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Journal articles on the topic 'Bible N.T. John – Study and teaching'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

Кавітга В. and Каннан Падмасані. "The Role of Associations in Vocabulary Acquisition: A Psycholinguistic Study on Indian ESL Learners." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 65–72. http://dx.doi.org/10.29038/eejpl.2016.3.1.kav.

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Learning English as a second language is an area of study which demands persistent research, probing and application of the findings. In India, English language is a part of everyday life, and the exposure to English vocabulary comes through a multitude of sources which include media, game applications and social networking among others. In many instances, even complicated and less frequent words are made familiar by these sources. However, the learners of ESL struggle for a good choice of words when they are in a situation to use the language. This has led the researcher to question how the process of vocabulary acquisition happens and how the acquired words are organised and stored. The current research is a psycholinguistic analysis of the way words are organised and associated with each other in the mental lexicon of the learners. The researcher attempts to study the role and impact of associations in vocabulary acquisition through an experimental study. The participants of the study are 120 Indian ESL learners enrolled for an undergraduate programme. They were tested with two methods of teaching vocabulary, namely the word definition method and semantic cluster method. The outcome of the study is discussed in the research paper. References Aitchison, J. (1987). Words in the Mind. An Introduction to the Mental Lexicon. Oxford: Blackwell. Crystal, D. (1988). The English Language. London: Penguin Books Ltd. Ervin, S. M. (1961). Changes with age in the verbal determinants of word association. American Journal of Psychology 74: 361–72. Fitzpatrick, T. (2006). Habits and rabbits: Word associations and the L2 lexicon. EUROSLA Yearbook 2006, 6, 121–45. Meara, P. (2009). Connected words: Word Associations and Second Language Vvocabulary acquisition. Amsterdam/ Philadelphia: John Benjamins. Nation, I.S.P. (2013).Learning Vocabulary in Another Language. 2nd Ed. Cambridge: Cambridge University Press. Sahgal, A. (1991). Patterns of language use in a bilingual setting in India. In: J. Cheshire, ed. English around the world: Sociolinguistic perspectives. (pp. 299–307). Cambridge: Cambridge University Press. Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press. Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Basingstoke: Palgrave Macmillan. Singleton, D. (1999). Exploring the Second Language Mental Lexicon. Cambridge: Cambridge University Press.V. Kavitha, Padmasani Kannan
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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.
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Chang, Yuh-Shihng, Kuo-Jui Hu, Cheng-Wei Chiang, and Artur Lugmayr. "Applying Mobile Augmented Reality (AR) to Teach Interior Design Students in Layout Plans: Evaluation of Learning Effectiveness Based on the ARCS Model of Learning Motivation Theory." Sensors 20, no. 1 (December 23, 2019): 105. http://dx.doi.org/10.3390/s20010105.

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In this paper we present a mobile augmented reality (MAR) application supporting teaching activities in interior design. The application supports students in learning interior layout design, interior design symbols, and the effects of different design layout decisions. Utilizing the latest AR technology, users can place 3D models of virtual objects as e.g., chairs or tables on top of a design layout plan and interact with these on their mobile devices. Students can experience alternative design decision in real-time and increases the special perception of interior designs. Our system fully supports the import of interior deployment layouts and the generation of 3D models based on design artefacts based on typical design layout plan design symbols and allows the user to investigate different design alternatives. We applied John Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation model to validate our solution to examine the students’ willingness and verify the ability of students to improve learning through MAR technology. We compared a sample experimental group of N = 52 test-subjects with a sample of N = 48 candidates in a control group. Learning indicators as learning interest, confidence, satisfaction and effective have been utilized to assess the students’ learning motivation through the use of MAR technology. The learning results have been determined by the independent sample t testing. The significance of the post-test had a p-value < 0.05 difference. The result of the study clearly shows that the reference group utilizing MAR technology as a learning aid show a higher learning effectiveness as the control group. Thus, we conclude that MAR technology does enhance students’ learning ability for interior design and making appropriate design decisions.
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Muhdi, Nurkolis, and Yovitha Yuliejantiningsih. "The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 247–61. http://dx.doi.org/10.21009/jpud.142.04.

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Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showed the policy formulation of online learning at ECE has been effective. However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning. There are five obstacles in in applying this in the field, namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints. Keywords: Online Learning Policy; Children Engagement; Learning Management System References Allen, I. E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC, ISBN 0984028838. Asilestari, P. (2016). Komputer Interaktif sebagai Media Pengajaran Bahasa Inggris pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 2, n. 1, p. 55-62. Association, I. I. S. P. (2018). Penetrasi & Profil Perialku Pengguna Internet Indonesia. Coates, H. (2006). Student engagement in campus-based and online education: University connections. Routledge, ISBN 1134161530. Ha, Young. & Im, Hyunjoo. (2020). The Role of an Interactive Visual Learning Tool and its Personalizability in Online Learning: Flow Experience. Online Learning, 24, n. 1. Harjanto, T. & Sumunar, D. S. E. W. (2018). Tantangan Dan Peluang Pembelajaran Dalam Jaringan: Studi Kasus Implementas Elok (E-Learning: Open For Knowledge Sharing) Pada Mahasiswa Profesi Ners. Jurnal Keperawatan Respati Yogyakarta, 5, p. 24-28. Imron, A. (1995). Kebijaksanaan pendidikan di Indonesia: Proses, produk dan masa depannya. Bumi Aksara, ISBN 9795262319. Inoue, Y. (2007). Online education for lifelong learning. IGI Global, ISBN 1599043211. Irma, C. N., Nisa, K. & Sururiyah, S. K. (2019). Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Masyithoh 1 Purworejo. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 214-224. Jebba, A. M. & Umaru, N. N. (2019). The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria. Int. J. Eval. & Res. Educ. Vol, 8, n. 4, p. 735-741. Johnson, K. & Manning, S. (2010). Online education for dummies. Canada: John Wiley & Sons Publishing ISBN 0470536209. Juwah, C. (2006). Interactions in online education: Implications for theory and practice. Routledge, ISBN 1134247494. Kemendikbud. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19). Kong, S. C., Chan, T.-W., Griffin, P. & Hoppe, U. et al. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Journal of Educational Technology & Society, 17, n. 1, p. 70-78. Kwon, J. B., Debruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5, n. 2, p. 199-225. Layne, M., Boston, W. E. & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16, n. 2, p. 1-12. Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. Routledge, ISBN 1134542542. Novianti, R. & Garzia, M. (2020). Penggunaan Gadget Pada Anak; Tantangan Baru Orang Tua Milenial. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2. Nugroho, R. (2008). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan Sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar. Nugroho, R. (2017). Public Policy: Dinamika Kebijakan, Analisis Kebijakan, dan Manajemen Politik Kebijakan Publik. Jakarta: Elex Media Komputindo. Palloff, R. M. & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. California: John Wiley & Sons Publishing, ISBN 0787959960. Pangondian, R. A., Santosa, P. I. & Nugroho, E. (2019). Faktor-Faktor Yang Mempengaruhi Kesuksesan Pembelajaran Daring Dalam Revolusi Industri 4.0. Panjaitan, N. Q.; Yetti, E. & Nurani, Y. (2020). Pengaruh Media Pembelajaran Digital Animasi dan Kepercayaan Diri terhadap Hasil Belajar Pendidikan Agama Islam Anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 588-596. Pebriana, P. H. (2017). Analisis penggunaan gadget terhadap kemampuan interaksi sosial pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1, n. 1, p. 1-11. Pertiwi, W. K. (2020). Penetrasi Internet di Indonesia Capai 64 Persen. https://tekno.kompas.com/read/2020/02/20/14090017/penetrasi-internet-di-indonesia-capai-64-persen. Ramadhan, B. (2020). Ini Data Pengguna Internet Di Seluruh Dunia Tahun 2020. Jakarta https://teknoia.com/data-pengguna-internet-dunia-ac03abc7476. Roach, V. & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5, n. 3, p. 317-332. Rohita, R. (2020). The Ability of Ece Teachers to Use ICT in The Industrial Revolution 4.0. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 502-511. Rostaminezhad, M., Mozayani, N., Norozi, D. & Iziy, M. (2013). Factors related to e-learner dropout: Case study of IUST elearning center. Procedia-Social and Behavioral Sciences, 83, p. 522-527. Sari, K. M. & Setiawan, H. (2020). Kompetensi Pedagogik Guru dalam Melaksanakan Penilaian Pembelajaran Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2, p. 900-912. Seok, S. & Dacosta, B. (2020). Relationships Between Young South Koreans’ Online Activities and Their Risk of Exploitation. Journal of Online Learning Research, 6, n. 1, p. 77-101. Setyaji, A., Iskak, A., Sukmaningrum, R. & Hawa, F. (2015). Komputer Interaktif Sebagai Media Pengajaran Bahasa Inggris Pada Anak Usia Dini. E-Dimas: Jurnal Pengabdian kepada Masyarakat, 6, n. 1, p. 1-12. Sharoff, L. (2019). Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation. Journal of Educators Online, 16, n. 2, p. n2. Suhartanto, H. (2010). Survei 2009: Mutu Situs E-Learning Sekolah Indonesia Masih Sangat Minim. Jurnal Sistem Informasi,6, n. 1, p. 80-83. Sum, T. A. & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4, n. 2. Swan, K. (2003). Learning effectiveness online: What the research tells us. p.13-47. Taufik, A., Apendi, T., Saidi, S. & Istiarsono, Z. (2019). Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education. Jurnal Pendidikan Usia Dini, 13, n. 2, p. 356-370. Tilaar, H.; Nugroho, R. (2009). Kebijakan Pendidikan: Pengantar untuk Memahami Kebijakan Pendidikan dan Kebijakan Pendidikan sebagai Kebijakan Publik. Yogyakarta: Pustaka Pelajar. Ulya, S. I. (2019). Analisis Penggunaan Gedget Terhadap Kemampuan Interaksi Sosial Dan Komunikasi Pada Anak Usia Dini. 89-96. Vonderwell, S. & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in education, 38, n. 2, p. 213-230. Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E‐learning in China. Campus-Wide Information Systems. Winter, J., Cotton, D., Gavin, J. & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18, n. 1, p. 71-83. Yu, E. (2020). Student-Inspired Optimal Design of Online Learning for Generation Z. Journal of Educators Online, 17, n. 1, p. n1. Zaini, M. & Soenarto, S. (2019). Persepsi Orangtua terhadap Hadirnya Era Teknologi Digital di Kalangan Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3, n. 1, p. 254-264.
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Wildenboer, Johan. "JOSHUA 24: SOME LITERARY AND THEOLOGICAL REMARKS." Journal for Semitics 24, no. 2 (November 17, 2017): 484–502. http://dx.doi.org/10.25159/1013-8471/3465.

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Achenbach, R 2005. Pentateuch, Hexateuch und Enneateuch. Eine Verhältnisbestimmung, ZAR 11:122–154. Albertz, R 2007. Die kanonische Anpassung des Johuabuches. Ein Neubewertung seiner sog.”Priesterschriftelike Texte”, in Römer and Schmid 2007:199–217. Aurelius, E 2003. Zukunft jenseits des Gerichts: Eine redaktionsgeschichltliche Studie zumEnneateuch. BZAW 319. Berlin: de Gruyter. Barrick, W B & Spencer, J R (eds) 1984. In the shelter of Elyon: essays on ancient Palestinian life in honour of GW Ahlström. JSOTSup 31. Sheffield: JSOT Press. Becker U, 2006. Endredaktionelle Kontextvernetzungen des Josua-Buches, in Witte, Schmid, Prechel and Gertz 2006:139–161. Bieberstein, K 1995. Josua-Jordan-Jericho. Archäologie, Geschichte und Theologie der Landnahmeerzählungen Josua 1–6. OBO. Friborg: Universitätsverlag, Göttingen: Vandenhoeck & Ruprecht. Blum, E 1990. Studien zur Komposition des Pentateuch. BZAW 189. Berlin/New York: de Gruyter. _______ 1997. Die Kompositionelle Knoten am Übergang von Josua zu Richter: Ein Entflechtungsvorschlag, in Lust and Vervenne 1997:181–212. _______ 2006. The literary connection between the books of Genesis and Exodus and the end of the book of Joshua, in Dozeman and Schmid 2006:80–106. _______ 2011. Pentateuch-Hexateuch-Enneateuch, in Dozeman , Römer and Schmid 2011:43–71. Carr, D M 1996. Reading the fractures of Genesis. Historical and literary approaches. Louisville: Westminster John Knox. _______ 2006. What is required to identify pre-Priestly narrative connections between Genesis and Exodus? in Dozeman and Schmid 2006:159–180. _______ 2012. The Moses story: literary and historical reflections, HeBAI 1–2:7–36. Dozeman, T B & Schmid, K (eds) 2006. Farewell to the Yahwist? The composition of the Pentateuch in recent European discussion. SBL Symposium Series 34. Atlanta: SBL. Dozeman, T B, Römer, T C & Schmid, K (eds) 2011. Pentateuch, Hexateuch, or Enneateuch. Identifying literary works in Genesis through Kings. SBL 8. Atlanta: SBL. Du Pury, A, Römer, T C & Macchi, J P (eds) 2000. Israel constructs its history. Deuteronomistic historiography in recent research. Sheffield: Sheffield Academic Press. Edenburg, C & Pakkala, J (eds) 2013. Is Samuel amongst the Deuteronomists? Current views on the place of Samuel in a Deuteronomistic History. Atlanta: SBL. Eisffeldt, O 1964. Einleitung in das Alte Testament. Tübingen: Mohr. Frevel, C 2000. Mit Blick auf das Land die Schöpfung erinnern. Zum Ende der Priestergrundschrift. HBS 23. Freiburg/New York: Herder. _______ 2011. Die Wiederkehr der Hexateuchperspektive. Eine Herausforderung für die These vom Deuteronomistischen Geschictswerk, in Stipp 2011:13–53. Frey, J, Schattner-Rieser, U & Schmid, K (eds) 2012. Die Sameritaner und die Bibel: Historische und literarische Wechselwirkungen zwischen biblischen und Sameritanischen Traditionen. Studia Judaica/Studia Samaritana 7. Berlin/New York. Fritz, V 1994. Das Buch Josua. Hat 1/7. Tübingen: Mohr Siebeck. Garciá-Martinez, F (ed.) 1998. Perspectives in the study of the Old Testament and early Judaism: a symposium in honour of Adam S. van der Woude on the occasion of his 70th Birthday. VTSup 73. Leiden: Brill. Gertz, J C 2000. Tradition und Redaktion in der Exoduserzählung. Untersuchungen zur Endredaktion des Pentateuch. FRLANT 186. Göttingen: Vandenhoeck& Ruprecht. Görg, M 1991. Josua. NEB 26. Würzburg: Echter Verlag. Gunkel, H 1910. Genesis. 3rd ed. GHK 1. Göttingen: Vandenhoeck & Ruprecht. Hjelm, I 2000. The Samaritans and early Judaism: a literary analysis. JSOTSup 303. Sheffield: Sheffield Academic Press. Keel, O 1973. Das Vergaben der “Fremder” Götter in Genesis xxxv 4b, VT 23:305–336. Knauf, E A 2000. Does Deuteronomsitic Historiography (DH) exist? in du Pury , Römer and Macchi 2000:388–398. _______ 2007. Buchschlüsse im Josuabuch, in Römer and Schmid 2007:217–224. _______ 2008. Josua. ZBKAT 6. Zurich: Theologisher Verlag. Knoppers, G N & McConville, J G (eds) 2000. Reconsidering Israel and Judah: recent studies on the Deuteronomistic History. SBTS 8. Winona Lake: Eisenbrauns. Köckert, M 1988. Vätergott und Väterverheisssungen. Eine Auseinandersetzung mit Albrecht Alt und seine Erben. FRLANT 142. Göttingen: Vandenhoeck & Ruprecht. Konkel, M 2008. Sünde und Vergebung:Eine Rekontruktion der Redaktionsgeschichte der hinterein Sinaiperikope (Ex 32–34). Vor dem Hintergrund aktueller Pentateuchmodelle. FAT 88. Tübingen: Mohr. Koopmans, W T 1990. Joshua 24 as poetic narrative. JSOTSup 93. Sheffield: JSOT Press. Kratz, R G 2000. Die Komposition der erzählender Bücher des Alten Testaments: Grundwissen der Bibelkritik. UTB 215.Göttingen: Vandenhoeck & Ruprecht. Levin, C 1993. Der Jahwist. FRLANT 157.Göttingen: Vandenhoeck& Ruprecht. Lipschits, O, Knoppers, G N & Albertz, R (eds) 2007. Judah and the Judeans in the fourth century B.C.E. Winona Lake: Eisenbrauns. Lust, J & Vervenne, M (eds) 1997. Deuteronomy and Deuteronomistic literature. BETL 133. Leuven: Peeters. Mckenzie, S L & Römer, T C (eds) 2000. Rethinking the foundations: historiography in the ancient world and the Bible. Essays in honour of John Van Seters. Berlin/New York: de Gruyter. Nelson, R D 1997. Joshua: a commentary. Louisville: Westminster John Knox. Nentel, J 2000. Trägerschaft und Intentionen des deuteronomistischen Geschichtswerks: Untersuchungen zu Refelexionreden: Jos1; 23; 24; 1 Sam12 und 1 Kön 8. BZAW 297. Berlin: de Gruyter. Nihan, C 2012. The literary relationship between Deuteronomy and Joshua: a reassessment, in Schmid and Person 2012:79–114. _______ 2013. 1 Sam 8 and 12 and the Deuteronomsitic edition of Samuel, in Edenburg and Pakkala 2013: 225–274. Na`man, N 2000. The law of the altar in Deuteronomy and the cultic site near Shechem, in Mckenzie and Römer 2000:141–161. Noll, K L and Schramm, B (eds) 2010. Raising a faithful exegete: essays in honour of Richard Nelson. Winona Lake: Eisenbrauns. Noort, E 1997. The traditions of Ebal and Gerizim: theological positions in the book of Joshua, in Vervenne and Lust 1997:161–180. _______ 1998. Zu Stand und Perspektiven: Der Glaube Israels zwischen Religionsgeschichte und Theologie, der Fall Josua 24, in Garciá-Martinez 1998:82–108. Noth, M 1943. Überlieferungsgeschichtliche Studien. Tübingen: Niemeyer. _______ 1953. Das Buch Josua. 2nd ed. HAT 7. Tübingen: Mohr Siebeck. O’Brien, M A 1989. The Deuteronomistic History hypothesis: a reassessment. OBO 92. Fribourg: Éditions. Universitaires/Göttingen: Vandenhoeck& Ruprecht. Otto, E 1999. Bruckensläge in der Pentateuchsforschung, TRU 64:84–99. _______ 2000. Das Deuteronomium im Pentateuch und Hexateuch. Studien zur Literaturgeschichte von Pentateuch und Hexateuch im Lichte des Deuteronomiumrahmens. FAT 30. Tübingen: Mohr Siebeck. Otto, E & Achenbach, R (eds) 2004. Das Deuteronomium zwischen Pentateuch undDeuteronomistischem Geschictswerk. FRLANT 206. Göttingen: Vandenhoeck & Ruprecht. Perlitt, L 1968. Bundestheologie im Altes Testament. Neukirchen-Vluyn: Neukirchener Verlag. _______ 1994. Priesterschrift in Deuteronomium34? VT 59:475–494. Popovich, M 2009. Conquest of the land, loss of the land. Where does Joshua 24 belong?, in von Ruiten and de Vos 2009:87–98. Rofé, A 2000. Ephraimite versus Deuteronomistic History, in Knoppers & McConville 2000:462–474. Römer, T C 2010. Book-endings in Joshua and the question of the so-called Deuteronomistic History, in Noll and Schramm 2010:85–99. Römer, T C & Brettler, M Z 2000. Deuteronomy 34 and the case for a Persian Hexateuch, JBL 119/3:401–419. Römer, T C and Schmid, K (eds) 2007. Les dernières rédactions du Pentatueque, de l` Hexateuge,et de l` Henneatuege. BETL 203. Leuven: Peeters. Rösel, H N 1980. Die Überleitungen vom Josua-ins Richterbuch, VT 30:342–350. Schmid K, 1999. Erzväter und Exodus: Untersuchungen zur doppelten Begründing der Ursprünge Israels innerhalb der Geschichtsbücher des Alten Testaments. WMANT 81. Neukirchen-Vluyn: Neukirchener Verlag. _______ 2007. The late Persian formation of the Torah: observations on Deuteronomy 34, in Lipschits, Knoppers & Albertz 2007:236–245. _______ 2012. Die Sameritaner und die Judaër. Die biblische Diskussion um ihr Verhältnis in Josua 24, in Frey, Schattner-Rieser & Schmid 2012:21–49. Schmid, K & Person, R (eds) 2012. Deuteronomy in the Pentateuch, Hexateuch, and the Deuteronomistic History. Tübingen: Mohr Siebeck. Schmidt, L 2009. P in Deuteronomium 34, VT 59:475–494. Schmitt, G 1964. Der Landtag von Sichem. Stuttgart: Calwer Verlag. Schmitt, H C 2004. DTN 34 als Verbindingstuck zwischen Tetrateuch und Dtr. Geschictswerk, in Otto and Achenbach 2004:181–192. Smend, R 1970. Das Gesetz un die Völker, in Wolff 1970:494–504. Sperling, S D 1987. Joshua 24 re-examined. HUCA 58:119–136. Steuernage, l C 1923. Das Buch Josua. GHK 1,3 (2). Göttingen: Vandenhoeck & Ruprecht. Stipp, H J (ed.) 2011. Das deuteronomistische Geschichtswerk. ÖBS 39. Frankfurt am Main: Peter Lang. Van Seters, J 1984. Joshua 24 and the problem of tradition in the Old Testament, in Barrick and Spencer 1984:139–158. _______ 2003. Deuteronomy between Pentateuch and Deuteronomistic History, HTS 59/3:947–956. Vervenne, M & Lust, J (eds) 1997. Deuteronomy and Deuteronomistic literature. FS C.H.W Brekelmans. BETL 133. Leuven: Peeters. Von Ruiten, J and de Vos, C (eds) 2009. The land of Israel in Bible, history and theology: studies in honour of Ed Noort. VTSup 124. Leiden: Brill. Weimar, P 2008. Studien zur Priesterschrift. FAT 56. Tübingen: Mohr Siebeck. Westermann, C 1994. Die Geschictsbücher des Alten Testaments: Gab es ein deuteronomsitisches Geschichtswerk? TB Altes Testament 87. Gütersloh: Gütersloher Verlag. Witte, M 1998. Die biblische urgeschichte. Redaktions-und Theologiegeschichtliche Beobachtungen zu Genesis 1,1–11:26. BZAW 265. Berlin: de Gruyter. Witte M, Schmid K, Prechel, D & Gertz, J C (eds) 2006. Die deuteronomistischenGeschichtswerke: Redaktions- und religionsgeschichtliche Perspektiven zur “Deuteronomismus”-Diskussion in Tora und vorderen Propheten. BZAW 365. Berlin: de Gruyter. Wolff, H W (ed.) 1970. Probleme biblischer Theologie: Gerard von Rad zum 70. Geburtstag. Munich: Kaiser Verlag. Würthwein, E 1994a. Erwägungen zum sog. Deuteronomistischen Geschichtswerk: eine Skizze, in Würthwein 1994b:1–11. Würthwein, E 1994b. Studien zum deuteronomistischen Geschichtswerk BZAW227. Berlin: de Gruyter, Zakovitch, Y 1980. The object of the narrative of the burial of the foreign gods at Shechem, BeTM 25:300–337. Zenger, E 2004. Einleitung in das Alte Testament. 5th ed. Stuttgart: Kohlhammer.
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BRANDÃO, Luiz Henrique Mendes, and Jesiel Soares SILVA. "TRANSFORMAÇÕES LEXICO-SEMÂNTICAS CORRELATAS À INFLUÊNCIA DA INTERNET." Trama 16, no. 37 (February 27, 2020): 4–17. http://dx.doi.org/10.48075/rt.v16i37.23604.

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Neste trabalho, objetivou-se analisar as transformações ocorridas no uso da linguagem por parte de seus usuários tendo como base o período correspondente ao início dos anos 90, momento histórico em que a internet ainda não havia sido popularizada no mundo, em comparação ao ano de 2017, período marcado pelo amplo acesso à internet, principalmente nos países mais desenvolvidos. Para tal, realizou-se uma investigação tendo como base o COCA (Corpus of Contemporary American English) com o intuito de se verificar, através da associação de palavras com seus colocados, como alguns termos eram utilizados antes da popularização da internet e após o mesmo fenômeno. Através da análise estatística dos insumos, foi possível identificar que certos termos da língua (neste caso da língua inglesa) passaram a ser utilizados mais frequentemente para expressar algo relacionado à tecnologia, tendo sido os sentidos anteriores rebaixados, nesta transformação semântica, a uma frequência menor ou muito menor de uso após a realidade do acesso amplo à internet, o que representa uma transformação léxico-semântica propiciada por um fenômeno de alcance global que influencia a vida das pessoas de modo a ressignificar o uso que fazem do mundo e consequentemente a metalinguagem que utilizam nas trocas que realizam com o mesmo.REFERÊNCIASBENSON, M., BENSON, E., ILSON, R. (orgs.)The BBI dictionary of english word combinations. Amsterdã/Filadélfia: John Benjamins, 1986.BIBER, D. Variation across speech and writing. Cambridge: Cambridge University Press, 1988Davies, Mark. The Corpus of Contemporary American English (COCA): 600 million words, 1990-present, 2008. Disponível em: https://www.english-corpora.org/coca/. Acesso em: 19 fev. 2020.CASTELLVI, Maria Teresa CABRÉ. La clasificación de neologismos. Alfa, São Paulo, 50 (2): 229-250, 2006DAVIES, Mark. The Corpus of Contemporary American English as the first reliable monitor corpus of English. Literary and Linguistic Computing, Brigham, v. 25, n. 4, 2010. Disponível em: https://academic.oup.com/dsh/article-abstract/25/4/447/997323?redirectedFrom=fulltext. Acesso em: 21 ago. 2019.FRANCIS, W. N.; KUCERA, H. Frequency analysis of English usage: lexicon and grammar. Boston: Houghton Mifflin, 1982DAVIES, Mark; KIM, Jong-Bok. Historical shifts with the INTO-CAUSATIVE construction in American English. The Gruyter mouton, [S.L.], v. 57, n. 1, 2019. Disponível em: http://web.khu.ac.kr/~jongbok/research/2019/2019-ahci-into-historical-shift-linguistics.pdf Acesso em 21 ago. 2019DICIONÁRIO PRIBERAM DA LÍNGUA PORTUGUESA. Desenvolvido por Lello editores, Porto, 1996 e 1999. Licensiado à Priberam em 2008. Disponível em: https://dicionario.priberam.org/sobre.aspx Acesso em 21 ago. 2019KJELLMER, G. A. A dictionary of English collocations: based on the Brown Corpus, v. 3. Oxford: Oxford University Press, 1994KREMELBERG, David. Practical statistic: a quick and easy guide to IBM ℗ SPSS ℗ Statistics, STATA, and other statistical software. Sage: Los Angeles, 2011.MC ENERY, Tony, et al. Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use. Annual Review of Applied Linguistics (2019), 39, 74–92MODIS, Theodore. The end of the internet rush. Technological Forecasting Social Change, Lugano, v. 72, n. 8, 2005. Disponível em: https://www.sciencedirect.com/science/article/pii/S0040162505000843 Acesso em: 21 ago. 2019OLIVEIRA, Lúcia Pacheco de. Linguística de corpus: Teoria, interfaces e aplicações. Matraga, Rio de janeiro, v. 16, n. 24, 2009. Disponível em: https://www.e-publicacoes.uerj.br/index.php/matraga/article/view/27796. Acesso em: 21 ago. 2019PARTINGTON, A. Patterns and meanings: using corpora for english language research and teaching. Amsterdã/Filadélfia: John Benjamnins, 1998ROBINSON, Mary; DUNCAN, Daniel (2019) Holistic Approaches to Syntactic Variation: Wh-all Questions in English. University of Pennsylvania Working Papers in Linguistics: v. 25, n. 1 , 2019. Disponível em: https://repository.upenn.edu/pwpl/vol25/iss1/23/. Acesso em: 21 ago. 2019SANCHEZ, A. Definición e historia de los corpos. In: SANCHEZ, A. et al. (orgs.). CUMBRE: corpus linguístico de español contemporaneo. Madri: SGEL, 1995, p. 7-24.BERBER SARDINHA. T. Linguística de Corpus. Barueri, SP: Manole, 2004.SINCLAIR, J. McH. Beginning the study of lexis. In: BAZELL, C. E. In memory of R. Firth. Londres: Longman, 1966, p. 410-430.SVARTVIK, Jan. Corpora are becoming mainstream. In: THOMAS, J. and SHORT, M. (orgs). Using corpora for language research. London and New York: Longman,1996. p 3-13.Recebido em 16-11-2019 | Aceito em 12-02-2020
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SCHARDONG, Paula Cortezi Schefer Cardoso, and Simone SARMENTO. "FORMAÇÃO DE PROFESSORES NO ESTÁGIO DE LÍNGUA INGLESA: OS MOMENTOS DE ORIENTAÇÃO COM O PROFESSOR UNIVERSITÁRIO." Trama 17, no. 41 (June 1, 2021): 134–49. http://dx.doi.org/10.48075/rt.v17i41.26804.

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O Estágio Curricular Supervisionado é uma política educacional, na qual os alunos-professores realizam a prática pedagógica em sua área profissional em uma escola de educação básica, sob a responsabilidade de um profissional já habilitado. Com base em pesquisa qualitativa interpretativa (ERICKSON, 1990; MASON, 1996) de orientação etnográfica (HAMMERSLEY; ATKINSON, 2007), neste trabalho analisamos como ocorrem os momentos de orientação entre uma professora universitária e uma dupla de alunos-professores em uma turma de Estágio de Inglês. Os dados foram gerados em uma universidade pública federal localizada no sul do Brasil por meio de anotações de campo, gravações em áudio e vídeo, pesquisa documental e entrevistas semiestruturadas. Os dados apontam que, no cenário investigado, há quatro tipos de orientação ao longo do semestre: orientação a distância, orientação em grupo, feedback pós-observação e encontros individuais. Identificamos que, nas orientações, a prática pedagógica dos alunos-professores era tanto o ponto de partida quanto o de chegada (PÉREZ-GÓMEZ, 1995). Além disso, verificou-se que, nessas interações, os alunos-professores, conjuntamente com as professoras orientadoras, refletiam sobre sua própria ação (SCHÖN, 1983), considerando retrospectivamente e prospectivamente a sua prática (PERRENOUD, 2002). Por fim, há evidências de que os momentos de orientação entre a professora universitária e os alunos-professores provocaram mudanças em seus conhecimentos, suas práticas e atitudes profissionais e, há indícios de que essas mudanças repercutiram positivamente no aprendizado dos alunos da escola. Assim, no contexto analisado, convites à participação, reflexões sobre soluções para situações enfrentadas pelos licenciandos na sua prática docente, o estabelecimento de uma relação de colaboração, bem como o fornecimento de exemplos concretos de como levar a cabo as sugestões, contribuíram para a formação desses alunos-professores.Referências:BIAZI, T. M.; GIMENEZ, T.; STUTZ, L. O Papel da Observação de Aulas Durante o Estágio Supervisionado de Inglês. SIGNUM: Estud. Ling., n. 14, p. 57-78, 2011.CARDOSO, P. C. S. The myth of nativity: a case study on how identities are co-constructed in a language classroom. 2011. Trabalho de Conclusão de Curso (Graduação em Letras), Universidade do Vale do Rio dos Sinos, 2011.CELANI, M. A. A. Ensino de línguas estrangeiras: ocupação ou profissão?. In: LEFFA, V. J. O professor de línguas estrangeiras: construindo a profissão. 2. ed., Pelotas: EDUCAT, 2008, p. 23-43.CHAMBERLIN, C. R. TESL Degree Candidates’ Perceptions of Trust in Supervisors. TESOL Quarterly, v. 34, n. 4, p. 653-673, 2000.COPLAND, F.; MA, G.; MANN; S. Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development (ELTED), v. 12, p. 14-23, 2009.DREY, R. F.; GUIMARÃES, A. M. M. Reflexões sobre a formação inicial e a constituição da profissionalidade docente. D.E.L.T.A., v. 32, n. 1, p. 23-44, 2016.ERICKSON, F. Qualitative methods. In: LINN, R. L.; ERICKSON, F. (Orgs.). Quantitative methods. New York: Macmillan, 1990. p. 75-194.FEIMAN-NEMSER, S. Helping novices learn to teach lessons from an exemplary support teacher. Journal of Teacher Education, v. 52, n. 1, p. 17-30, 2001.GARCEZ, P. M. A organização da fala-em-interação na sala de aula: controle social, reprodução de conhecimento, construção conjunta de conhecimento. Calidoscópio, v. 4, n. 1, p. 66-80, 2006.GARCEZ, P. M.; SCHLATTER, M. Professores-autores-formadores: Princípios e experiências para a formação de profissionais de educação linguística. In: MATEUS, E.; TONELLI, J. R. A. (Orgs.). Diálogos (im)pertinentes entre formação de professores e aprendizagem de línguas. São Paulo: Blucher, 2017. p. 13-36.GIMENEZ, T.; CRISTOVÃO, V. L. L. Derrubando paredes e construindo pontes: formação de professores de língua inglesa na atualidade. Rev. Brasileira de Linguística Aplicada, v. 4, n. 2, p. 85-95, 2004.GIMENEZ, T.; RAMOS, S. G. M. Planejamento e implementação de curso online como atividade de estágio curricular na área de inglês. Ilha do Desterro, n. 66, p. 101-131, 2014.HAMMERSLEY, M.; ATKINSON, P. Ethnography: Principles in Practice. 3. ed. Routledge: London, 2007.JEFFERSON, G. Glossary of transcript symbols with an introduction. In: LERNER, G. H. (Ed.). Conversation analysis: studies from the first generation. Amsterdam/Philadelphia: John Benjamins Publishing, 2004, p. 13-31.MASON, J. Qualitative researching. Londres: Sage, 1996.NÓVOA, A. Professores: Imagens do futuro presente. Lisboa: Educa, 2009.PÉREZ-GÓMEZ, A. O pensamento prático do professor: a formação do professor como profissional reflexivo. In: NÓVOA, A. Os professores e a sua formação. 2. ed. Lisboa: Dom Quixote, 1995. p. 93-114.PERRENOUD, P. A prática reflexiva no ofício de professor: profissionalização e razão pedagógica. Porto Alegre: Artmed, 2002.PIMENTA, S. G. O estágio na formação de professores: unidade entre teoria e prática?. Cad. Pesq., n. 94, p. 58-73, 1995.PIMENTA, S. G.; LIMA, M. S. L. Estágio e Docência. 7. ed. São Paulo: Cortez, 2012.REICHMANN, C. L. A professora regente disse que aprendeu muito: a voz do outro e o trabalho do professor iniciante no estágio. Raído, v.8 , n.15, p. 33-44, 2014.________. Práticas de letramento docente no estágio supervisionado de letras estrangeiras. Rev. Brasileira de Linguística Aplicada, v. 12, n. 4, p. 933-954, 2012.RICHTER, D. et al. How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, v. 36, p. 166-177, 2013.SALDAÑA, J. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage Publications, 2009.SCHÖN, D. The reflective practitioner: how professionals think in action. New York: Basic Books, 1983.SINCLAIR, J.; COULTHARD, M. Towards an analysis of discourse. In: COULTHARD, M. Advances in Spoken Discourse Analysis. Londres: Routledge, 1992, p. 1-34.TONELLI, J. R. A. Contextos (In)Explorados no Estágio Supervisionado nas Licenciaturas em Letras/Inglês: o lugar da observação de aulas nos dizeres de alunos-mestres. SIGNUM: Estudos da linguagem, v. 19, n. 2, p. 35-65, 2016.Recebido em 25-01-2021Revisões requeridas em 31-03-2021Aceito em 21-04-2021
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Syaiputra Wahyuda Meisa Diningrat, Luluk Janah, and Sakinatul Mardiyah. "Modified Bottle Cap for Improving Children’s Arithmetic Ability." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 1, 2019): 249–63. http://dx.doi.org/10.21009/jpud.132.04.

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The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. Cham, Switzerland: Springer. Ayuni, D., & Setiawati, F. A. (2019). Kebun Buah Learning Media for Early Childhood Counting Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 1. https://doi.org/10.31004/obsesi.v3i1.128 Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning. Australasian Journal of Early Childhood, 41(4), 36–43. https://doi.org/10.1177/183693911604100405 Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America, 102(39), 14116–14121. https://doi.org/10.1073/pnas.0505512102 Blevins-Knabe, B. (2016). Early Mathematical Development : How the Home Environment Matters. In Belinda Blevins-Knabe; Ann M. Berghout Austin (Ed.), Early Childhood Mathematics Skill Development in the Home Environment (pp. 8–9). Cham, Swutzerland: Springer. Copley, J. V. (2016). The Young Child and Mathematics. In M. Hogarty (Ed.), Numbers and Stories: Using Children’s Literature to Teach Young Children Number Sense (Second, pp. 1–14). https://doi.org/10.4135/9781483330907.n1 Depdiknas. (2005). Pedoman Pembelajaran di Taman Kanak-Kanak. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak Sekolah Dasar. Depdiknas. (2007). Modul Pembuatan dan Penggunaan APE anak Usia 2-6 Tahun. Jakarta: Dirjen Pendidikan Luar Sekolah Direktorat PAUD. Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. ZDM - Mathematics Education, 48(1–2), 125–137. https://doi.org/10.1007/s11858-015-0711-6 Elizabeth, W. (2011). Cross-curricular Teaching to Support Child-initiated Learning in EYFS and KEY Stage I. In Suzanne and Kristine (Ed.), Early Childhood Educaiton: Yesterday, Today, and Tomorrow. New York: Routledge. Fitri, F., & Syamsudin, A. (2019, May). The Effectiveness of Race Track Games on Counting Ability and Child Learning Motivation. https://doi.org/10.2991/icsie-18.2019.78 Grindheim, L. T. (2017). Children as playing citizens. European Early Childhood Education Research Journal, 25(4), 624–636. https://doi.org/10.1080/1350293X.2017.1331076 Guslinda; Kurnia, R. (2018). Media Pembelajaran Anak Usia Dini. Surabaya: Jakad Publiser. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Haskell, S. H. (2000). The determinants of arithmetic skills in young children: Some observations. 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Allers, Eugene, U. A. Botha, O. A. Betancourt, B. Chiliza, Helen Clark, J. Dill, Robin Emsley, et al. "The 15th Biannual National Congress of the South African Society of Psychiatrists, 10-14 August 2008, Fancourt, George, W Cape." South African Journal of Psychiatry 14, no. 3 (August 1, 2008): 18. http://dx.doi.org/10.4102/sajpsychiatry.v14i3.165.

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<p><strong>1. How can we maintain a sustainable private practice in the current political and economic climate?</strong></p><p>Eugene Allers</p><p><strong>2. SASOP Clinical guidelines, protocols and algorithms: Development of treatment guidelines for bipolar mood disorder and major depression</strong></p><p> Eugene Allers, Margaret Nair, Gerhard Grobler</p><p><strong>3. The revolving door phenomenon in psychiatry: Comparing low-frequency and high-frequency users of psychiatric inpatient services in a developing country</strong></p><p>U A Botha, P Oosthuien, L Koen, J A Joska, J Parker, N Horn</p><p><strong>4. Neurophysiology of emotion and senses - The interface between psyche and soma</strong></p><p>Eugene Allers</p><p><strong>5. Suicide prevention: From and beyond the psychiatrist's hands</strong></p><p>O Alonso Betanourt, M Morales Herrera</p><p><strong>6. Treatment of first-episod psychosis: Efficacy and toleabilty of a long-acting typical antipsychotic </strong></p><p>B Chiliza, R Schoeman, R Emsey, P Oosthuizen, L KOen, D Niehaus, S Hawkridge</p><p><strong>7. Treatment of attention deficit hyperactivity disorder in the young child</strong></p><p>Helen Clark</p><p><strong>8. Holistic/ Alternative treatment in psychiatry: The value of indigenous knowledge systems in cllaboration with moral, ethical and religious approaches in the military services</strong></p><p>J Dill</p><p><strong>9. Treating Schizophrenia: Have we got it wrong?</strong></p><p>Robin Emsley</p><p><strong>10.Terminal questions in the elderly</strong></p><p>Mike Ewart Smith</p><p><strong>11. Mental Health Policy development and implementation in Ghana, South Africa, Uganda and Zambia</strong></p><p>Alan J Flisher, Crick Lund, Michelle Frank, Arvin Bhana, Victor Doku, Natalie Drew, Fred N Kigozi, Martin Knapp, Mayeh Omar, Inge Petersen, Andrew Green andthe MHaPP Research Programme Consortium</p><p><strong>12. What indicators should be used to monitor progress in scaling uo services for people with mental disorders?</strong></p><p>Lancet Global Mental Health Group (Alan J Flisher, Dan Chisholm, Crick Lund, Vikram Patel, Shokhar Saxena, Graham Thornicroft, Mark Tomlinson)</p><p><strong>13. Does unipolar mania merit research in South Africa? A look at the literature</strong></p><p>Christoffel Grobler</p><p><strong>14. Revisiting the Cartesian duality of mind and body</strong></p><p>Oye Gureje</p><p><strong>15. Child and adolescent psychopharmacology: Current trends and complexities</strong></p><p>S M Hawkridge</p><p><strong>16. Integrating mental illness, suicide and religion</strong></p><p>Volker Hitzeroth</p><p><strong>17. Cost of acute inpatient mental health care in a 72-hour assessment uniy</strong></p><p>A B R Janse van Rensburg, W Jassat</p><p><strong>18. Management of Schizophrenia according to South African standard treatment guidelines</strong></p><p>A B R Janse van Rensburg</p><p><strong>19. Structural brain imaging in the clinical management of psychiatric illness</strong></p><p>F Y Jeenah</p><p><strong>20. ADHD: Change in symptoms from child to adulthood</strong></p><p>S A Jeeva, A Turgay</p><p><strong>21. HIV-Positive psychiatric patients in antiretrovirals</strong></p><p>G Jonsson, F Y Jeenah, M Y H Moosa</p><p><strong>22. A one year review of patients admitted to tertiary HIV/Neuropsychiatry beds in the Western Cape</strong></p><p>John Joska, Paul Carey, Ian Lewis, Paul Magni, Don Wilson, Dan J Stein</p><p><strong>23. Star'd - Critical review and treatment implications</strong></p><p>Andre Joubert</p><p><strong>24. Options for treatment-resistent depression: Lessons from Star'd; an interactive session</strong></p><p>Andre Joubert</p><p><strong>25. My brain made me do it: How Neuroscience may change the insanity defence</strong></p><p>Sean Kaliski</p><p><strong>26. Child andadolescent mental health services in four African countries</strong></p><p>Sharon Kleintjies, Alan Flisher, Victoruia Campbell-Hall, Arvin Bhana, Phillippa Bird, Victor Doku, Natalie, Drew, Michelle Funk, Andrew Green, Fred Kigozi, Crick Lund, Angela Ofori-Atta, Mayeh Omar, Inge Petersen, Mental Health and Poverty Research Programme Consortium</p><p><strong>27. Individualistic theories of risk behaviour</strong></p><p>Liezl Kramer, Volker Hitzeroth</p><p><strong>28. Development and implementation of mental health poliy and law in South Africa: What is the impact of stigma?</strong></p><p>Ritsuko Kakuma, Sharon Kleintjes, Crick Lund, Alan J Flisher, Paula Goering, MHaPP Research Programme Consortium</p><p><strong>29. Factors contributing to community reintegration of long-term mental health crae users of Weskoppies Hospital</strong></p><p>Carri Lewis, Christa Kruger</p><p><strong>30. Mental health and poverty: A systematic review of the research in low- and middle-income countries</strong></p><p>Crick Lund, Allison Breen, Allan J Flisher, Ritsuko Kakuma, Leslie Swartz, John Joska, Joanne Corrigall, Vikram Patel, MHaPP Research Programe Consortium</p><p><strong>31. The cost of scaling up mental health care in low- and middle-income countries</strong></p><p>Crick Lund, Dan Chishlom, Shekhar Saxena</p><p><strong>32. 'Tikking'Clock: The impact of a methamphetamine epidemic at a psychiatric hospital in the Western Cape</strong></p><p>P Milligan, J S Parker</p><p><strong>33. Durban youth healh-sk behaviour: Prevalence f Violence-related behaviour</strong></p><p>D L Mkize</p><p><strong>34. Profile of morality of patients amitted Weskoppies Psychiatric Hospital in Sout frican over a 5-Year period (2001-2005)</strong></p><p>N M Moola, N Khamker, J L Roos, P Rheeder</p><p><strong>35. One flew over Psychiatry nest</strong></p><p>Leverne Mountany</p><p><strong>36. The ethical relationship betwe psychiatrists and the pharmaceutical indutry</strong></p><p>Margaret G Nair</p><p><strong>37. Developing the frameor of a postgraduate da programme in mental health</strong></p><p>R J Nichol, B de Klerk, M M Nel, G van Zyl, J Hay</p><p><strong>38. An unfolding story: The experience with HIV-ve patients at a Psychiatric Hospital</strong></p><p>J S Parker, P Milligan</p><p><strong>39. Task shifting: A practical strategy for scalingup mental health care in developing countries</strong></p><p>Vikram Patel</p><p><strong>40. Ethics: Informed consent and competency in the elderly</strong></p><p>Willie Pienaar</p><p><strong>41. Confronting ommonmoral dilemmas. Celebrating uncertainty, while in search patient good</strong></p><p>Willie Pienaar</p><p><strong>42. Moral dilemmas in the treatment and repatriation of patients with psychtorders while visiting our country</strong></p><p>Duncan Ian Rodseth</p><p><strong>43. Geriatrics workshop (Psegal symposium): Medico-legal issuess in geriatric psyhiatry</strong></p><p>Felix Potocnik</p><p><strong>44. Brain stimulation techniques - update on recent research</strong></p><p>P J Pretorius</p><p><strong>45. Holistic/Alternative treatments in psychiatry</strong></p><p>T Rangaka, J Dill</p><p><strong>46. Cognitive behaviour therapy and other brief interventions for management of substances</strong></p><p>Solomon Rataemane</p><p><strong>47. A Transtheoretical view of change</strong></p><p>Nathan P Rogerson</p><p><strong>48. Profile of security breaches in longerm mental health care users at Weskoppies Hospital over a 6-month period</strong></p><p>Deleyn Rema, Lindiwe Mthethwa, Christa Kruger</p><p><strong>49. Management of psychogenic and chronic pain - A novel approach</strong></p><p>M S Salduker</p><p><strong>50. Childhood ADHD and bipolar mood disorders: Differences and similarities</strong></p><p>L Scribante</p><p><strong>51. The choice of antipsychotic in HIV-infected patients and psychopharmacocal responses to antipsychotic medication</strong></p><p>Dinesh Singh, Karl Goodkin</p><p><strong>52. Pearls in clinical neuroscience: A teaching column in CNS Spectrums</strong></p><p><strong></strong>Dan J Stein</p><p><strong>53. Urinary Cortisol secretion and traumatics in a cohort of SA Metro policemen A longitudinal study</strong></p><p>Ugash Subramaney</p><p><strong>54. Canabis use in Psychiatric inpatients</strong></p><p><strong></strong>M Talatala, G M Nair, D L Mkize</p><p><strong>55. Pathways to care and treatmt in first and multi-episodepsychosis: Findings fm a developing country</strong></p><p>H S Teh, P P Oosthuizen</p><p><strong>56. Mental disorders in HIV-infected indivat various HIV Treatment sites in South Africa</strong></p><p>Rita Thom</p><p><strong>57. Attendanc ile of long-term mental health care users at ocupational therapy group sessions at Weskoppies Hospital</strong></p><p>Ronel van der Westhuizen, Christa Kruger</p><p><strong>58. Epidemiological patterns of extra-medical drug use in South Africa: Results from the South African stress and health study</strong></p><p>Margaretha S van Heerden, Anna Grimsrud, David Williams, Dan Stein</p><p><strong>59. Persocentred diagnosis: Where d ps and mental disorders fit in the International classificaton of diseases (ICD)?</strong></p><p>Werdie van Staden</p><p><strong>60. What every psychiatrist needs to know about scans</strong></p><p>Herman van Vuuren</p><p><strong>61. Psychiatric morbidity in health care workers withle drug-resistant erulosis (MDR-TB) A case series</strong></p><p>Urvashi Vasant, Dinesh Singh</p><p><strong>62. Association between uetrine artery pulsatility index and antenatal maternal psychological stress</strong></p><p>Bavanisha Vythilingum, Lut Geerts, Annerine Roos, Sheila Faure, Dan J Stein</p><p><strong>63. Approaching the dual diagnosis dilemma</strong></p><p>Lize Weich</p><p><strong>64. Women's mental health: Onset of mood disturbance in midlife - Fact or fiction</strong></p><p>Denise White</p><p><strong>65. Failing or faking: Isses in the fiagnosis and treatment of adult ADHD</strong></p><p>Dora Wynchank</p>
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Jim, Danny, Loretta Joseph Case, Rubon Rubon, Connie Joel, Tommy Almet, and Demetria Malachi. "Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands." Waikato Journal of Education 26 (July 5, 2021): 135–47. http://dx.doi.org/10.15663/wje.v26i1.785.

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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. 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"Language teaching." Language Teaching 37, no. 3 (July 2004): 169–83. http://dx.doi.org/10.1017/s0261444805212399.

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EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.
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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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"Applied linguistics." Language Teaching 39, no. 3 (July 2006): 226–30. http://dx.doi.org/10.1017/s0261444806283691.

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06–579El-Yasin, Mohammed K. (Yarmouk U, Irbid, Jordan; majlouny@yahoo.com) & Abdulla K. Al-Shehabat, Translating proverbs. Babel (John Benjamins) 51.2 (2005), 161–173.06–580Flowerdew, John (City U Hong Kong, Hong Kong, China; enjohnf@cityu.edu.hk) & Alina Wan, Genre analysis of tax computation letters: How and why tax accountants write the way they do. English for Specific Purposes (Elsevier) 25.2 (2006),133–153.06–581Francis, Norbert (Northern Arizona U, USA; norbert.francis@nau.edu), The development of secondary discourse ability and metalinguistic awareness in second language learners. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 37–60.06–582Gimenez, Julio (Middlesex U, London, UK; jgimenez@mdx.ac.uk), Embedded business emails: Meeting new demands in international business communication. English for Specific Purposes (Elsevier) 25.2 (2006), 154–172.06–583Hamston, Julie, Pathways to multiliteracies: Student teachers' critical reflections on a multimodal text. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 38–51.06–584Hassan Al-Saqqaf, Abdullah (Sultan Qaboos U, Muscat), The linguistics of loanwords in Hadrami Arabic. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 75–93.06–585Hüllen, Werner (U Duisburg-Essen, Germany;werner.huellen@uni-essen.de), Foreign language teaching – a modern building on historical foundations. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 61–87.06–586Léwy, Nicolas (U Neuchâtel, Switzerland; nicolas.lewy@unine.ch), François Grosjean, Lysiane Grosjean, Isabelle Racine & Carole Yersin, Un modèle psycholinguistique informatique de la reconnaissance des mots dans la chaîne parlée du français [A computational psycholinguistic model for word recognition in French connected speech]. Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 25–48.06–587Macken-Horarik, Mary, Hierarchies in diversities: What students' examined responses tell us about literacy practices in contemporary school English. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 52–78.06–588Nelson, Mike (U Turku, Finland; mike.nelson@utu.fi), Semantic associations in Business English: A corpus-based analysis. English for Specific Purposes (Elsevier) 25.2 (2006), 217–234.06–589Siepmann, Dirk (Universität-GH Siegen, Germany; dsiepmann@t-online.de), Collocation, colligation and encoding dictionaries (Part II: Lexicographical aspects). International Journal of Lexicography (Oxford University Press) 19.1 (2006), 1–39.06–590Thue Vold, Eva (U Bergen, Norway; eva.vold@roman.uib.no), Epistemic modality markers in research articles: A cross-linguistic and cross-disciplinary study. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 61–87.06–591Williams, Ian A. (U de Cantabria, Santander, Spain; williams@unican.es), Thematic items referring to research and researchers in the Discussion section of Spanish biomedical articles and English-Spanish translations. Babel (John Benjamins) 51.2 (2005), 124–160.06–592Williams, John N. (U Cambridge, UK; jnw12@cam.ac.uk), Incremental interpretation in second language sentence processing. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 71–88.06–593Winter, Jo & Anne Pauwels (U Western Australia; jewinter@cyllene.uwa.edu.au), Men staying at home looking after their children: Feminist linguistic reform and social change. International Journal of Applied Linguistics (Blackwell) 16.1 (2006), 16–36.
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"Language learning." Language Teaching 38, no. 2 (April 2005): 81–89. http://dx.doi.org/10.1017/s0261444805222772.

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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. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 281–298.05–143Dancer, Diane & Kamvounias, Patty (Sydney U, Australia; d.dancer@econ.usyd.edu.ac), Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 445–454.05–144Dong, Naiting (Jiangsu Polytechnic U, China), Failures of intercultural communication caused by translating from Chinese into English. English Today (Cambridge, UK) 21.1 (2005), 11–16.05–145Egi, Takako (Florida U, USA; tegi@aall.ufl.edu), Verbal reports, noticing, and SLA research. Language Awareness (Clevedon, UK) 13.4 (2004), 243–264.05–146Fernández Toledo, Piedad (Murcia U, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. 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. English Today (Cambridge, UK) 21.1 (2005), 34–39.05–151Jackson, Jane (Chinese U of Hong Kong, China; jjackson@arts.cuhk.edu.hk), Language and cultural immersion: an ethnographic case study. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 261–279.05–152Kintsch, W. (Colorado U, USA), An overview of top-down and bottom-up effects in comprehension: the CI perspective. Discourse Processes (Mahwah, NJ, USA) 39.2/3 (2005), 125–128.05–153Koyama, Jill P. (Columbia U, USA), Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28. 3 (2004), 401–423.05–154Lambacher, Stephen G. (Aizu U, Japan; steeve@u-aizu.ac.jp), Martens, William, L., Kakehi, Kazukiko, Marasinghe, Chandrajith, A. & Molholt, Garry, The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics (Cambridge, UK), 26.2 (2005), 227–247.05–155McDonough, Kim (U of Illinois, USA; mcdonokr@uiuc.edu), Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 79–103.05–156Meara, Paul (U of Wales Swansea, UK; p.m.meara@swansea.ac.uk), Lexical frequency profiles: a Monte Carlo analysis. Applied Linguistics (Cambridge, UK) 26.1 (2005), 32–47.05–157Read, John (Victoria U of Wellington, New Zealand; john.read@vuw.ac.nz), Research in teaching vocabulary. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 146–161.05–158Richardson, John T. (Open U, UK; j.t.e.richardson@open.ac.uk), Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 387–415.05–159Savage, Robert (Institute of Education, London U, UK) & Carless, Sue, Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research (Abingdon, UK) 47.1 (2005), 45–61.05–160Schmenk, B. (U of Waterloo, Canada), Globalizing learner autonomy. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 107–118.05–161Sheard, Susan & Markham, Selby (Monash U, Australia), Web based learning environments: developing a framework for evaluation. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 353–368.05–162Smartt, Jerry, T. (Friends U, USA) & Scudder, Rosalind R., Immersion study abroad in Mexico: using repair behaviors to assess proficiency changes. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 592–601.05–163Takahashi, Satomi (Rikkyo U, Japan; satomit@rikkyo.ne.jp), Pragmalinguistic awareness: is it related to motivation and proficiency?Applied Linguistics (Cambridge, UK) 26.1 (2005), 90–120.05–164Timmis, I. (Leeds Metropolitan U, UK), Towards a framework for teaching spoken grammar. ELT Journal (Oxford, UK) 59.2 (2005), 117–125.05–165Torres, Germán (Georgia State U, USA), Practical ways to integrate literature into Spanish for international business courses. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 584–591.05–166Vandergrift, Larry (Ottawa U, Canada; lvdgrift@uottawa.ca), Listening to learn or learning to listen?Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 3–25.05–167Vandergrift, Larry (Ottawa U, Canada; lvdgrift@uottawa.ca), Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics (Cambridge, UK) 26.1 (2005), 70–89.05–168Webb, Stuart (Koran Women's Junior College, Japan; swebb@fka.att.ne.jp), Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 33–52.05–169Wee, Lee (Singapore National U, Singapore; ellweeha@nus.edu.sg), Intra-language discrimination and linguistic human rights: the case of singlish. Applied Linguistics (Cambridge, UK) 26.1 (2005), 48–69.05–170Williams, Marion, Burden, Robert, Poulet, Gérard & Maun, Ian (U of Exeter, UK; m.d.williams@exeter.ac.uk), Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal (Rugby, UK) 30 (2004), 19–29.
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"Abstracts: Reading & writing." Language Teaching 40, no. 4 (September 7, 2007): 345–55. http://dx.doi.org/10.1017/s0261444807004600.

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07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisements by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au), Reading practices: Postgraduate Thai student perceptions. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 51–68.07–566Bndaka, Eleni (ebintaka@sch.gr), Using newspaper articles to develop students' reading skills in senior high school. 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. Reading Research Quarterly (International Reading Association) 42.1 (2007), 72–98.07–571Duffy, John (U Notre Dame, Notre Dame, USA), Recalling the letter: The uses of oral testimony in historical studies of literacy. Written Communication (Sage) 24.1 (2007), 84–107.07–572Dyehouse, Jeremiah (U Rhode Island, USA), Knowledge consolidation analysis: Toward a methodology for studying the role of argument in technology development. Written Communication (Sage) 24.2 (2007), 111–139.07–573Godley, Amanda J., Brian D. Carpenter (U Pittsburgh, USA) & Cynthia A. Werner, ‘I'll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly (International Reading Association) 42.1 (2007), 100–131.07–574Guénette, Danielle (U du Québec, Canada; guenette.daniele@uqam.ca), Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing (Elsevier) 16.1 (2007), 40–53.07–575Gutiérrez-Palma, Nicolás (U de Jaén, Spain; ngpalma@ujaen.es) & Alfonso Palma Reves (U Granada, Spain), Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading (Blackwell) 30.2 (2007), 157–168.07–576Hu, Guangwei (Nanyang Technical U, Singapore; guangwei.hu@nie.edu.sg), Developing an EAP writing course for Chinese ESL students. RELC Journal (Sage) 38.1 (2007), 67–86.07–577Hunt, George (U Edinburgh, UK; george.hunt@ed.ac.uk), Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape community school, South Africa. Journal of Research in Reading (Blackwell) 30.1 (2007), 80–96.07–578Jiang, Xiangying & William Grabe (Northern Arizona U, USA), Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55.07–579Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 30–50.07–580Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi, Content schemata, linguistic simplification, and EFL readers' comprehension and recall. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33.07–581Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–582Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr), Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211.07–583Li, Yongyan, Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79.07–584Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz), A comparative analysis of racism in the original and modified texts ofThe Cay. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68.07–585Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising. Written Communication (Sage) 24.2 (2007), 168–187.07–586Mellard, Daryl, Margaret Becker Patterson & Sara Prewett, Reading practices among adult education participants. Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213.07–587Mishra, Ranjita (U London, UK) & Rhona Stainthorp, The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders. Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37.07–588Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22.07–589Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za), Playing football without a ball: Language, reading and academic performance in a high-poverty school. Journal of Research in Reading (Blackwell) 30.1 (2007), 38–58.07–590Pulido, Diana (Michigan State U, USA), The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics (Oxford University Press) 28.1 (2007), 66–86.07–591Purcell-Gates, Victoria (U British Columbia, Canada), Neil K. Duke & Joseph A. Martineau, Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly (International Reading Association) 42.1 (2007), 8–45.07–592Rahimi, Mohammad (Shiraz U, Iran; mrahimy@gmail.com), L2 reading comprehension test in the Persian context: Language of presentation as a test method facet. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 151–165.07–593Rao, Zhenhui (Jiangxi Normal U, China; rao5510@yahoo.com), Training in brainstorming and developing writing skills. ELT Journal (Oxford University Press) 61.2 (2007), 100–106.07–594Ravid, Dorit & Yael Epel Mashraki (Tel Aviv U, Israel; doritr@post.tau.ac.il), Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading (Blackwell) 30.2 (2007), 140–156.07–595Rosary, Lalik (Virginia Polytechnic Institute and State, USA) & Kimberly L. Oliver, Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls. Reading Research Quarterly (International Reading Association) 42.1 (2007), 46–70.07–596Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–597Takase, Atsuko (Osaka International U, Japan; atsukot@jttk.zaq.ne.jp), Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 1–18.07–598Tanaka, Hiroya & Paul Stapleton (Hokkaido U, Japan; higoezo@ybb.ne.jp), Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 115–131.07–599Weinstein, Susan (Louisiana State U, Baton Rouge, USA), Pregnancy, pimps, and ‘clichèd love things’: Writing through gender and sexuality. Written Communication (Sage) 24.1 (2007), 28–48.07–600Williams, Eddie (U Bangor, UK; eddie.williams@bangor.ac.uk), Extensive reading in Malawi: Inadequate implementation or inappropriate innovation?Journal of Research in Reading (Blackwell) 30.1 (2007), 59–79.07–601Yamashita, Junko, The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 81–105.07–602Yi, Youngjoo (U Alabama, USA; yyi@ua.edu), Engaging literacy: A biliterate student's composing practices beyond school. Journal of Second Language Writing (Elsevier) 16.1 (2007), 23–39.07–603Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.
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"Language learning." Language Teaching 37, no. 3 (July 2004): 183–93. http://dx.doi.org/10.1017/s0261444805222395.

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04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159.04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and expository texts: a developmental perspective. Discourse Processes (New York, USA), 38, 1 (2004), 57–94.04–317 Byon, Andrew Sangpil (State University of New York at Albany, USA; Email: abyon@albany.edu). Language socialisation and Korean as a heritage language: a study of Hawaiian classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 269–283.04–318 Chambers, Angela (University of Limerick, Ireland; Email: Angela.Chambers@ul.ie) and O'Sullivan, Íde. Corpus consultation and advanced learners' writing skills in French. ReCALL (Cambridge, UK), 16, 1 (2004), 158–172.04–319 Chan, Alice Y. W. (City U. of Hong Kong; Email: enalice@cityu.edu.hk). Noun phrases in Chinese and English: a study of English structural problems encountered by Chinese ESL students in Hong Kong. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 33–47.04–320 Choi, Y-J. (U. of Durham, UK; Email: yoonjeongchoi723@hotmail.com). Intercultural communication through drama in teaching English as an international language. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 127–156.04–321 Chun, Eunsil (Ewha Womens U., South Korea; Email: aceunsil@hananet.net). Effects of text types and tasks on Korean college students' reading comprehension. English Teaching (Anseonggun, South Korea), 59, 2 (2004), 75–100.04–322 Collentine, Joseph (Northern Arizona U., USA; Email: Joseph.Collentine@nau.edu). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition (New York, USA), 26 (2004), 227–248.04–323 Davies, Beatrice (Oxford Brookes U., UK). The gender gap in modern languages: a comparison of attitude and performance in year 7 and 10. Language Learning Journal (Oxford, UK), 29 (2004), 53–58.04–324 Díaz-Campos, Manuel (Indiana U., USA; Email: mdiazcam@indiana.edu). Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition (New York, USA), 26 (2004), 249–273.04–325 Donato, Richard. Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 284–302.04–326 Felix, Uschi (Monash U., Australia; Email: Uschi.Felix@arts.monash.edu.au). A multivariate analysis of secondary students' experience of web-based language acquisition. ReCALL (Cambridge, UK), 16, 1 (2004), 237–249.04–327 Feuerhake, Evelyn, Fieseler, Caroline, Ohntrup, Joy-Sarah and Riemer, Claudia (U. of Bielefeld, Germany). Motivation und Sprachverlust in der L2 Französisch: eine retrospektive Übungsstudie. [Motivation and language attrition in French as a second language (L2): a retrospective research exercise.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 29.04–328 Field, John (U. of Leeds & Reading, UK; Email: jcf1000@dircon.co.uk). An insight into listeners' problems: too much bottom-up or too much top-down?System (Oxford, UK), 32, 3 (2004) 363–377.04–329 Freed, Barbara F., Segalowitz, Norman, and Dewey, Dan D. (Carnegie Mellon, U., USA; Email: bf0u+@andrew.cmu.edu). Context of learning and second language fluency in French. Studies in Second Language Acquisition (New York, USA), 26 (2004), 275–301.04–330 Grotjahn, Rüdiger (U. of Bochum, Germany). Test and Attitudes Scale for the Year Abroad (TESTATT): Sprachlernmotivation und Einstellungen gegenüber Sprechern der eigenen und der fremden Sprache. [Test and Attitudes Scale for the Year Abroad (TESTATT): Motivation to learn foreign languages and attitudes toward speakers of one's own and foreign language.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 23.04–331 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprache (I). [The European Language Portfolio (I).] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 104–110.04–332 Hopp, Marsha A. and Hopp, Theodore H. (ZigZag, Inc., USA; Email: marsha.hopp@newSLATE.com). NewSLATE: building a web-based infrastructure for learning non-Roman script languages. Calico Journal (Texas, USA), 21, 3 (2004), 541–555.04–333 Jun Zhang, Lawrence (Nanyang Tech. U., Singapore; Email: izhang@nie.edu.sg). Research into Chinese EFL learner strategies: methods, findings and instructional issues. RELC Journal (Singapore), 34, 3 (2003), 284–322.04–334 Kim, H-D. (The Catholic U. of Korea, Korea). Individual Differences in Motivation with Regard to Reactions to ELT Materials. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 177–203.04–335 Kirchner, Katharina (University of Hamburg, Germany). Motivation beim Fremdsprachenerwerb. Eine qualitative Pilotstudie zur Motivation schwedischer Deutschlerner. [Motivation in foreign language acquisition. A qualitative pilot study on motivation of Swedish learners of German.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 32.04–336 Kleppin, Karin (U. of Leipzig, Germany). ‘Bei dem Lehrer kann man ja nichts lernen”. Zur Unterstützung der Motivation durch Sprachlernberatung. [‘You cannot learn anything from the teacher”: counselling in foreign language learning and its role as motivational support.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 16.04–337 Kormos, Judith (Eötvös Loránd University in Budapest, Hungary) and Dörnyei, Zoltán. The interaction of linguistics and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 19.04–338 Lafford, Barbara A. (Arizona State U., USA; Email: blafford@asu.edu). The effect of the context of learning on the use of communication strategies by learners of Spanish as a foreign language. Studies in Second Language Acquisition (New York, USA), 26 (2004), 201–225.04–339 Leahy, Christine (Nottingham Trent U., UK; Email: echristine.leahy@ntu.ac.uk). Observations in the computer room: L2 output and learner behaviour. ReCALL (Cambridge, UK), 16, 1 (2004), 124–144.04–340 Lee, Cynthia F. K. (Hong Kong Baptist U.; Email: cfklee@hkbu.edu.hk). Written requests in emails sent by adult Chinese learners of English. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004) 58–72.04–341 Leow, Ronald P. (Georgetown U., USA; Email: RLEOW@guvax.georgetown.edu), Egi, Takako, Nuevo, Ana María and Tsai, Ya-Chin. The roles of textual enhancement and type of linguistic item in adult L2 learners' comprehension and intake. Applied Language Learning (California, USA), 13, 2 (2003), 93–108.04–342 Lund, Randall J. Erwerbssequenzen im Klassenraum. [Order of acquisition in the classroom.]. Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 99–103.04–343 McBride, Nicole (London Metropolitan University, UK; Email: n.mcbride@londonmet.ac.uk). The role of the target language in cultural studies: two surveys in UK universities. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 298–311.04–344 McIntosh, N. Cameron and Noels, A. Kimberly (U. of Alberta, Canada). Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 28.04–345 Montrul, Silvina (U. of Illinois at Urbana-Champaign, USA; Email: montrul@uiuc.edu). Psycholinguistic evidence for split intransitivity in Spanish second language acquisition. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 239–267.04–346 Orsini-Jones, Marina (Coventry U., UK; Email: m.orsini@coventry.ac.uk). Supporting a course in new literacies and skills for linguists with a Virtual Learning Environment. ReCALL (Cambridge, UK), 16, 1 (2004), 189–209.04–347 Philip, William (Utrecht U., Netherlands; Email: bill.philip@let.uu.nl) and Botschuijver, Sabine. Discourse integration and indefinite subjects in child English. IRAL (Berlin, Germany), 42, 2 (2004), 189–201.04–348 Rivalland, Judith (Edith Cowan U., Australia). Oral language development and access to school discourses. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 2 (2004), 142–158.04–349 Rosa, Elena, M. and Leow, Ronald, P. (Georgetown U., USA). Awareness, different learning conditions, and second language development. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 269–292.04–350 Schwarz-Friesel, Monika. Kognitive Linguistik heute – Metaphernverstehen als Fallbeispiel. [Cognitive Linguistics today – the case of understanding metaphors.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 83–89.04–351 Segalowitz, Norman and Freed, Barbara, F. (Concordia U., USA; Email: sgalow@vax2.concordia.ca). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition (New York, USA), 26 (2004), 173–199.04–352 Sleeman, Petra (U. of Amsterdam, Netherlands; Email: A.P.Sleeman@uva.nl). Guided learners of French and the acquisition of emphatic constructions. IRAL (Berlin, Germany), 42, 2 (2004), 129–151.04–353 Takanashi, Yoshiri (Fukuoka U. of Education, Japan; Email: yt0917@fukuoka-edu.ac.jp). TEFL and communication styles in Japanese culture. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 1–14.04–354 Wang, Judy Huei-Yu (Georgetown U., USA; Email: jw235@Georgetown.edu) and Guthrie, John T. Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 162–186.04–355 Watts, Catherine (U. of Brighton, UK). Some reasons for the decline in numbers of MFL students at degree level. Language Learning Journal (Oxford, UK), 29 (2004), 59–67.04–356 Wingate, Ursula (Oxford U., UK). Dictionary use – the need to teach strategies. Language Learning Journal (Oxford, UK), 29 (2004), 5–11.04–357 Wong, Wynne (Ohio State U., USA; Email: wong.240@osu.edu). Textual enhancement and simplified input effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 109–132.
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"Reading & writing." Language Teaching 39, no. 3 (July 2006): 201–11. http://dx.doi.org/10.1017/s026144480623369x.

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06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. 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Literacy (Blackwell) 40.1 (2006), 36–41.06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.
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"Language learning." Language Teaching 38, no. 3 (July 2005): 123–32. http://dx.doi.org/10.1017/s0261444805222991.

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05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 55–78.05–228Belz, Julie A. (Pennsylvania State U, USA), Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication (Clevedon, UK) 5.1 (2005), 3–39.05–229Berry, Roger (Lingan U, Hong Kong, China), Who do they think ‘we’ is? Learners' awareness of personality in pedagogic grammars. Language Awareness (Clevedon, UK) 14.2/3 (2005), 84–97.05–230Braun, Sabine (U of Tübingen, Germany; sabine.braun@uni-tuebingen.de), From pedagogically relevant corpora to authentic language learning contents. ReCALL (Cambridge, UK) 17.1 (2005), 47–64.05–231Chambers, Angela (U of Limerick, Ireland; Angela.Chambers@ul.ie), Integrating corpus consultation in language studies. Language Learning & Technology (Hawaii, Manoa, USA) 9.2 (2005), 111–125.05–232Cortés, Ileana, Jesús Ramirez, María Rivera, Marta Viada & Joan Fayer (U of Puerto Rico, Puerto Rico), Dame un hamburger plain con ketchup y papitas. English Today (Cambridge, UK) 21.2 (2005), 35–42.05–233Dewaele, Jean-Marc (U of London, UK), Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 118–137.05–234Elkhafaifi, Hussein (Washington U, USA; hme3@u.washington.edu), Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 206–220.05–235Flowerdew, Lynne (Hong Kong U of Science and Technology, Hong Kong, China; lclynne@ust.hk), Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 135–147.05–236Fortune, Alan (King's College London, UK), Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness (Clevedon, UK) 14.1 (2005), 21–39.05–237Garner, Mark & Erik Borg (Northumbria U, UK; mark.garner@unn.ac.uk), An ecological perspective on content-based instruction. 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The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 221–233.05–241Gumock Jeon-Ellis, Robert Debski & Gillian Wigglesworth (U of Melbourne, Australia), Oral interaction around computers in the project oriented CALL classroom. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 121–145.05–242Haig, Yvonne, Oliver Rhonda & Judith Rochecouste (Edith Cowan U, Australia), Adolescent speech networks and communicative competence. English in Australia (Norwood, Australia) 141 (2004), 49–57.05–243Harwood, Nigel (U of Essex, UK; nharwood@essex.ac.uk), What do we want EAP teaching materials for?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 149–161.05–244Heift, Trude (Simon Fraser U, Canada; heift@sfu.ca.), Inspectable learner reports for web-based language learning. 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Chavdarov, Anatoliy V. "Special Issue No. – 10, June, 2020 Journal > Special Issue > Special Issue No. – 10, June, 2020 > Page 5 “Quantative Methods in Modern Science” organized by Academic Paper Ltd, Russia MORPHOLOGICAL AND ANATOMICAL FEATURES OF THE GENUS GAGEA SALISB., GROWING IN THE EAST KAZAKHSTAN REGION Authors: Zhamal T. Igissinova,Almash A. Kitapbayeva,Anargul S. Sharipkhanova,Alexander L. Vorobyev,Svetlana F. Kolosova,Zhanat K. Idrisheva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00041 Abstract: Due to ecological preferences among species of the genus GageaSalisb, many plants are qualified as rare and/or endangered. Therefore, the problem of rational use of natural resources, in particular protection of early spring plant species is very important. However, literary sources analysis only reveals data on the biology of species of this genus. The present research,conducted in the spring of 2017-2019, focuses on anatomical and morphological features of two Altai species: Gagealutea and Gagea minima; these features were studied, clarified and confirmed by drawings and photographs. The anatomical structure of the stem and leaf blade was studied in detail. The obtained research results will prove useful for studies of medicinal raw materials and honey plants. The aforementioned species are similar in morphological features, yet G. minima issmaller in size, and its shoots appear earlier than those of other species Keywords: Flora,gageas,Altai species,vegetative organs., Refference: I. Atlas of areas and resources of medicinal plants of Kazakhstan.Almaty, 2008. II. Baitenov M.S. Flora of Kazakhstan.Almaty: Ġylym, 2001. III. DanilevichV. G. ThegenusGageaSalisb. of WesternTienShan. PhD Thesis, St. Petersburg,1996. IV. EgeubaevaR.A., GemedzhievaN.G. The current state of stocks of medicinal plants in some mountain ecosystems of Kazakhstan.Proceedings of the international scientific conference ‘”Results and prospects for the development of botanical science in Kazakhstan’, 2002. V. Kotukhov Yu.A. New species of the genus Gagea (Liliaceae) from Southern Altai. Bot. Journal.1989;74(11). VI. KotukhovYu.A. ListofvascularplantsofKazakhstanAltai. Botan. Researches ofSiberiaandKazakhstan.2005;11. VII. KotukhovYu. The current state of populations of rare and endangered plants in Eastern Kazakhstan. Almaty: AST, 2009. VIII. Kotukhov Yu.A., DanilovaA.N., AnufrievaO.A. Synopsisoftheonions (AlliumL.) oftheKazakhstanAltai, Sauro-ManrakandtheZaisandepression. BotanicalstudiesofSiberiaandKazakhstan. 2011;17: 3-33. IX. Kotukhov, Yu.A., Baytulin, I.O. Rareandendangered, endemicandrelictelementsofthefloraofKazakhstanAltai. MaterialsoftheIntern. scientific-practical. conf. ‘Sustainablemanagementofprotectedareas’.Almaty: Ridder, 2010. X. Krasnoborov I.M. et al. The determinant of plants of the Republic of Altai. Novosibirsk: SB RAS, 2012. XI. Levichev I.G. On the species status of Gagea Rubicunda. Botanical Journal.1997;6:71-76. XII. Levichev I.G. A new species of the genus Gagea (Liliaceae). Botanical Journal. 2000;7: 186-189. XIII. Levichev I.G., Jangb Chang-gee, Seung Hwan Ohc, Lazkovd G.A.A new species of genus GageaSalisb.(Liliaceae) from Kyrgyz Republic (Western Tian Shan, Chatkal Range, Sary-Chelek Nature Reserve). Journal of Asia-Pacific Biodiversity.2019; 12: 341-343. XIV. Peterson A., Levichev I.G., Peterson J. Systematics of Gagea and Lloydia (Liliaceae) and infrageneric classification of Gagea based on molecular and morphological data. Molecular Phylogenetics and Evolution.2008; 46. XV. Peruzzi L., Peterson A., Tison J.-M., Peterson J. Phylogenetic relationships of GageaSalisb.(Liliaceae) in Italy, inferred from molecular and morphological data matrices. Plant Systematics and Evolution; 2008: 276. XVI. Rib R.D. Honey plants of Kazakhstan. Advertising Digest, 2013. XVII. Scherbakova L.I., Shirshikova N.A. Flora of medicinal plants in the vicinity of Ust-Kamenogorsk. Collection of materials of the scientific-practical conference ‘Unity of Education, Science and Innovation’. Ust-Kamenogorsk: EKSU, 2011. XVIII. syganovA.P. PrimrosesofEastKazakhstan. Ust-Kamenogorsk: EKSU, 2001. XIX. Tsyganov A.P. Flora and vegetation of the South Altai Tarbagatay. Berlin: LAP LAMBERT,2014. XX. Utyasheva, T.R., Berezovikov, N.N., Zinchenko, Yu.K. ProceedingsoftheMarkakolskStateNatureReserve. Ust-Kamenogorsk, 2009. XXI. Xinqi C, Turland NJ. Gagea. Flora of China.2000;24: 117-121. XXII. Zarrei M., Zarre S., Wilkin P., Rix E.M. Systematic revision of the genus GageaSalisb. (Liliaceae) in Iran.BotJourn Linn Soc.2007;154. XXIII. Zarrei M., Wilkin P., Ingroille M.J., Chase M.W. A revised infrageneric classification for GageaSalisb. (Tulipeae; Liliaceae): insights from DNA sequence and morphological data.Phytotaxa.2011:5. View | Download INFLUENCE OF SUCCESSION CROPPING ON ECONOMIC EFFICIENCY OF NO-TILL CROP ROTATIONS Authors: Victor K. Dridiger,Roman S. Stukalov,Rasul G. Gadzhiumarov,Anastasiya A. Voropaeva,Viktoriay A. Kolomytseva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00042 Abstract: This study was aimed at examining the influence of succession cropping on the economic efficiency of no-till field crop rotations on the black earth in the zone of unstable moistening of the Stavropol krai. A long-term stationary experiment was conducted to examine for the purpose nine field crop rotation patterns different in the number of fields (four to six), set of crops, and their succession in crop rotation. The respective shares of legumes, oilseeds, and cereals in the cropping pattern were 17 to 33, 17 to 40, and 50 to 67 %. It has been established that in case of no-till field crop cultivation the economic efficiency of plant production depends on the set of crops and their succession in rotation. The most economically efficient type of crop rotation is the soya-winter wheat-peas-winter wheat-sunflower-corn six-field rotation with two fields of legumes: in this rotation 1 ha of crop rotation area yields 3 850 grain units per ha at a grain unit prime cost of 5.46 roubles; the plant production output return and profitability were 20,888 roubles per ha and 113 %, respectively. The high production profitabilities provided by the soya-winter wheat-sunflower four-field and the soya-winter-wheat-sunflower-corn-winter wheat five-field crop rotation are 108.7 and 106.2 %, respectively. The inclusion of winter wheat in crop rotation for two years in a row reduces the second winter wheat crop yield by 80 to 100 %, which means a certain reduction in the grain unit harvesting rate to 3.48-3.57 thousands per ha of rotation area and cuts the production profitability down to 84.4-92.3 %. This is why, no-till cropping should not include winter wheat for a second time Keywords: No-till technology,crop rotation,predecessor,yield,return,profitability, Refference: I Badakhova G. Kh. and Knutas A. V., Stavropol Krai: Modern Climate Conditions [Stavropol’skiykray: sovremennyyeklimaticheskiyeusloviya]. Stavropol: SUE Krai Communication Networks, 2007. II Cherkasov G. N. and Akimenko A. S. Scientific Basis of Modernization of Crop Rotations and Formation of Their Systems according to the Specializations of Farms in the Central Chernozem Region [Osnovy moderniz atsiisevooborotoviformirovaniyaikh sistem v sootvetstvii so spetsi-alizatsiyeykhozyaystvTsentral’nogoChernozem’ya]. Zemledelie. 2017; 4: 3-5. III Decree 330 of July 6, 2017 the Ministry of Agriculture of Russia “On Approving Coefficients of Converting to Agricultural Crops to Grain Units [Ob utverzhdeniikoeffitsiyentovperevoda v zernovyyee dinitsysel’s kokhozyaystvennykhkul’tur]. IV Dridiger V. K., About Methods of Research of No-Till Technology [O metodikeissledovaniytekhnologii No-till]//Achievements of Science and Technology of AIC (Dostizheniyanaukiitekhniki APK). 2016; 30 (4): 30-32. V Dridiger V. K. and Gadzhiumarov R. G. Growth, Development, and Productivity of Soya Beans Cultivated On No-Till Technology in the Zone of Unstable Moistening of Stavropol Region [Rost, razvitiyeiproduktivnost’ soiprivozdelyvaniipotekhnologii No-till v zone ne-ustoychivog ouvlazhneniyaStavropol’skogokraya]//Oil Crops RTBVNIIMK (Maslichnyyekul’turyNTBVNIIMK). 2018; 3 (175): 52–57. VI Dridiger V. K., Godunova E. I., Eroshenko F. V., Stukalov R. S., Gadzhiumarov, R. G., Effekt of No-till Technology on erosion resistance, the population of earthworms and humus content in soil (Vliyaniyetekhnologii No-till naprotivoerozionnuyuustoychivost’, populyatsiyudozhdevykhcherveyisoderzhaniyegumusa v pochve)//Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2018; 9 (2): 766-770. VII Karabutov A. P., Solovichenko V. D., Nikitin V. V. et al., Reproduction of Soil Fertility, Productivity and Energy Efficiency of Crop Rotations [Vosproizvodstvoplodorodiyapochv, produktivnost’ ienergeticheskayaeffektivnost’ sevooborotov]. Zemledelie. 2019; 2: 3-7. VIII Kulintsev V. V., Dridiger V. K., Godunova E. I., Kovtun V. I., Zhukova M. P., Effekt of No-till Technology on The Available Moisture Content and Soil Density in The Crop Rotation [Vliyaniyetekhnologii No-till nasoderzhaniyedostupnoyvlagiiplotnost’ pochvy v sevoob-orote]// Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2017; 8 (6): 795-99. IX Kulintsev V. V., Godunova E. I., Zhelnakova L. I. et al., Next-Gen Agriculture System for Stavropol Krai: Monograph [SistemazemledeliyanovogopokoleniyaStavropol’skogokraya: Monogtafiya]. Stavropol: AGRUS Publishers, Stavropol State Agrarian University, 2013. X Lessiter Frank, 29 reasons why many growers are harvesting higher no-till yields in their fields than some university scientists find in research plots//No-till Farmer. 2015; 44 (2): 8. XI Rodionova O. A. Reproduction and Exchange-Distributive Relations in Farming Entities [Vosproizvodstvoiobmenno-raspredelitel’nyyeotnosheniya v sel’skokhozyaystvennykhorganizatsiyakh]//Economy, Labour, and Control in Agriculture (Ekonomika, trud, upravleniye v sel’skomkhozyaystve). 2010; 1 (2): 24-27. XII Sandu I. S., Svobodin V. A., Nechaev V. I., Kosolapova M. V., and Fedorenko V. F., Agricultural Production Efficiency: Recommended Practices [Effektivnost’ sel’skokhozyaystvennogoproizvodstva (metodicheskiyerekomendatsii)]. Moscow: Rosinforagrotech, 2013. XIII Sotchenko V. S. Modern Corn Cultivation Technologies [Sovremennayatekhnologiyavozdelyvaniya]. Moscow: Rosagrokhim, 2009. View | Download DEVELOPMENT AND TESTING OF AUTONOMOUS PORTABLE SEISMOMETER DESIGNED FOR USE AT ULTRALOW TEMPERATURES IN ARCTIC ENVIRONMENT Authors: Mikhail A. Abaturov,Yuriy V. Sirotinskiy, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00043 Abstract: This paper is concerned with solving one of the issues of the general problem of designing geophysical equipment for the natural climatic environment of the Arctic. The relevance of the topic has to do with an increased global interest in this region. The paper is aimed at considering the basic principles of developing and the procedure of testing seismic instruments for use at ultralow climatic temperatures. In this paper the indicated issue is considered through the example of a seismic module designed for petroleum and gas exploration by passive seismoacoustic methods. The seismic module is a direct-burial portable unit of around 5 kg in weight, designed to continuously measure and record microseismic triaxial orthogonal (ZNE) noise in a range from 0.1 to 45 Hz during several days in autonomous mode. The functional chart of designing the seismic module was considered, and concrete conclusions were made for choosing the necessary components to meet the ultralow-temperature operational requirements. The conclusions made served for developing appropriate seismic module. In this case, the components and tools used included a SAFT MP 176065 xc low-temperature lithium cell, industrial-spec electronic component parts, a Zhaofeng Geophysical ZF-4.5 Chinese primary electrodynamic seismic sensor, housing seal parts made of frost-resistant silicone materials, and finely dispersed silica gel used as water-retaining sorbent to avoid condensation in the housing. The paper also describes a procedure of low-temperature collation tests at the lab using a New Brunswick Scientific freezing plant. The test results proved the operability of the developed equipment at ultralow temperatures down to -55°C. In addition, tests were conducted at low microseismic noises in the actual Arctic environment. The possibility to detect signals in a range from 1 to 10 Hz at the level close to the NLNM limit (the Peterson model) has been confirmed, which allows monitoring and exploring petroleum and gas deposits by passive methods. As revealed by this study, the suggested approaches are efficient in developing high-precision mobile seismic instruments for use at ultralow climatic temperatures. The solution of the considered instrumentation and methodical issues is of great practical significance as a constituent of the generic problem of Arctic exploration. Keywords: Seismic instrumentation,microseismic monitoring,Peterson model,geological exploration,temperature ratings,cooling test, Refference: I. AD797: Ultralow Distortion, Ultralow Noise Op Amp, Analog Devices, Inc., Data Sheet (Rev. K). Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/data-sheets/AD797.pdf(Date of access September 2, 2019). II. Agafonov, V. M., Egorov, I. V., and Shabalina, A. S. Operating Principles and Technical Characteristics of a Small-Sized Molecular–Electronic Seismic Sensor with Negative Feedback [Printsipyraboty I tekhnicheskiyekharakteristikimalogabaritnogomolekulyarno-elektronnogoseysmodatchika s otritsatel’noyobratnoysvyaz’yu]. SeysmicheskiyePribory (Seismic Instruments). 2014; 50 (1): 1–8. DOI: 10.3103/S0747923914010022. III. Antonovskaya, G., Konechnaya, Ya.,Kremenetskaya, E., Asming, V., Kvaema, T., Schweitzer, J., Ringdal, F. Enhanced Earthquake Monitoring in the European Arctic. Polar Science. 2015; 1 (9): 158-167. 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Analytical comparison of seismic instruments for stationary surveys in the Arctic [Sravnitel’nyyanalizseysmicheskoyapparaturydlyastatsionarnykhnablyudeniy v Arktike]. DSYS. URL: https://dsys.ru/upload/id254_docPDF_FranzJosefLand.pdf(Date of access September 2, 2019). X. Dew point temperature calculator. Maple Tech. International LLC. URL: https://www.calculator.net/dew-point-calculator.html?airtemperature=20&airtemperatureunit=celsius&humidity=0.34&dewpoint=&dewpointunit=celsius&x=51&y=14(Date of access September 2, 2019). XI. Frolov, A. S. Matching of wave fields recorded by different geophysical receivers [Soglasovaniyevolnovykhpoley, poluchennykh s primeneniyemrazlichnoyregistriruyushcheyapparatury]. Abstracts IX International scientific and technical conference competition of young specialists “Geophysics-2013”. Saint-Petersburg: Gubkin University, 2013. 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F., Chirkin, I. A., Rizanov, E. G., LeRoy, S. D., Koligaev, S. O. Long-term monitoring of microseismic emissions: Earth tides, fracture distribution, and fluid content. SEG, APPG Interpretation. 2016: 4 (2): T191–T204. XIX. Laverov, N. P., Bogoyavlenskiy, V. I., Bogoyavlenskiy, I. V. Fundamental Aspects of Rational Management of the Petroleum and Gas Resources of the Arctic and the Russian Continental Shelf: Strategy, Prospects, and Problems [Fundamental’nyyeaspektyratsional’nogoosvoyeniyaresursovneftiigazaArktiki I shel’faRossii: strategiya, perspektivyi problem].Arktika: ekologiya I ekonomika [Arctic: Ecology and Economy]. 2016; 2 (22): 4-13. XX. Lee, P. Low Noise Amplifier Selection Guide for Optimal Noise Performance, Analog Devices, Inc., AN-940 Application Note. Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/application-notes/AN-940.pdf(Date of access September 2, 2019). XXI. Markatis, N., Polychronopoulou, K., Tselentis, Ak. Passive seismic tomography: A passive concept actively evolving. First Break. 2012; 30 (7): 83-90. XXII. Matveev, I. V. and Matveeva, N. V. Portable seismic recorder “SEISAR-5” with very low energy consumption for autonomous work in harsh climatic conditions [Portativnyyseysmicheskiyregistrator «Seysar-5» s ochen’ nizkimenergopotrebleniyemdlyaavtonomnoyraboty v slozhnykhklimatic heskikhusloviyakh]. Nauka I tekhnologicheskierazrabotki (Science and Technological Developments). 2017; 96 (3): 33-40. [Special Issue “Applied Geophysics: New Developments and Results. Part 1. Seismology and Seismic Exploration]. DOI: 10.21455/std2017.3-3. XXIII. Mishra, R. The Temperature Ratings of Electronic Parts.Electronics Cooling magazine. URL: http://www.electronics-cooling.com/2004/02/the-temperature-ratings-of-electronic-parts(Date of access September 2, 2019). XXIV. Moore, Sue E.; Stabeno, Phyllis J.; Van Pelt, Thomas I. The Synthesis of Arctic Research (SOAR) project. 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View | Download COMPARATIVE ANALYSIS OF RESULTS OF TREATMENT OF PATIENTS WITH FOOT PATHOLOGY WHO UNDERWENT WEIL OPEN OSTEOTOMY BY CLASSICAL METHOD AND WITHOUT STEOSYNTHESIS Authors: Yuriy V. Lartsev,Dmitrii A. Rasputin,Sergey D. Zuev-Ratnikov,Pavel V.Ryzhov,Dmitry S. Kudashev,Anton A. Bogdanov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00044 Abstract: The article considers the problem of surgical correction of the second metatarsal bone length. The article analyzes the results of treatment of patients with excess length of the second metatarsal bones that underwent osteotomy with and without osteosynthesis. The results of treatment of patients who underwent metatarsal shortening due to classical Weil-osteotomy with and without osteosynthesis were analyzed. The first group consisted of 34 patients. They underwent classical Weil osteotomy. The second group included 44 patients in whomosteotomy of the second metatarsal bone were not by the screw. When studying the results of the treatment in the immediate postoperative period, weeks 6, 12, slightly better results were observed in patients of the first group, while one year after surgical treatment the results in both groups were comparable. One year after surgical treatment, there were 2.9% (1 patient) of unsatisfactory results in the first group and 4.5% (2 patients) in the second group. Considering the comparability of the results of treatment in remote postoperative period, the choice of concrete method remains with the operating surgeon. Keywords: Flat feet,hallux valgus,corrective osteotomy,metatarsal bones, Refference: I. A novel modification of the Stainsby procedure: surgical technique and clinical outcome [Text] / E. Concannon, R. MacNiocaill, R. Flavin [et al.] // Foot Ankle Surg. – 2014. – Dec., Vol. 20(4). – P. 262–267. II. Accurate determination of relative metatarsal protrusion with a small intermetatarsal angle: a novel simplified method [Text] / L. Osher, M.M. Blazer, S. Buck [et al.] // J. Foot Ankle Surg. – 2014. – Sep.-Oct., Vol. 53(5). – P. 548–556. III. Argerakis, N.G. The radiographic effects of the scarf bunionectomy on rearfoot alignment [Text] / N.G. Argerakis, L.Jr. Weil, L.S. Sr. Weil // Foot Ankle Spec. – 2015. – Apr., Vol. 8(2). – P. 89–94. IV. Bauer, T. Percutaneous forefoot surgery [Text] / T. Bauer // Orthop. Traumatol. Surg. Res. – 2014. – Feb., Vol. 100(1 Suppl.). – P. S191–S204. V. Biomechanical Evaluation of Custom Foot Orthoses for Hallux Valgus Deformity [Text] // J. Foot Ankle Surg. – 2015. – Sep.-Oct., Vol.54(5). – P. 852–855. VI. Chopra, S. Characterization of gait in female patients with moderate to severe hallux valgus deformity [Text] / S. Chopra, K. Moerenhout, X. Crevoisier // Clin. Biomech. (Bristol, Avon). – 2015. – Jul., Vol. 30(6). – P. 629–635. VII. Computer assisted planning and custom-made surgical guide for malunited pronation deformity after first metatarsophalangeal joint arthrodesis in rheumatoid arthritis: a case report [Text] / M. Hirao, S. Ikemoto, H. Tsuboi [et al.] // Comput. Aided Surg. – 2014. – Vol. 19(1-3). – P. 13–19. VIII. Correlation between static radiographic measurements and intersegmental angular measurements during gait using a multisegment foot model [Text] / D.Y. Lee, S.G. Seo, E.J. Kim [et al.] // Foot Ankle Int. – 2015. – Jan., Vol.36(1). – P. 1–10. IX. Correlative study between length of first metatarsal and transfer metatarsalgia after osteotomy of first metatarsal [Text]: [Article in Chinese] / F.Q. Zhang, B.Y. Pei, S.T. Wei [et al.] // Zhonghua Yi XueZaZhi. – 2013. – Nov. 19, Vol. 93(43). – P. 3441–3444. X. Dave, M.H. Forefoot Deformity in Rheumatoid Arthritis: A Comparison of Shod and Unshod Populations [Text] / M.H. Dave, L.W. Mason, K. Hariharan // Foot Ankle Spec. – 2015. – Oct., Vol. 8(5). – P. 378–383. XI. Does arthrodesis of the first metatarsophalangeal joint correct the intermetatarsal M1M2 angle? Analysis of a continuous series of 208 arthrodeses fixed with plates [Text] / F. Dalat, F. Cottalorda, M.H. Fessy [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6). – P. 709–714. XII. Dynamic plantar pressure distribution after percutaneous hallux valgus correction using the Reverdin-Isham osteotomy [Text]: [Article in Spanish] / G. Rodríguez-Reyes, E. López-Gavito, A.I. Pérez-Sanpablo [et al.] // Rev. Invest. Clin. – 2014. – Jul., Vol. 66, Suppl. 1. – P. S79-S84. XIII. Efficacy of Bilateral Simultaneous Hallux Valgus Correction Compared to Unilateral [Text] / A.V. Boychenko, L.N. Solomin, S.G. Parfeyev [et al.] // Foot Ankle Int. – 2015. – Nov., Vol. 36(11). – P. 1339–1343. XIV. Endolog technique for correction of hallux valgus: a prospective study of 30 patients with 4-year follow-up [Text] / C. Biz, M. Corradin, I. Petretta [et al.] // J. OrthopSurg Res. – 2015. – Jul. 2, № 10. – P. 102. XV. First metatarsal proximal opening wedge osteotomy for correction of hallux valgus deformity: comparison of straight versus oblique osteotomy [Text] / S.H. Han, E.H. Park, J. Jo [et al.] // Yonsei Med. J. – 2015. – May, Vol. 56(3). – P. 744–752. XVI. Long-term outcome of joint-preserving surgery by combination metatarsal osteotomies for shortening for forefoot deformity in patients with rheumatoid arthritis [Text] / H. Niki, T. Hirano, Y. Akiyama [et al.] // Mod. Rheumatol. – 2015. – Sep., Vol. 25(5). – P. 683–638. XVII. Maceira, E. Transfer metatarsalgia post hallux valgus surgery [Text] / E. Maceira, M. Monteagudo // Foot Ankle Clin. – 2014. – Jun., Vol. 19(2). – P.285–307. XVIII. Nielson, D.L. Absorbable fixation in forefoot surgery: a viable alternative to metallic hardware [Text] / D.L. Nielson, N.J. Young, C.M. Zelen // Clin. Podiatr. Med. Surg. – 2013. – Jul., Vol. 30(3). – P. 283–293 XIX. Patient’s satisfaction after outpatient forefoot surgery: Study of 619 cases [Text] / A. Mouton, V. Le Strat, D. Medevielle [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6 Suppl.). – P. S217–S220. XX. Preference of surgical procedure for the forefoot deformity in the rheumatoid arthritis patients–A prospective, randomized, internal controlled study [Text] / M. Tada, T. Koike, T. Okano [et al.] // Mod. Rheumatol. – 2015. – May., Vol. 25(3). – P.362–366. XXI. Redfern, D. Percutaneous Surgery of the Forefoot [Text] / D. Redfern, J. Vernois, B.P. Legré // Clin. Podiatr. Med. Surg. – 2015. – Jul., Vol. 32(3). – P. 291–332. XXII. Singh, D. Bullous pemphigoid after bilateral forefoot surgery [Text] / D. Singh, A. Swann // Foot Ankle Spec. – 2015. – Feb., Vol. 8(1). – P. 68–72. XXIII. Treatment of moderate hallux valgus by percutaneous, extra-articular reverse-L Chevron (PERC) osteotomy [Text] / J. Lucas y Hernandez, P. Golanó, S. Roshan-Zamir [et al.] // Bone Joint J. – 2016. – Mar., Vol. 98-B(3). – P. 365–373. XXIV. Weil, L.Jr. Scarf osteotomy for correction of hallux abducto valgus deformity [Text] / L.Jr. Weil, M. Bowen // Clin. Podiatr. Med. Surg. – 2014. – Apr., Vol.31(2). – P. 233–246. View | Download QUANTITATIVE ULTRASONOGRAPHY OF THE STOMACH AND SMALL INTESTINE IN HEALTHYDOGS Authors: Roman A. Tcygansky,Irina I. Nekrasova,Angelina N. Shulunova,Alexander I.Sidelnikov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00045 Abstract: Purpose.To determine the quantitative echogenicity indicators (and their ratio) of the layers of stomach and small intestine wall in healthy dogs. Methods. A prospective 3-year study of 86 healthy dogs (aged 1-7 yrs) of different breeds and of both sexes. Echo homogeneity and echogenicity of the stomach and intestines wall were determined by the method of Silina, T.L., et al. (2010) in absolute values ​​of average brightness levels of ultrasound image pixels using the 8-bit scale with 256 shades of gray. Results. Quantitative echogenicity indicators of the stomach and the small intestine wall in dogs were determined. Based on the numerical values ​​characterizing echogenicity distribution in each layer of a separate structure of the digestive system, the coefficient of gastric echogenicity is determined as 1:2.4:1.1 (mucosa/submucosa/muscle layers, respectively), the coefficient of duodenum and jejunum echogenicity is determined as 1:3.5:2 and that of ileum is 1:1.8:1. Clinical significance. The echogenicity coefficient of the wall of the digestive system allows an objective assessment of the stomach and intestines wall and can serve as the basis for a quantitative assessment of echogenicity changes for various pathologies of the digestive system Keywords: Ultrasound (US),echogenicity,echogenicity coefficient,digestive system,dogs,stomach,intestines, Refference: I. Agut, A. Ultrasound examination of the small intestine in small animals // Veterinary focus. 2009.Vol. 19. No. 1. P. 20-29. II. Bull. 4.RF patent 2398513, IPC51A61B8 / 00 A61B8 / 14 (2006.01) A method for determining the homoechogeneity and the degree of echogenicity of an ultrasound image / T. Silina, S. S. Golubkov. – No. 2008149311/14; declared 12/16/2008; publ. 09/10/2010 III. Choi, M., Seo, M., Jung, J., Lee, K., Yoon, J., Chang, D., Park, RD. Evaluation of canine gastric motility with ultrasonography // J. of Veterinary Medical Science. – 2002. Vol. 64. – № 1. – P. 17-21. IV. Delaney, F., O’Brien, R.T., Waller, K.Ultrasound evaluation of small bowel thickness compared to weight in normal dogs // Veterinary Radiology and Ultrasound. 2003 Vol. 44, № 5. Р 577-580. V. Diana, A., Specchi, S., Toaldo, M.B., Chiocchetti, R., Laghi, A., Cipone, M. Contrast-enhanced ultrasonography of the small bowel in healthy cats // Veterinary Radiology and Ultrasound. – 2011. – Vol. 52, № 5. – Р. 555-559. VI. Garcia, D.A.A., Froes, T.R. Errors in abdominal ultrasonography in dogs and cats // J. of Small Animal Practice. – 2012. Vol. 53. – № 9. – P. 514-519. VII. Garcia, D.A.A., Froes, T.R. Importance of fasting in preparing dogs for abdominal ultrasound examination of specific organs // J. of Small Animal Practice. – 2014. Vol. 55. – № 12. – P. 630-634. VIII. Gaschen, L., Granger, L.A., Oubre, O., Shannon, D., Kearney, M., Gaschen, F. The effects of food intake and its fat composition on intestinal echogenicity in healthy dogs // Veterinary Radiology and Ultrasound. 2016. Vol. 57. № 5. P. 546-550 IX. Gaschen, L., Kircher, P., Stussi, A., Allenspach, K., Gaschen, F., Doherr, M., Grone, A. Comparison of ultrasonographic findings with clinical activity index (CIBDAI) and diagnosis in dogs with chronic enteropathies // Veterinary radiology and ultrasound. – 2008. – Vol. 49. – № 1. – Р. 56-64. X. Gil, E.M.U. Garcia, D.A.A. Froes, T.R. In utero development of the fetal intestine: Sonographic evaluation and correlation with gestational age and fetal maturity in dogs // Theriogenology. 2015. Vol. 84, №5. Р. 681-686. XI. Gladwin, N.E. Penninck, D.G., Webster, C.R.L. Ultrasonographic evaluation of the thickness of the wall layers in the intestinal tract of dogs // American Journal of Veterinary Research. 2014. Vol. 75, №4. Р. 349-353. XII. Gory, G., Rault, D.N., Gatel, L, Dally, C., Belli, P., Couturier, L., Cauvin, E. Ultrasonographic characteristics of the abdominal esophagus and cardia in dogs // Veterinary Radiology and Ultrasound. 2014. Vol. 55, № 5. P. 552-560. XIII. Günther, C.S. Lautenschläger, I.E., Scholz, V.B. Assessment of the inter- and intraobserver variability for sonographical measurement of intestinal wall thickness in dogs without gastrointestinal diseases | [Inter-und Intraobserver-Variabilitätbei der sonographischenBestimmung der Darmwanddicke von HundenohnegastrointestinaleErkrankungen] // Tierarztliche Praxis Ausgabe K: Kleintiere – Heimtiere. 2014. Vol. 42 №2. Р. 71-78. XIV. Hanazono, K., Fukumoto, S., Hirayama, K., Takashima, K., Yamane, Y., Natsuhori, M., Kadosawa, T., Uchide, T. Predicting Metastatic Potential of gastrointestinal stromal tumors in dog by ultrasonography // J. of Veterinary Medical Science. – 2012. Vol. 74. – № 11. – P. 1477-1482. XV. Heng, H.G., Lim, Ch.K., Miller, M.A., Broman, M.M.Prevalence and significance of an ultrasonographic colonic muscularishyperechoic band paralleling the serosal layer in dogs // Veterinary Radiology and Ultrasound. 2015. Vol. 56 № 6. P. 666-669. XVI. Ivančić, M., Mai, W. Qualitative and quantitative comparison of renal vs. hepatic ultrasonographic intensity in healthy dogs // Veterinary Radiology and Ultrasound. 2008. Vol. 49. № 4. Р. 368-373. XVII. Lamb, C.R., Mantis, P. Ultrasonographic features of intestinal intussusception in 10 dogs // J. of Small Animal Practice. – 2008. Vol. 39. – № 9. – P. 437-441. XVIII. Le Roux, A. B., Granger, L.A., Wakamatsu, N, Kearney, M.T., Gaschen, L.Ex vivo correlation of ultrasonographic small intestinal wall layering with histology in dogs // Veterinary Radiology and Ultrasound.2016. Vol. 57. № 5. P. 534-545. XIX. Nielsen, T. High-frequency ultrasound of Peyer’s patches in the small intestine of young cats / T. Nielsen [et al.] // Journal of Feline Medicine and Surgery. – 2015. – Vol. 18, № 4. – Р. 303-309. XX. PenninckD.G. Gastrointestinal tract. In Nyland T.G., Mattoon J.S. (eds): Small Animal Diagnostic Ultrasound. Philadelphia: WB Saunders. 2002, 2nd ed. Р. 207-230. XXI. PenninckD.G. Gastrointestinal tract. In: PenninckD.G.,d´Anjou M.A. Atlas of Small Animal Ultrasonography. Blackwell Publishing, Iowa. 2008. Р. 281-318. XXII. Penninck, D.G., Nyland, T.G., Kerr, L.Y., Fisher, P.E. Ultrasonographic evaluation of gastrointestinal diseases in small animals // Veterinary Radiology. 1990. Vol. 31. №3. P. 134-141. XXIII. Penninck, D.G.,Webster, C.R.L.,Keating, J.H. The sonographic appearance of intestinal mucosal fibrosis in cats // Veterinary Radiology and Ultrasound. – 2010. – Vol. 51, № 4. – Р. 458-461. XXIV. Pollard, R.E.,Johnson, E.G., Pesavento, P.A., Baker, T.W., Cannon, A.B., Kass, P.H., Marks, S.L. Effects of corn oil administered orally on conspicuity of ultrasonographic small intestinal lesions in dogs with lymphangiectasia // Veterinary Radiology and Ultrasound. 2013. Vol. 54. № 4. P. 390-397. XXV. Rault, D.N., Besso, J.G., Boulouha, L., Begon, D., Ruel, Y. Significance of a common extended mucosal interface observed in transverse small intestine sonograms // Veterinary Radiology and Ultrasound. 2004. Vol. 45. №2. Р. 177-179. XXVI. Sutherland-Smith, J., Penninck, D.G., Keating, J.H., Webster, C.R.L. Ultrasonographic intestinal hyperechoic mucosal striations in dogs are associated with lacteal dilation // Veterinary Radiology and Ultrasound. – 2007. Vol. 48. – № 1. – P. 51-57. View | Download EVALUATION OF ADAPTIVE POTENTIAL IN MEDICAL STUDENTS IN THE CONTEXT OF SEASONAL DYNAMICS Authors: Larisa A. Merdenova,Elena A. Takoeva,Marina I. Nartikoeva,Victoria A. Belyayeva,Fatima S. Datieva,Larisa R. Datieva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00046 Abstract: The aim of this work was to assess the functional reserves of the body to quantify individual health; adaptation, psychophysiological characteristics of the health quality of medical students in different seasons of the year. When studying the temporal organization of physiological functions, the rhythm parameters of physiological functions were determined, followed by processing the results using the Cosinor Analysis program, which reveals rhythms with an unknown period for unequal observations, evaluates 5 parameters of sinusoidal rhythms (mesor, amplitude, acrophase, period, reliability). The essence of desynchronization is the mismatch of circadian rhythms among themselves or destruction of the rhythms architectonics (instability of acrophases or their disappearance). Desynchronization with respect to the rhythmic structure of the body is of a disregulatory nature, most pronounced in pathological desynchronization. High neurotism, increased anxiety reinforces the tendency to internal desynchronization, which increases with stress. During examination stress, students experience a decrease in the stability of the temporary organization of the biosystem and the tension of adaptive mechanisms develops, which affects attention, mental performance and the quality of adaptation to the educational process. Time is shortened and the amplitude of the “initial minute” decreases, personal and situational anxiety develops, and the level of psychophysiological adaptation decreases. The results of the work are priority because they can be used in assessing quality and level of health. Keywords: Desynchronosis,biorhythms,psycho-emotional stress,mesor,acrophase,amplitude,individual minute, Refference: I. Arendt, J., Middleton, B. Human seasonal and circadian studies in Antarctica (Halley, 75_S) – General and Comparative Endocrinology. 2017: 250-259. (http://dx.doi.org/10.1016/j.ygcen.2017.05.010). II. BalandinYu.P. A brief methodological guide on the use of the agro-industrial complex “Health Sources” / Yu.P. Balandin, V.S. Generalov, V.F. Shishlov. Ryazan, 2007. III. Buslovskaya L.K. Adaptation reactions in students at exam stress/ L.K. Buslovskaya, Yu.P. Ryzhkova. Scientific bulletin of Belgorod State University. Series: Natural Sciences. 2011;17(21):46-52. IV. Chutko L. S. Sindromjemocionalnogovygoranija – Klinicheskie I psihologicheskieaspekty./ L.S Chutko. Moscow: MEDpress-inform, 2013. V. Eroshina K., Paul Wilkinson, Martin Mackey. The role of environmental and social factors in the occurrence of diseases of the respiratory tract in children of primary school age in Moscow. Medicine. 2013:57-71. VI. Fagrell B. “Microcirculation of the Skin”. The physiology and pharmacology of the microcirculation. 2013:423. VII. Gurova O.A. Change in blood microcirculation in students throughout the day. New research. 2013; 2 (35):66-71. VIII. Khetagurova L.G. – Stress/Ed. L.G. Khetagurov. Vladikavkaz: Project-Press Publishing House, 2010. IX. Khetagurova L.G., Urumova L.T. et al. Stress (chronomedical aspects). International Journal of Experimental Education 2010; 12: 30-31. X. Khetagurova L.G., Salbiev K.D., Belyaev S.D., Datieva F.S., Kataeva M.R., Tagaeva I.R. Chronopathology (experimental and clinical aspects/ Ed. L.G. Khetagurov, K.D. Salbiev, S.D.Belyaev, F.S. Datiev, M.R. Kataev, I.R. Tagaev. Moscow: Science, 2004. XI. KlassinaS.Ya. Self-regulatory reactions in the microvasculature of the nail bed of fingers in person with psycho-emotional stress. Bulletin of new medical technologies, 2013; 2 (XX):408-412. XII. Kovtun O.P., Anufrieva E.V., Polushina L.G. Gender-age characteristics of the component composition of the body in overweight and obese schoolchildren. Medical Science and Education of the Urals. 2019; 3:139-145. XIII. Kuchieva M.B., Chaplygina E.V., Vartanova O.T., Aksenova O.A., Evtushenko A.V., Nor-Arevyan K.A., Elizarova E.S., Efremova E.N. A comparative analysis of the constitutional features of various generations of healthy young men and women in the Rostov Region. Modern problems of science and education. 2017; 5:50-59. XIV. Mathias Adamsson1, ThorbjörnLaike, Takeshi Morita – Annual variation in daily light expo-sure and circadian change of melatonin and cortisol consent rations at a northern latitude with large seasonal differences in photoperiod length – Journal of Physiological Anthropology. 2017; 36: 6 – 15. XV. Merdenova L.A., Tagaeva I.R., Takoeva E.A. Features of the study of biological rhythms in children. The results of fundamental and applied research in the field of natural and technical sciences. Materials of the International Scientific and Practical Conference. Belgorod, 2017, pp. 119-123. XVI. Ogarysheva N.V. The dynamics of mental performance as a criterion for adapting to the teaching load. Bulletin of the Samara Scientific Center of the Russian Academy of Sciences. 2014;16:5 (1): S.636-638. XVII. Pekmezovi T. Gene-environment interaction: A genetic-epidemiological approach. Journal of Medical Biochemistry. 2010;29:131-134. XVIII. Rapoport S.I., Chibisov S.M. Chronobiology and chronomedicine: history and prospects/Ed. S.M. Chibisov, S.I. Rapoport ,, M.L. Blagonravova. Chronobiology and Chronomedicine: Peoples’ Friendship University of Russia (RUDN) Press. Moscow, 2018. XIX. Roustit M., Cracowski J.L. “Non-invasive assessment of skin microvascular function in humans: an insight into methods” – Microcirculation 2012; 19 (1): 47-64. XX. Rud V.O., FisunYu.O. – References of the circadian desinchronosis in students. Ukrainian Bulletin of Psychoneurology. 2010; 18(2) (63): 74-77. XXI. Takoeva Z. A., Medoeva N. O., Berezova D. T., Merdenova L. A. et al. Long-term analysis of the results of chronomonitoring of the health of the population of North Ossetia; Vladikavkaz Medical and Biological Bulletin. 2011; 12(12,19): 32-38. XXII. Urumova L.T., Tagaeva I.R., Takoeva E.A., Datieva L.R. – The study of some health indicators of medical students in different periods of the year. Health and education in the XXI century. 2016; 18(4): 94-97. XXIII. Westman J. – Complex diseases. In: Medical genetics for the modern clinician. USA: Lippincott Williams & Wilkins, 2006. XXIV. Yadrischenskaya T.V. Circadian biorhythms of students and their importance in educational activities. Problems of higher education. Pacific State University Press. 2016; 2:176-178. View | Download TRIADIC COMPARATIVE ANALYSIS Authors: Stanislav A.Kudzh,Victor Ya. Tsvetkov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00047 Abstract: The present study of comparison methods based on the triadic model introduces the following concepts: the relation of comparability and the relation of comparison, and object comparison and attributive comparison. The difference between active and passive qualitative comparison is shown, two triadic models of passive and active comparison and models for comparing two and three objects are described. Triadic comparison models are proposed as an alternative to dyadic comparison models. Comparison allows finding the common and the different; this approach is proposed for the analysis of the nomothetic and ideographic method of obtaining knowledge. The nomothetic method identifies and evaluates the general, while the ideographic method searches for unique in parameters and in combinations of parameters. Triadic comparison is used in systems and methods of argumentation, as well as in the analysis of consistency/inconsistency. Keywords: Comparative analysis,dyad,triad,triadic model,comparability relation,object comparison,attributive comparison,nomothetic method,ideographic method, Refference: I. AltafS., Aslam.M.Paired comparison analysis of the van Baarenmodel using Bayesian approach with noninformativeprior.Pakistan Journal of Statistics and Operation Research 8(2) (2012) 259{270. II. AmooreJ. E., VenstromD Correlations between stereochemical assessments and organoleptic analysis of odorous compounds. Olfaction and Taste (2016) 3{17. III. BarnesJ., KlingerR. Embedding projection for targeted cross-lingual sentiment: model comparisons and a real-world study. Journal of Artificial Intelligence Research 66 (2019) 691{742. doi.org/10.1613/jair.1.11561 IV. Castro-SchiloL., FerrerE.Comparison of nomothetic versus idiographic-oriented methods for making predictions about distal outcomes from time series data. Multivariate Behavioral Research 48(2) (2013) 175{207. V. De BonaG.et al. Classifying inconsistency measures using graphs. Journal of Artificial Intelligence Research 66 (2019) 937{987. VI. FideliR. La comparazione. Milano: Angeli, 1998. VII. GordonT. F., PrakkenH., WaltonD. The Carneades model of argument and burden of proof. Artificial Intelligence 10(15) (2007) 875{896. VIII. GrenzS.J. The social god and the relational self: A Triad theology of the imago Dei. Westminster: John Knox Press, 2001. IX. HermansH.J. M.On the integration of nomothetic and idiographic research methods in the study of personal meaning.Journal of Personality 56(4) (1988) 785{812. X. JamiesonK. G., NowakR. Active ranking using pairwise comparisons.Advances in Neural Information Processing Systems (2011) 2240{2248. XI. JongsmaC.Poythress’s triad logic: a review essay. Pro Rege 42(4) (2014) 6{15. XII. KärkkäinenV.M. Trinity and Religious Pluralism: The Doctrine of the Trinity in Christian Theology of Religions. London: Routledge, 2017. XIII. KudzhS. A., TsvetkovV.Ya. Triadic systems. Russian Technology Magazine 7(6) (2019) 74{882. XIV. NelsonK.E.Some observations from the perspective of the rare event cognitive comparison theory of language acquisition.Children’s Language 6 (1987) 289{331. XV. NiskanenA., WallnerJ., JärvisaloM.Synthesizing argumentation frameworks from examples. Journal of Artificial Intelligence Research 66 (2019) 503{554. XVI. PührerJ.Realizability of three-valued semantics for abstract dialectical frameworks.Artificial Intelligence 278 (2020) 103{198. XVII. SwansonG.Frameworks for comparative research: structural anthropology and the theory of action. In: Vallier, Ivan (Ed.). Comparative methods in sociology: essays on trends and applications.Berkeley: University of California Press, 1971 141{202. XVIII. TsvetkovV.Ya.Worldview model as the result of education.World Applied Sciences Journal 31(2) (2014) 211{215. XIX. TsvetkovV. Ya. Logical analysis and variable scales. Slavic Forum 4(22) (2018) 103{109. XX. Wang S. et al. Transit traffic analysis zone delineating method based on Thiessen polygon. Sustainability 6(4) (2014) 1821{1832. View | Download DEVELOPING TECHNOLOGY OF CREATING WEAR-RESISTANT CERAMIC COATING FOR ICE CYLINDER." JOURNAL OF MECHANICS OF CONTINUA AND MATHEMATICAL SCIENCES spl10, no. 1 (June 28, 2020). http://dx.doi.org/10.26782/jmcms.spl.10/2020.06.00048.

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