, people continue to read the genre because, generally, the concluding chapter will show that justice, of some form, will be done. Punishment will be meted out to the ‘bad characters’ that have broken society’s moral or legal laws; the ‘good characters’ may experience hardships and may suffer but they will, generally, prevail. Crime Fiction: A Taste For Justice Superimposed upon Auden’s parameters around crime fiction, are his ideas of the law in the real world and how such laws are interwoven with the Christian-based system of ethics. This can be seen in Auden’s listing of three classes of crime: “(a) offenses against God and one’s neighbor or neighbors; (b) offenses against God and society; (c) offenses against God” (407). Murder, in Auden’s opinion, is a class (b) offense: for the crime fiction novel, the society reflected within the story should be one in “a state of grace, i.e., a society where there is no need of the law, no contradiction between the aesthetic individual and the ethical universal, and where murder, therefore, is the unheard-of act which precipitates a crisis” (408). Additionally, in the crime novel “as in its mirror image, the Quest for the Grail, maps (the ritual of space) and timetables (the ritual of time) are desirable. Nature should reflect its human inhabitants, i.e., it should be the Great Good Place; for the more Eden-like it is, the greater the contradiction of murder” (408). Thus, as Charles J. Rzepka notes, “according to W.H. Auden, the ‘classical’ English detective story typically re-enacts rites of scapegoating and expulsion that affirm the innocence of a community of good people supposedly ignorant of evil” (12). This premise—of good versus evil—supports Auden’s claim that the punishment of wrongdoers, particularly those who claim the “right to be omnipotent” and commit murder (409), should be swift and final: As to the murderer’s end, of the three alternatives—execution, suicide, and madness—the first is preferable; for if he commits suicide he refuses to repent, and if he goes mad he cannot repent, but if he does not repent society cannot forgive. Execution, on the other hand, is the act of atonement by which the murderer is forgiven by society (409). The unilateral endorsement of state-sanctioned murder is problematic, however, because—of the main justifications for punishment: retribution; deterrence; incapacitation; and rehabilitation (Carter Snead 1245)—punishment, in this context, focuses exclusively upon retribution and deterrence, incapacitation is achieved by default, but the idea of rehabilitation is completely ignored. This, in turn, ignores how the reading of crime fiction can be incorporated into a broader popular discourse on punishment and how a taste for crime fiction and a taste for justice are inextricably intertwined. One of the ways to explore the connection between crime fiction and justice is through the lens of Emile Durkheim’s thesis on the conscience collective which proposes punishment is a process allowing for the demonstration of group norms and the strengthening of moral boundaries. David Garland, in summarising this thesis, states: So although the modern state has a near monopoly of penal violence and controls the administration of penalties, a much wider population feels itself to be involved in the process of punishment, and supplies the context of social support and valorization within which state punishment takes place (32). It is claimed here that this “much wider population” connecting with the task of punishment can be taken further. Crime fiction, above all other forms of literary production, which, for those who do not directly contribute to the maintenance of their respective legal systems, facilitates a feeling of active participation in the penalising of a variety of perpetrators: from the issuing of fines to incarceration (Franks Punishment). Crime fiction readers are therefore, temporarily at least, direct contributors to a more stable society: one that is clearly based upon right and wrong and reliant upon the conscience collective to maintain and reaffirm order. In this context, the reader is no longer alone, with only their crime fiction novel for company, but has become an active member of “a moral framework which binds individuals to each other and to its conventions and institutions” (Garland 51). This allows crime fiction, once viewed as a “vice” (Wilson 395) or an “addiction” (Auden 406), to be seen as playing a crucial role in the preservation of social mores. It has been argued “only the most literal of literary minds would dispute the claim that fictional characters help shape the way we think of ourselves, and hence help us articulate more clearly what it means to be human” (Galgut 190). Crime fiction focuses on what it means to be human, and how complex humans are, because stories of murders, and the men and women who perpetrate and solve them, comment on what drives some people to take a life and others to avenge that life which is lost and, by extension, engages with a broad community of readers around ideas of justice and punishment. It is, furthermore, argued here that the idea of the story is one of the more important doorways for crime fiction and, more specifically, the conclusions that these stories, traditionally, offer. For Auden, the ending should be one of restoration of the spirit, as he suspected that “the typical reader of detective stories is, like myself, a person who suffers from a sense of sin” (411). In this way, the “phantasy, then, which the detective story addict indulges is the phantasy of being restored to the Garden of Eden, to a state of innocence, where he may know love as love and not as the law” (412), indicating that it was not necessarily an accident that “the detective story has flourished most in predominantly Protestant countries” (408). Today, modern crime fiction is a “broad church, where talented authors raise questions and cast light on a variety of societal and other issues through the prism of an exciting, page-turning story” (Sisterson). Moreover, our tastes in crime fiction have been tempered by a growing fear of real crime, particularly murder, “a crime of unique horror” (Hitchens 200). This has seen some readers develop a taste for crime fiction that is not produced within a framework of ecclesiastical faith but is rather grounded in reliance upon those who enact punishment in both the fictional and real worlds. As P.D. James has written: [N]ot by luck or divine intervention, but by human ingenuity, human intelligence and human courage. It confirms our hope that, despite some evidence to the contrary, we live in a beneficent and moral universe in which problems can be solved by rational means and peace and order restored from communal or personal disruption and chaos (174). Dorothy L. Sayers, despite her work to legitimise crime fiction, wrote that there: “certainly does seem a possibility that the detective story will some time come to an end, simply because the public will have learnt all the tricks” (108). Of course, many readers have “learnt all the tricks”, or most of them. This does not, however, detract from the genre’s overall appeal. We have not grown bored with, or become tired of, the formula that revolves around good and evil, and justice and punishment. Quite the opposite. Our knowledge of, as well as our faith in, the genre’s “tricks” gives a level of confidence to readers who are looking for endings that punish murderers and other wrongdoers, allowing for more satisfactory conclusions than the, rather depressing, ends given to Mr. Henry and Mr. Smith by Ernest Hemingway and George Orwell noted above. Conclusion For some, the popularity of crime fiction is a curious case indeed. When Penguin and Collins published the Marsh Million—100,000 copies each of 10 Ngaio Marsh titles in 1949—the author’s relief at the success of the project was palpable when she commented that “it was pleasant to find detective fiction being discussed as a tolerable form of reading by people whose opinion one valued” (172). More recently, upon the announcement that a Miles Franklin Award would be given to Peter Temple for his crime novel Truth, John Sutherland, a former chairman of the judges for one of the world’s most famous literary awards, suggested that submitting a crime novel for the Booker Prize would be: “like putting a donkey into the Grand National”. Much like art, fashion, food, and home furnishings or any one of the innumerable fields of activity and endeavour that are subject to opinion, there will always be those within the world of fiction who claim positions as arbiters of taste. Yet reading is intensely personal. I like a strong, well-plotted story, appreciate a carefully researched setting, and can admire elegant language, but if a character is too difficult to embrace—if I find I cannot make an emotional connection, if I find myself ambivalent about their fate—then a book is discarded as not being to my taste. It is also important to recognise that some tastes are transient. Crime fiction stories that are popular today could be forgotten tomorrow. Some stories appeal to such a broad range of tastes they are immediately included in the crime fiction canon. Yet others evolve over time to accommodate widespread changes in taste (an excellent example of this can be seen in the continual re-imagining of the stories of Sherlock Holmes). Personal tastes also adapt to our experiences and our surroundings. A book that someone adores in their 20s might be dismissed in their 40s. A storyline that was meaningful when read abroad may lose some of its magic when read at home. Personal events, from a change in employment to the loss of a loved one, can also impact upon what we want to read. Similarly, world events, such as economic crises and military conflicts, can also influence our reading preferences. Auden professed an almost insatiable appetite for crime fiction, describing the reading of detective stories as an addiction, and listed a very specific set of criteria to define the Whodunit. Today, such self-imposed restrictions are rare as, while there are many rules for writing crime fiction, there are no rules for reading this (or any other) genre. People are, generally, free to choose what, where, when, why, and how they read crime fiction, and to follow the deliberate or whimsical paths that their tastes may lay down for them. Crime fiction writers, past and present, offer: an incredible array of detective stories from the locked room to the clue puzzle; settings that range from the English country estate to city skyscrapers in glamorous locations around the world; numerous characters from cerebral sleuths who can solve a crime in their living room over a nice, hot cup of tea to weapon wielding heroes who track down villains on foot in darkened alleyways; and, language that ranges from the cultured conversations from the novels of the genre’s Golden Age to the hard-hitting terminology of forensic and legal procedurals. Overlaid on these appeal factors is the capacity of crime fiction to feed a taste for justice: to engage, vicariously at least, in the establishment of a more stable society. Of course, there are those who turn to the genre for a temporary distraction, an occasional guilty pleasure. There are those who stumble across the genre by accident or deliberately seek it out. There are also those, like Auden, who are addicted to crime fiction. So there are corpses for the conservative and dead bodies for the bloodthirsty. There is, indeed, a murder victim, and a murder story, to suit every reader’s taste. References Auden, W.H. “The Guilty Vicarage: Notes on The Detective Story, By an Addict.” Harper’s Magazine May (1948): 406–12. 1 Dec. 2013 ‹http://www.harpers.org/archive/1948/05/0033206›. Carter Snead, O. “Memory and Punishment.” Vanderbilt Law Review 64.4 (2011): 1195–264. Cawelti, John G. Adventure, Mystery and Romance: Formula Stories as Art and Popular Culture. Chicago: U of Chicago P, 1976/1977. Chandler, Raymond. The Big Sleep. London: Penguin, 1939/1970. ––. The Simple Art of Murder. New York: Vintage Books, 1950/1988. Christie, Agatha. The Mysterious Affair at Styles. London: HarperCollins, 1920/2007. Cole, Cathy. Private Dicks and Feisty Chicks: An Interrogation of Crime Fiction. Fremantle: Curtin UP, 2004. Derrida, Jacques. “The Law of Genre.” Glyph 7 (1980): 202–32. Franks, Rachel. “May I Suggest Murder?: An Overview of Crime Fiction for Readers’ Advisory Services Staff.” Australian Library Journal 60.2 (2011): 133–43. ––. “Motive for Murder: Reading Crime Fiction.” The Australian Library and Information Association Biennial Conference. Sydney: Jul. 2012. ––. “Punishment by the Book: Delivering and Evading Punishment in Crime Fiction.” Inter-Disciplinary.Net 3rd Global Conference on Punishment. Oxford: Sep. 2013. Freeman, R.A. “The Art of the Detective Story.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1924/1947. 7–17. Galgut, E. “Poetic Faith and Prosaic Concerns: A Defense of Suspension of Disbelief.” South African Journal of Philosophy 21.3 (2002): 190–99. Garland, David. Punishment and Modern Society: A Study in Social Theory. Chicago: U of Chicago P, 1993. Hemingway, Ernest. A Farewell to Arms. London: Random House, 1929/2004. ––. in R. Chandler. The Simple Art of Murder. New York: Vintage Books, 1950/1988. Hitchens, P. A Brief History of Crime: The Decline of Order, Justice and Liberty in England. London: Atlantic Books, 2003. James, P.D. Talking About Detective Fiction. New York: Alfred A. Knopf, 2009. Knight, Stephen. Crime Fiction since 1800: Death, Detection, Diversity, 2nd ed. New York: Palgrave Macmillian, 2010. Knox, Ronald A. “Club Rules: The 10 Commandments for Detective Novelists, 1928.” Ronald Knox Society of North America. 1 Dec. 2013 ‹http://www.ronaldknoxsociety.com/detective.html›. Malmgren, C.D. “Anatomy of Murder: Mystery, Detective and Crime Fiction.” Journal of Popular Culture Spring (1997): 115–21. Maloney, Shane. The Murray Whelan Trilogy: Stiff, The Brush-Off and Nice Try. Melbourne: Text Publishing, 1994/2008. Marsh, Ngaio in J. Drayton. Ngaio Marsh: Her Life in Crime. Auckland: Harper Collins, 2008. Orwell, George. Nineteen Eighty-Four. London: Penguin Books, 1949/1989. Roland, Susan. From Agatha Christie to Ruth Rendell: British Women Writers in Detective and Crime Fiction. London: Palgrave, 2001. Rzepka, Charles J. Detective Fiction. Cambridge: Polity, 2005. Sayers, Dorothy L. “The Omnibus of Crime.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1928/1947. 71–109. Scaggs, John. Crime Fiction: The New Critical Idiom. London: Routledge, 2005. Sisterson, C. “Battle for the Marsh: Awards 2013.” Black Mask: Pulps, Noir and News of Same. 1 Jan. 2014 http://www.blackmask.com/category/awards-2013/ Sutherland, John. in A. Flood. “Could Miles Franklin turn the Booker Prize to Crime?” The Guardian. 1 Jan. 2014 ‹http://www.guardian.co.uk/books/2010/jun/25/miles-franklin-booker-prize-crime›. Van Dine, S.S. “Twenty Rules for Writing Detective Stories.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1928/1947. 189-93. Wilson, Edmund. “Who Cares Who Killed Roger Ackroyd.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1944/1947. 390–97. Wyatt, N. “Redefining RA: A RA Big Think.” Library Journal Online. 1 Jan. 2014 ‹http://lj.libraryjournal.com/2007/07/ljarchives/lj-series-redefining-ra-an-ra-big-think›. Zunshine, Lisa. Why We Read Fiction: Theory of Mind and the Novel. Columbus: Ohio State UP, 2006.
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Mallan, Kerry Margaret, and Annette Patterson. "Present and Active: Digital Publishing in a Post-print Age." M/C Journal 11, no.4 (June24, 2008). http://dx.doi.org/10.5204/mcj.40.
Full textAbstract:
At one point in Victor Hugo’s novel, The Hunchback of Notre Dame, the archdeacon, Claude Frollo, looked up from a book on his table to the edifice of the gothic cathedral, visible from his canon’s cell in the cloister of Notre Dame: “Alas!” he said, “this will kill that” (146). Frollo’s lament, that the book would destroy the edifice, captures the medieval cleric’s anxiety about the way in which Gutenberg’s print technology would become the new universal means for recording and communicating humanity’s ideas and artistic expression, replacing the grand monuments of architecture, human engineering, and craftsmanship. For Hugo, architecture was “the great handwriting of humankind” (149). The cathedral as the material outcome of human technology was being replaced by the first great machine—the printing press. At this point in the third millennium, some people undoubtedly have similar anxieties to Frollo: is it now the book’s turn to be destroyed by yet another great machine? The inclusion of “post print” in our title is not intended to sound the death knell of the book. Rather, we contend that despite the enduring value of print, digital publishing is “present and active” and is changing the way in which research, particularly in the humanities, is being undertaken. Our approach has three related parts. First, we consider how digital technologies are changing the way in which content is constructed, customised, modified, disseminated, and accessed within a global, distributed network. This section argues that the transition from print to electronic or digital publishing means both losses and gains, particularly with respect to shifts in our approaches to textuality, information, and innovative publishing. Second, we discuss the Children’s Literature Digital Resources (CLDR) project, with which we are involved. This case study of a digitising initiative opens out the transformative possibilities and challenges of digital publishing and e-scholarship for research communities. Third, we reflect on technology’s capacity to bring about major changes in the light of the theoretical and practical issues that have arisen from our discussion. I. Digitising in a “post-print age” We are living in an era that is commonly referred to as “the late age of print” (see Kho) or the “post-print age” (see Gunkel). According to Aarseth, we have reached a point whereby nearly all of our public and personal media have become more or less digital (37). As Kho notes, web newspapers are not only becoming increasingly more popular, but they are also making rather than losing money, and paper-based newspapers are finding it difficult to recruit new readers from the younger generations (37). Not only can such online-only publications update format, content, and structure more economically than print-based publications, but their wide distribution network, speed, and flexibility attract advertising revenue. Hype and hyperbole aside, publishers are not so much discarding their legacy of print, but recognising the folly of not embracing innovative technologies that can add value by presenting information in ways that satisfy users’ needs for content to-go or for edutainment. As Kho notes: “no longer able to satisfy customer demand by producing print-only products, or even by enabling online access to semi-static content, established publishers are embracing new models for publishing, web-style” (42). Advocates of online publishing contend that the major benefits of online publishing over print technology are that it is faster, more economical, and more interactive. However, as Hovav and Gray caution, “e-publishing also involves risks, hidden costs, and trade-offs” (79). The specific focus for these authors is e-journal publishing and they contend that while cost reduction is in editing, production and distribution, if the journal is not open access, then costs relating to storage and bandwith will be transferred to the user. If we put economics aside for the moment, the transition from print to electronic text (e-text), especially with electronic literary works, brings additional considerations, particularly in their ability to make available different reading strategies to print, such as “animation, rollovers, screen design, navigation strategies, and so on” (Hayles 38). Transition from print to e-text In his book, Writing Space, David Bolter follows Victor Hugo’s lead, but does not ask if print technology will be destroyed. Rather, he argues that “the idea and ideal of the book will change: print will no longer define the organization and presentation of knowledge, as it has for the past five centuries” (2). As Hayles noted above, one significant indicator of this change, which is a consequence of the shift from analogue to digital, is the addition of graphical, audio, visual, sonic, and kinetic elements to the written word. A significant consequence of this transition is the reinvention of the book in a networked environment. Unlike the printed book, the networked book is not bound by space and time. Rather, it is an evolving entity within an ecology of readers, authors, and texts. The Web 2.0 platform has enabled more experimentation with blending of digital technology and traditional writing, particularly in the use of blogs, which have spawned blogwriting and the wikinovel. Siva Vaidhyanathan’s The Googlization of Everything: How One Company is Disrupting Culture, Commerce and Community … and Why We Should Worry is a wikinovel or blog book that was produced over a series of weeks with contributions from other bloggers (see: http://www.sivacracy.net/). Penguin Books, in collaboration with a media company, “Six Stories to Start,” have developed six stories—“We Tell Stories,” which involve different forms of interactivity from users through blog entries, Twitter text messages, an interactive google map, and other features. For example, the story titled “Fairy Tales” allows users to customise the story using their own choice of names for characters and descriptions of character traits. Each story is loosely based on a classic story and links take users to synopses of these original stories and their authors and to online purchase of the texts through the Penguin Books sales website. These examples of digital stories are a small part of the digital environment, which exploits computer and online technologies’ capacity to be interactive and immersive. As Janet Murray notes, the interactive qualities of digital environments are characterised by their procedural and participatory abilities, while their immersive qualities are characterised by their spatial and encyclopedic dimensions (71–89). These immersive and interactive qualities highlight different ways of reading texts, which entail different embodied and cognitive functions from those that reading print texts requires. As Hayles argues: the advent of electronic textuality presents us with an unparalleled opportunity to reformulate fundamental ideas about texts and, in the process, to see print as well as electronic texts with fresh eyes (89–90). The transition to e-text also highlights how digitality is changing all aspects of everyday life both inside and outside the academy. Online teaching and e-research Another aspect of the commercial arm of publishing that is impacting on academe and other organisations is the digitising and indexing of print content for niche distribution. Kho offers the example of the Mark Logic Corporation, which uses its XML content platform to repurpose content, create new content, and distribute this content through multiple portals. As the promotional website video for Mark Logic explains, academics can use this service to customise their own textbooks for students by including only articles and book chapters that are relevant to their subject. These are then organised, bound, and distributed by Mark Logic for sale to students at a cost that is generally cheaper than most textbooks. A further example of how print and digital materials can form an integrated, customised source for teachers and students is eFictions (Trimmer, Jennings, & Patterson). eFictions was one of the first print and online short story anthologies that teachers of literature could customise to their own needs. Produced as both a print text collection and a website, eFictions offers popular short stories in English by well-known traditional and contemporary writers from the US, Australia, New Zealand, UK, and Europe, with summaries, notes on literary features, author biographies, and, in one instance, a YouTube movie of the story. In using the eFictions website, teachers can build a customised anthology of traditional and innovative stories to suit their teaching preferences. These examples provide useful indicators of how content is constructed, customised, modified, disseminated, and accessed within a distributed network. However, the question remains as to how to measure their impact and outcomes within teaching and learning communities. As Harley suggests in her study on the use and users of digital resources in the humanities and social sciences, several factors warrant attention, such as personal teaching style, philosophy, and specific disciplinary requirements. However, in terms of understanding the benefits of digital resources for teaching and learning, Harley notes that few providers in her sample had developed any plans to evaluate use and users in a systematic way. In addition to the problems raised in Harley’s study, another relates to how researchers can be supported to take full advantage of digital technologies for e-research. The transformation brought about by information and communication technologies extends and broadens the impact of research, by making its outputs more discoverable and usable by other researchers, and its benefits more available to industry, governments, and the wider community. Traditional repositories of knowledge and information, such as libraries, are juggling the space demands of books and computer hardware alongside increasing reader demand for anywhere, anytime, anyplace access to information. Researchers’ expectations about online access to journals, eprints, bibliographic data, and the views of others through wikis, blogs, and associated social and information networking sites such as YouTube compete with the traditional expectations of the institutions that fund libraries for paper-based archives and book repositories. While university libraries are finding it increasingly difficult to purchase all hardcover books relevant to numerous and varied disciplines, a significant proportion of their budgets goes towards digital repositories (e.g., STORS), indexes, and other resources, such as full-text electronic specialised and multidisciplinary journal databases (e.g., Project Muse and Proquest); electronic serials; e-books; and specialised information sources through fast (online) document delivery services. An area that is becoming increasingly significant for those working in the humanities is the digitising of historical and cultural texts. II. Bringing back the dead: The CLDR project The CLDR project is led by researchers and librarians at the Queensland University of Technology, in collaboration with Deakin University, University of Sydney, and members of the AustLit team at The University of Queensland. The CLDR project is a “Research Community” of the electronic bibliographic database AustLit: The Australian Literature Resource, which is working towards the goal of providing a complete bibliographic record of the nation’s literature. AustLit offers users with a single entry point to enhanced scholarly resources on Australian writers, their works, and other aspects of Australian literary culture and activities. AustLit and its Research Communities are supported by grants from the Australian Research Council and financial and in-kind contributions from a consortium of Australian universities, and by other external funding sources such as the National Collaborative Research Infrastructure Strategy. Like other more extensive digitisation projects, such as Project Gutenberg and the Rosetta Project, the CLDR project aims to provide a centralised access point for digital surrogates of early published works of Australian children’s literature, with access pathways to existing resources. The first stage of the CLDR project is to provide access to digitised, full-text, out-of-copyright Australian children’s literature from European settlement to 1945, with selected digitised critical works relevant to the field. Texts comprise a range of genres, including poetry, drama, and narrative for young readers and picture books, songs, and rhymes for infants. Currently, a selection of 75 e-texts and digital scans of original texts from Project Gutenberg and Internet Archive have been linked to the Children’s Literature Research Community. By the end of 2009, the CLDR will have digitised approximately 1000 literary texts and a significant number of critical works. Stage II and subsequent development will involve digitisation of selected texts from 1945 onwards. A precursor to the CLDR project has been undertaken by Deakin University in collaboration with the State Library of Victoria, whereby a digital bibliographic index comprising Victorian School Readers has been completed with plans for full-text digital surrogates of a selection of these texts. These texts provide valuable insights into citizenship, identity, and values formation from the 1930s onwards. At the time of writing, the CLDR is at an early stage of development. An extensive survey of out-of-copyright texts has been completed and the digitisation of these resources is about to commence. The project plans to make rich content searchable, allowing scholars from children’s literature studies and education to benefit from the many advantages of online scholarship. What digital publishing and associated digital archives, electronic texts, hypermedia, and so forth foreground is the fact that writers, readers, publishers, programmers, designers, critics, booksellers, teachers, and copyright laws operate within a context that is highly mediated by technology. In his article on large-scale digitisation projects carried out by Cornell and University of Michigan with the Making of America collection of 19th-century American serials and monographs, Hirtle notes that when special collections’ materials are available via the Web, with appropriate metadata and software, then they can “increase use of the material, contribute to new forms of research, and attract new users to the material” (44). Furthermore, Hirtle contends that despite the poor ergonomics associated with most electronic displays and e-book readers, “people will, when given the opportunity, consult an electronic text over the print original” (46). If this preference is universally accurate, especially for researchers and students, then it follows that not only will the preference for electronic surrogates of original material increase, but preference for other kinds of electronic texts will also increase. It is with this preference for electronic resources in mind that we approached the field of children’s literature in Australia and asked questions about how future generations of researchers would prefer to work. If electronic texts become the reference of choice for primary as well as secondary sources, then it seems sensible to assume that researchers would prefer to sit at the end of the keyboard than to travel considerable distances at considerable cost to access paper-based print texts in distant libraries and archives. We considered the best means for providing access to digitised primary and secondary, full text material, and digital pathways to existing online resources, particularly an extensive indexing and bibliographic database. Prior to the commencement of the CLDR project, AustLit had already indexed an extensive number of children’s literature. Challenges and dilemmas The CLDR project, even in its early stages of development, has encountered a number of challenges and dilemmas that centre on access, copyright, economic capital, and practical aspects of digitisation, and sustainability. These issues have relevance for digital publishing and e-research. A decision is yet to be made as to whether the digital texts in CLDR will be available on open or closed/tolled access. The preference is for open access. As Hayles argues, copyright is more than a legal basis for intellectual property, as it also entails ideas about authorship, creativity, and the work as an “immaterial mental construct” that goes “beyond the paper, binding, or ink” (144). Seeking copyright permission is therefore only part of the issue. Determining how the item will be accessed is a further matter, particularly as future technologies may impact upon how a digital item is used. In the case of e-journals, the issue of copyright payment structures are evolving towards a collective licensing system, pay-per-view, and other combinations of print and electronic subscription (see Hovav and Gray). For research purposes, digitisation of items for CLDR is not simply a scan and deliver process. Rather it is one that needs to ensure that the best quality is provided and that the item is both accessible and usable by researchers, and sustainable for future researchers. Sustainability is an important consideration and provides a challenge for institutions that host projects such as CLDR. Therefore, items need to be scanned to a high quality and this requires an expensive scanner and personnel costs. Files need to be in a variety of formats for preservation purposes and so that they may be manipulated to be useable in different technologies (for example, Archival Tiff, Tiff, Jpeg, PDF, HTML). Hovav and Gray warn that when technology becomes obsolete, then content becomes unreadable unless backward integration is maintained. The CLDR items will be annotatable given AustLit’s NeAt funded project: Aus-e-Lit. The Aus-e-Lit project will extend and enhance the existing AustLit web portal with data integration and search services, empirical reporting services, collaborative annotation services, and compound object authoring, editing, and publishing services. For users to be able to get the most out of a digital item, it needs to be searchable, either through double keying or OCR (optimal character recognition). The value of CLDR’s contribution The value of the CLDR project lies in its goal to provide a comprehensive, searchable body of texts (fictional and critical) to researchers across the humanities and social sciences. Other projects seem to be intent on putting up as many items as possible to be considered as a first resort for online texts. CLDR is more specific and is not interested in simply generating a presence on the Web. Rather, it is research driven both in its design and implementation, and in its focussed outcomes of assisting academics and students primarily in their e-research endeavours. To this end, we have concentrated on the following: an extensive survey of appropriate texts; best models for file location, distribution, and use; and high standards of digitising protocols. These issues that relate to data storage, digitisation, collections, management, and end-users of data are aligned with the “Development of an Australian Research Data Strategy” outlined in An Australian e-Research Strategy and Implementation Framework (2006). CLDR is not designed to simply replicate resources, as it has a distinct focus, audience, and research potential. In addition, it looks at resources that may be forgotten or are no longer available in reproduction by current publishing companies. Thus, the aim of CLDR is to preserve both the time and a period of Australian history and literary culture. It will also provide users with an accessible repository of rare and early texts written for children. III. Future directions It is now commonplace to recognize that the Web’s role as information provider has changed over the past decade. New forms of “collective intelligence” or “distributed cognition” (Oblinger and Lombardi) are emerging within and outside formal research communities. Technology’s capacity to initiate major cultural, social, educational, economic, political and commercial shifts has conditioned us to expect the “next big thing.” We have learnt to adapt swiftly to the many challenges that online technologies have presented, and we have reaped the benefits. As the examples in this discussion have highlighted, the changes in online publishing and digitisation have provided many material, network, pedagogical, and research possibilities: we teach online units providing students with access to e-journals, e-books, and customized archives of digitised materials; we communicate via various online technologies; we attend virtual conferences; and we participate in e-research through a global, digital network. In other words, technology is deeply engrained in our everyday lives. In returning to Frollo’s concern that the book would destroy architecture, Umberto Eco offers a placatory note: “in the history of culture it has never happened that something has simply killed something else. Something has profoundly changed something else” (n. pag.). Eco’s point has relevance to our discussion of digital publishing. The transition from print to digital necessitates a profound change that impacts on the ways we read, write, and research. As we have illustrated with our case study of the CLDR project, the move to creating digitised texts of print literature needs to be considered within a dynamic network of multiple causalities, emergent technological processes, and complex negotiations through which digital texts are created, stored, disseminated, and used. Technological changes in just the past five years have, in many ways, created an expectation in the minds of people that the future is no longer some distant time from the present. Rather, as our title suggests, the future is both present and active. References Aarseth, Espen. “How we became Postdigital: From Cyberstudies to Game Studies.” Critical Cyber-culture Studies. Ed. David Silver and Adrienne Massanari. New York: New York UP, 2006. 37–46. An Australian e-Research Strategy and Implementation Framework: Final Report of the e-Research Coordinating Committee. Commonwealth of Australia, 2006. Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, NJ: Erlbaum, 1991. Eco, Umberto. “The Future of the Book.” 1994. 3 June 2008 ‹http://www.themodernword.com/eco/eco_future_of_book.html>. Gunkel, David. J. “What's the Matter with Books?” Configurations 11.3 (2003): 277–303. Harley, Diane. “Use and Users of Digital Resources: A Focus on Undergraduate Education in the Humanities and Social Sciences.” Research and Occasional Papers Series. Berkeley: University of California. Centre for Studies in Higher Education. 12 June 2008 ‹http://www.themodernword.com/eco/eco_future_of_book.html>. Hayles, N. Katherine. My Mother was a Computer: Digital Subjects and Literary Texts. Chicago: U of Chicago P, 2005. Hirtle, Peter B. “The Impact of Digitization on Special Collections in Libraries.” Libraries & Culture 37.1 (2002): 42–52. Hovav, Anat and Paul Gray. “Managing Academic E-journals.” Communications of the ACM 47.4 (2004): 79–82. Hugo, Victor. The Hunchback of Notre Dame (Notre-Dame de Paris). Ware, Hertfordshire: Wordsworth editions, 1993. Kho, Nancy D. “The Medium Gets the Message: Post-Print Publishing Models.” EContent 30.6 (2007): 42–48. Oblinger, Diana and Marilyn Lombardi. “Common Knowledge: Openness in Higher Education.” Opening up Education: The Collective Advancement of Education Through Open Technology, Open Content and Open Knowledge. Ed. Toru Liyoshi and M. S. Vijay Kumar. Cambridge, MA: MIT Press, 2007. 389–400. Murray, Janet H. Hamlet on the Holodeck: The Future of Narrative in Cyberspace. Cambridge, MA: MIT Press, 2001. Trimmer, Joseph F., Wade Jennings, and Annette Patterson. eFictions. New York: Harcourt, 2001.
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Haupt, Adam. "Mix En Meng It Op: Emile YX?'s Alternative Race and Language Politics in South African Hip-Hop." M/C Journal 20, no.1 (March15, 2017). http://dx.doi.org/10.5204/mcj.1202.
Full textAbstract:
This paper explores South African hip-hop activist Emile YX?'s work to suggest that he presents an alternative take on mainstream US and South African hip-hop. While it is arguable that a great deal of mainstream hip-hop is commercially co-opted, it is clear that a significant amount of US hip-hop (by Angel Haze or Talib Kweli, for example) and hip-hop beyond the US (by Positive Black Soul, Godessa, Black Noise or Prophets of da City, for example) present alternatives to its co-option. Emile YX? pushes for an alternative to mainstream hip-hop's aesthetics and politics. Foregoing what Prophets of da City call “mindless topics” (Prophets of da City “Cape Crusader”), he employs hip-hop to engage audiences critically about social and political issues, including language and racial identity politics. Significantly, he embraces AfriKaaps, which is a challenge to the hegemonic speech variety of Afrikaans. From Emile's perspective, AfriKaaps preceded Afrikaans because it was spoken by slaves during the Cape colonial era and was later culturally appropriated by Afrikaner Nationalists in the apartheid era to construct white, Afrikaner identity as pure and bounded. AfriKaaps in hip-hop therefore presents an alternative to mainstream US-centric hip-hop in South Africa (via AKA or Cassper Nyovest, for example) as well as Afrikaner Nationalist representations of Afrikaans and race by promoting multilingual hip-hop aesthetics, which was initially advanced by Prophets of da City in the early '90s.Pursuing Alternative TrajectoriesEmile YX?, a former school teacher, started out with the Black Consciousness-aligned hip-hop crew, Black Noise, as a b-boy in the late 1980s before becoming an MC. Black Noise went through a number of iterations, eventually being led by YX? (aka Emile Jansen) after he persuaded the crew not to pursue a mainstream record deal in favour of plotting a career path as independent artists. The crew’s strategy has been to fund the production and distribution of their albums independently and to combine their work as recording and performing artists with their activism. They therefore arranged community workshops at schools and, initially, their local library in the township, Grassy Park, before touring nationally and internationally. By the late 1990s, Jansen established an NGO, Heal the Hood, in order to facilitate collaborative projects with European and South African partners. These partnerships, not only allowed Black Noise crew members to continue working as hip-hip activists, but also created a network through which they could distribute their music and secure further bookings for performances locally and internationally.Jansen’s solo work continued along this trajectory and he has gone on to work on collaborative projects, such as the hip-hop theatre show Afrikaaps, which looks critically at the history of Afrikaans and identity politics, and Mixed Mense, a b-boy show that celebrates African dance traditions and performed at One Mic Festival at the Kennedy Center in Washington DC in 2014 (48 Hours). This artist’s decision not to pursue a mainstream record deal in the early 1990s probably saved Black Noise from being a short-lived pop sensation in favour of pursuing a route that ensured that Cape hip-hop retained its alternative, Black Consciousness-inspired subcultural edge.The activism of Black Noise and Heal the Hood is an example of activists’ efforts to employ hip-hop as a means of engaging youth critically about social and political issues (Haupt, Stealing Empire 158-165). Hence, despite arguments that the seeds for subcultures’ commercial co-option lie in the fact that they speak through commodities (Hebdige 95; Haupt, Stealing Empire 144–45), there is evidence of agency despite the global reach of US cultural imperialism. H. Samy Alim’s concept of translocal style communities is useful in this regard. The concept focuses on the “transportability of mobile matrices – sets of styles, aesthetics, knowledges, and ideologies that travel across localities and cross-cut modalities” (Alim 104-105). Alim makes the case for agency when he contends, “Although global style communities may indeed grow out of particular sociohistoric originating moments, or moments in which cultural agents take on the project of creating ‘an origin’ (in this case, Afrodiasporic youth in the United States in the 1970s), it is important to note that a global style community is far from a threatening, homogenizing force” (Alim 107).Drawing on Arjun Appadurai’s concepts of ethnoscapes, financescapes, ideoscapes and mediascapes, Alim argues that the “persistent dialectical interplay between the local and the global gives rise to the creative linguistic styles that are central to the formation of translocal style communities, and leads into theorizing about glocal stylizations and style as glocal distinctiveness” (Appadurai; Alim 107). His view of globalisation thus accommodates considerations of the extent to which subjects on both the local and global levels are able to exercise agency to produce new or alternative meanings and stylistic practices.Hip-Hop's Translanguaging Challenge to HegemonyJansen’s “Mix en Meng It Op” [“Mix and Blend It / Mix It Up”] offers an example of translocal style by employing translanguaging, code mixing and codeswitching practices. The song’s first verse speaks to the politics of race and language by challenging apartheid-era thinking about purity and mixing:In South Africa is ek coloured and African means black raceFace it, all mense kom van Africa in the first placeErase all trace of race and our tribal divisionEk’s siek en sat van all our land’s racist decisionsMy mission’s om te expose onse behoort aan een rasHou vas, ras is las, watch hoe ons die bubble barsPlus the mixture that mixed here is not fixed, sirStir daai potjie want ons wietie wattie mixtures wereThis illusion of race and tribe is rotten to the coreWhat’s more the lie of purity shouldn’t exist anymoreLook at Shaka Zulu, who mixed all those tribes togetherMixed conquered tribes now Amazulu foreverHave you ever considered all this mixture before?Xhosa comes from Khoe khoe, do you wanna know more?Xhosa means angry looking man in Khoe KhoeSoe hulle moet gemix het om daai clicks to employ(Emile YX? “Mix en Meng It Op”; my emphasis)[In South Africa I am coloured and African means black raceFace it, all people come from Africa in the first placeErase all trace of race and our tribal divisionI’m sick and tired of all our land’s racist decisionsMy mission’s to expose the fact that we belong top one raceHold on, race is a burden, watch as we burst the bubble Plus the mixture that mixed here is not fixed, sirStir that pot because we don’t know what the mixtures wereThis illusion of race and tribe is rotten to the coreWhat’s more the lie of purity shouldn’t exist anymoreLook at Shaka Zulu, who mixed all those tribes togetherMixed conquered tribes now Amazulu foreverHave you ever considered all this mixture before?Xhosa comes from Khoe khoe, do you wanna know more?Xhosa means angry looking man in Khoe KhoeSo they must have mixed to employ those clicks]The MC does more than codeswitch or code mix in this verse. The syntax switches from that of English to Afrikaans interchangeably and he is doing more than merely borrowing words and phrases from one language and incorporating it into the other language. In certain instances, he opts to pronounce certain English words and phrases as if they were Afrikaans (for example, “My” and “land’s”). Suresh Canagarajah explains that codeswitching was traditionally “distinguished from code mixing” because it was assumed that codeswitching required “bilingual competence” in order to “switch between [the languages] in fairly contextually appropriate ways with rhetorical and social significance”, while code mixing merely involved “borrowings which are appropriated into one’s language so that using them doesn't require bilingual competence” (Canagarajah, Translingual Practice 10). However, he argues that both of these translingual practices do not require “full or perfect competence” in the languages being mixed and that “these models of hybridity can be socially and rhetorically significant” (Canagarajah, Translingual Practice 10). However, the artist is clearly competent in both English and Afrikaans; in fact, he is also departing from the hegemonic speech varieties of English and Afrikaans in attempts to affirm black modes of speech, which have been negated during apartheid (cf. Haupt “Black Thing”).What the artist seems to be doing is closer to translanguaging, which Canagarajah defines as “the ability of multilingual speakers to shuttle between languages, treating the diverse languages that form their repertoire as an integrated system” (Canagarajah, “Codemeshing in Academic Writing” 401). The mix or blend of English and Afrikaans syntax become integrated, thereby performing the very point that Jansen makes about what he calls “the lie of purity” by asserting that the “mixture that mixed here is not fixed, sir” (Emile XY? “Mix en Meng It Op”). This approach is significant because Canagarajah points out that while research shows that translanguaging is “a naturally occurring phenomenon”, it “occurs surreptitiously behind the backs of the teachers in classes that proscribe language mixing” (Canagarajah, “Codemeshing in Academic Writing” 401). Jansen’s performance of translanguaging and challenge to notions of linguistic and racial purity should be read in relation to South Africa’s history of racial segregation during apartheid. Remixing Race/ism and Notions of PurityLegislated apartheid relied on biologically essentialist understandings of race as bounded and fixed and, hence, the categories black and white were treated as polar opposites with those classified as coloured being seen as racially mixed and, therefore, defiled – marked with the shame of miscegenation (Erasmus 16; Haupt, “Black Thing” 176-178). Apart from the negative political and economic consequences of being classified as either black or coloured by the apartheid state (Salo 363; McDonald 11), the internalisation of processes of racial interpellation was arguably damaging to the psyche of black subjects (in the broad inclusive sense) (cf. Fanon; Du Bois). The work of early hip-hop artists like Black Noise and Prophets of da City (POC) was therefore crucial to pointing to alternative modes of speech and self-conception for young people of colour – regardless of whether they self-identified as black or coloured. In the early 1990s, POC lead the way by embracing black modes of speech that employed codeswitching, code mixing and translanguaging as a precursor to the emergence of music genres, such as kwaito, which mixed urban black speech varieties with elements of house music and hip-hop. POC called their performances of Cape Flats speech varieties of English and Afrikaans gamtaal [gam language], which is an appropriation of the term gam, a reference to the curse of Ham and justifications for slavery (Adhikari 95; Haupt Stealing Empire 237). POC’s appropriation of the term gam in celebration of Cape Flats speech varieties challenge the shame attached to coloured identity and the linguistic practices of subjects classified as coloured. On a track called “Gamtaal” off Phunk Phlow, the crew samples an assortment of recordings from Cape Flats speech communities and capture ordinary people speaking in public and domestic spaces (Prophets of da City “Gamtaal”). In one audio snippet we hear an older woman saying apologetically, “Onse praatie suiwer Afrikaan nie. Onse praat kombius Afrikaans” (Prophets of da City “Gamtaal”).It is this shame for black modes of speech that POC challenges on this celebratory track and Jansen takes this further by both making an argument against notions of racial and linguistic purity and performing an example of translanguaging. This is important in light of research that suggests that dominant research on the creole history of Afrikaans – specifically, the Cape Muslim contribution to Afrikaans – has been overlooked (Davids 15). This oversight effectively amounted to cultural appropriation as the construction of Afrikaans as a ‘pure’ language with Dutch origins served the Afrikaner Nationalist project when the National Party came into power in 1948 and began to justify its plans to implement legislated apartheid. POC’s act of appropriating the denigrated term gamtaal in service of a Black Consciousness-inspired affirmation of colouredness, which they position as part of the black experience, thus points to alternative ways in which people of colour cand both express and define themselves in defiance of apartheid.Jansen’s work with the hip-hop theater project Afrikaaps reconceptualised gamtaal as Afrikaaps, a combination of the term Afrikaans and Kaaps. Kaaps means from the Cape – as in Cape Town (the city) or the Cape Flats, which is where many people classified as coloured were forcibly relocated under the Group Areas Act under apartheid (cf. McDonald; Salo; Alim and Haupt). Taking its cue from POC and Brasse vannie Kaap’s Mr FAT, who asserted that “gamtaal is legal” (Haupt, “Black Thing” 176), the Afrikaaps cast sang, “Afrikaaps is legal” (Afrikaaps). Conclusion: Agency and the Transportability of Mobile MatricesJansen pursues this line of thought by contending that the construction of Shaka Zulu’s kingdom involved mixing many tribes (Emile YX? “Mix en Meng It Op”), thereby alluding to arguments that narratives about Shaka Zulu were developed in service of Zulu nationalism to construct Zulu identity as bounded and fixed (Harries 105). Such constructions were essential to the apartheid state's justifications for establishing Bantustans, separate homelands established along the lines of clearly defined and differentiated ethnic identities (Harries 105). Writing about the use of myths and symbols during apartheid, Patrick Harries argues that in Kwazulu, “the governing Inkatha Freedom Party ... created a vivid and sophisticated vision of the Zulu past” (Harries 105). Likewise, Emile YX? contends that isiXhosa’s clicks come from the Khoi (Emile YX? “Mix en Meng It Op”; Afrikaaps). Hence, the idea of the Khoi San’s lineage and history as being separate from that of other African communities in Southern Africa is challenged. He thus challenges the idea of pure Zulu or Xhosa identities and drives the point home by sampling traditional Zulu music, as opposed to conventional hip-hop beats.Effectively, colonial strategies of tribalisation as a divide and rule strategy through the reification of linguistic and cultural practices are challenged, thereby reminding us of the “transportability of mobile matrices” and “fluidity of identities” (Alim 104, 105). In short, identities as well as cultural and linguistic practices were never bounded and static, but always-already hybrid, being constantly made and remade in a series of negotiations. This perspective is in line with research that demonstrates that race is socially and politically constructed and discredits biologically essentialist understandings of race (Yudell 13-14; Tattersall and De Salle 3). This is not to ignore the asymmetrical relations of power that enable cultural appropriation and racism (Hart 138), be it in the context of legislated apartheid, colonialism or in the age of corporate globalisation or Empire (cf. Haupt, Static; Hardt & Negri). But, even here, as Alim suggests, one should not underestimate the agency of subjects on the local level to produce alternative forms of expression and self-representation.ReferencesAdhikari, Mohamed. "The Sons of Ham: Slavery and the Making of Coloured Identity." South African Historical Journal 27.1 (1992): 95-112.Alim, H. Samy “Translocal Style Communities: Hip Hop Youth as Cultural Theorists of Style, Language and Globalization”. Pragmatics 19.1 (2009):103-127. Alim, H. Samy, and Adam Haupt. “Reviving Soul(s): Hip Hop as Culturally Sustaining Pedagogy in the U.S. & South Africa”. Culturally Sustaining Pedagogies: Teaching and Learning for Educational Justice. Ed. Django Paris and H. Samy Alim. 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