Journal articles: 'Language arts – Correlation with content subjects'

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Zhang, Xiqui. "Interpretive properties of recitation in the vocalist’s performing arts." Aspects of Historical Musicology 21, no. 21 (March 10, 2020): 247–60. http://dx.doi.org/10.34064/khnum2-21.16.

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Background. One of the main positions of the vocalist’s practice is to understand the recitation as a kind of interpretation of the musical text, which is fixed in the notes. In the process of performing a piece of music, be it the song, the romance, the recitative, the aria in an opera or a musical drama, one specific variant is selected each time from its many potential meanings. This is the performer’s interpretation of the declamatory intonation, because the composer usually does not indicate the tone, timbre and strength of the voice, minimally orienting a singer in the desired intonation, in the duration and location of pauses for breath and in another wide arsenal of methods of declamatory expression. The aim of this research is to study the interpretive properties of recitation in the sphere of vocal music. Discovering the nature of the interpretive properties of declamatory intonation, based on the simultaneous and consistent sound of speech and music, will help to overcome the performance difficulties in the vocalist’s work on mastering the artistic technique of this area of expression. The main results. The specificity of the combination of words and music in the structure of melodic declamation, its origins in various national cultures, both European and Chinese, the peculiarities of being in different genre conditions (musical drama, opera recitative) are considered, certain difficulties and tasks for the singer-reciter are outlined. In European art, the tradition of melodic recitation has its roots in ancient mysteries. The beginning of European secular melodic recitation was marked at the end of the 16th century, but it was developing in the works of musicians known as the “Florentine Camerata” (Vincenzo Galilei, Giulio Cacchini, Jacopo Peri, Ottavio Rinuccini, etc.), becoming one of the origins of opera. A distinctive feature of melody recitation at that time was the desire for solo recitative singing. Later, as an expressive mean, recitation was existing within the opera genre, and from the middle of the 18 century in Europe, this technique was contributing to the formation of an independent concert genre – chamber and vocal works with ballad texts, which found their place in the works of romantic composers (F. Schubert, R. Schumann, etc.). Note, that in the process of historical development, the genre of melodic declamation, on the one hand, modifies in the form of a recitative in European opera, on the other – remains independent within the musical-stage drama, still popular in various national cultures. The Chinese Suzhou musical drama, which is indicative of our study, originated more than 200 years ago, beginning with folk melodies, including xiaochang (“little songs’), tales, dance movements, gestures (khuaguden dances – “with flowers, drums and lanterns’) etc., and gradually spread at the area near the city Suzhou in the lower Yellow River. It later spread to Anhui Province, the Northern parts of Jiangsu Province, and the Southern parts of Shandong Province. The creative achievements of this art, local at the beginning, later assimilated in the national Beijing Opera. But from its origins, this kind of musical and stage action is inextricably linked with the life of the Chinese people, is based on unpretentious plots, so it remains popular to this day, capable of significant emotional impact on the recipient – the audience and listener. Note, that the genre varieties of musical drama developed from the 16–17 centuries both, in China and in the different cultures of the European, American, and Asian continents, where they exist and today. This stability of the genre is not least due to the fact that in the structure of musical drama is an artistic synthesis of several types of art: the word interacts with music, live stage action. The melodic reciter in this context faces certain difficulties. So, one of the basic means of musical expression for the singer is diction, clear pronunciation of a word, which, in close connection with the melody, is subject to the task of transmitting the artistic content of the work – from composer to listener. It is impossible to convey the musical idea of the composition, to create a certain emotional mood, to embody one’s interpretation of the poetic image of the performed music without a clear proclamation of language inversions, which contain the significance of the immanent artistic content. This requirement does not apply to technical musical constructions used for singing, for “warming up” the singer’s vocal apparatus, nor does it apply to vocals performed without words. Every artist, including a vocalist who uses a verbal word, must understand its importance in creating a unique artistic image, consciously use diction as an articulatory technique of revealing the musical text content in the poetic context of chamber, opera, or musical-dramatic genres. Conclusions. So, verbal-musical factors of declamatory intonation have the immanent possibility of various interpretations in the process of vocal performance. Recitation is based on the expressiveness of the word, perceived by the listener or theatrical spectator on several levels: 1) auditory – we hear the intonation richness of shades of musical speech; 2) mental – we understand the logical meaning of texts; 3) psycho-emotional – with the help of imagination, fantasy, we sympathize with the moods, emotions of the heroes of the work of art. At the same time, the basis of interpretation in the art of singing is the voice as a physical phenomenon: it is not only a material carrier of speech sounds, but also the main tool for expressing musical meanings: the variety of voice sound modulations is inexhaustible. Therefore, the role of breathing in the process of clear proclamation of the word, diction in the process of vocal intonation is difficult to overestimate. It is necessary to emphasize the presence of constant transitions in the part of the performer-reciter from linguistic constructions to recitative and pure vocal. Mastering the techniques of correlation of singing and recitation is relevant for any vocalist, which caused an in-details study of this problem.

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Ajibade, Yetunde Adedoyin, Emmanuel Olajide Awopetu, Cecilia Omobola Odejobi, and Hannah Olubunmi Ajayi. "Assessment of the Language Arts Curricula in the Nigerian Basic Education Program." Journal of Education 200, no. 2 (October 10, 2019): 97–103. http://dx.doi.org/10.1177/0022057419875128.

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Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language of the Southwestern States) were examined. The curricula content of the three compulsory languages was examined based on (except for Yoruba) globally accepted objectives of language learning. Content analysis showed curriculum overload of different dimensions at the levels of the three languages.

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Kobayashi, Eliana, David Eugênio Angelo Lima, and Adriano Maniçoba Silva. "Challenges to use an interdisciplinary task in logistics and english teaching: an analysis of a performance test." Independent Journal of Management & Production 11, no. 5 (September 1, 2020): 1502. http://dx.doi.org/10.14807/ijmp.v11i5.1257.

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In language performance assessment it is assumed that the best way to assess one’s proficiency is to make her/him show such proficiency in a direct way in a situation close to the reality. Such view contrasts with knowledge testing which assesses language in an indirect way. This research objective is to discuss the development and application of an interdisciplinary task connecting two school subjects – English Language and Logistics – in a performance language test, investigating the correlation between these two subjects’ scores. This study uses qualitative method in order to build the test task and criteria and quantitative one to analyze the test scores. The research was developed in a public educational institution located in São Paulo metropolitan region and the results show that there is no correlation of the mean score between English language and Logistics subjects and students face more difficulties in using English than approaching the task topic content.

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Mun, Junghyun, and Shungeun Hwang. "A Study on Subjects Based on Content-based Korean Language in Liberal Arts Education-Focusing on the Case of Class for Science Subjects-." Journal of Humanities and Social sciences 21 11, no. 6 (December 30, 2020): 667–80. http://dx.doi.org/10.22143/hss21.11.6.48.

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Stevanovic, Vladimir. "Cultural based preconceptions in aesthetic experience of architecture." Spatium, no. 26 (2011): 20–25. http://dx.doi.org/10.2298/spat1126020s.

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On a broader scale, the aim of this paper is to examine theoretically the effects a cultural context has on the aesthetic experience of images existing in perceived reality. Minimalism in architecture, as direct subject of research, is a field of particularities in which we observe functioning of this correlation. Through the experiment with the similarity phenomenon, the paper follows specific manifestations of general formal principles and variability of meaning of minimalism in architecture in limited areas of cultural backgrounds of Serbia and Japan. The goal of the comparative analysis of the examples presented is to indicate the conditions that may lead to a possibly different aesthetic experience in two different cultural contexts. Attribution of different meanings to similar formal visual language of architecture raises questions concerning the system of values, which produces these meanings in their cultural and historical perspectives. The establishment of values can also be affected by preconceptions resulting from association of perceived similarities. Are the preconceptions in aesthetic reception of architecture conditionally affected by pragmatic needs, symbolic archetypes, cultural metaphors based on tradition or ideologically constructed dogmas? Confronting philosophical postulates of the Western and Eastern traditions with the transculturality theory of Wolfgang Welsch, the answers may become more available.

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Nijs, Jo, Peter Vaes, Neil McGregor, Elke Van Hoof, and Kenny De Meirleir. "Psychometric Properties of the Dutch Chronic Fatigue Syndrome–Activities and Participation Questionnaire (CFS-APQ)." Physical Therapy 83, no. 5 (May 1, 2003): 444–54. http://dx.doi.org/10.1093/ptj/83.5.444.

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Abstract Background and Purpose. The Chronic Fatigue Syndrome–Activities and Participation Questionnaire (CFS-APQ) is a recently developed disease-specific assessment tool for monitoring activity limitations and participation restrictions in patients with chronic fatigue syndrome (CFS). In this study, the convergent validity, content validity, and test-retest reliability of data obtained with the Dutch-language version of the questionnaire were examined. Subjects and Methods. One hundred eleven consecutive patients with CFS were enrolled, of whom 47 fulfilled all inclusion criteria. The subjects were first asked to rate their pain, fatigue, and ability to concentrate using 3 visual analog scales, to list at least 5 activities that had become difficult to perform due to their complaints, and to complete the CFS-APQ. Furthermore, subjects were asked to complete a modified version of the CFS-APQ at home and return it to the investigators. The content of the questionnaire was reviewed using the World Health Organization's International Classification of Impairments, Disability and Health (ICIDH) beta II draft. Spearman rank correlation coefficients (R) were used for the convergent validity analysis, and intraclass correlation coefficients were computed for the assessment of the test-retest data. Results. Overall scores on the CFS-APQ correlated with the scores from the visual analog scales for pain (R=.51, P<.001) and fatigue (R=.50, P<.001). The majority of the responses (157 out of 183 answers [85.8%]) to the request to “list difficult activities” matched the content of the CFS-APQ. Using the ICIDH beta II draft, 21 out of 26 questions were found to address activities, and the remaining 5 questions measured the participation level. The Cronbach alpha coefficient was .94, and intraclass correlation coefficients for test-retest reliability of the overall scores were ≥.95 (P<.001). Discussion and Conclusion. The results substantiate the convergent validity, content validity, and reliability of the CFS-APQ scores for patients with CFS.

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Frolova, Anna. "Remake/remix: Shakespeare’s code in Brothers Presnyakov’s works." Przegląd Wschodnioeuropejski 9, no. 2 (November 30, 2018): 347–54. http://dx.doi.org/10.31648/pw.3257.

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Art researchers of modern literature are connected with the classical heritage.The remake becomes one of the forms of the code conversion of classics, which gives context and allows the creation of “an expressive sociocultural portrait of our time”. The remix assumes a creation of the secondary work in a more modern option and often presents the “text pieces” rearranged in any order. In the modern literature process it is possible to note the paradoxical phenomenon when the same plot is portrayed by the same author twice. The Brothers Presnyakovs create works at an interval of five years with the identical name, “Playing the Victim”, but in different genres (the play and the novel). Texts are connected by special relations: they have a distinct subject similarity, an identical system of images and are united with their correlation to Shakespeare’s tragedy “Hamlet”. In this article, there is an attempt to understand why the authors readdress the mastered material and how the meanings of the universal language of classics based on absolute values are transformed.

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Edgerton, Adam K., and Laura M. Desimone. "Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources." AERA Open 4, no. 4 (October 2018): 233285841880686. http://dx.doi.org/10.1177/2332858418806863.

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Using state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

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BELAL, Yamina, and Ghania Ouahmiche. "Literature in the Algerian EFL Bachelor of Arts degree: Reading Literature." Arab World English Journal 12, no. 2 (June 15, 2021): 330–47. http://dx.doi.org/10.24093/awej/vol12no2.23.

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Given the acknowledged and undeniable advantages of literature in language education, it has been integrated into EFL curricula for undergraduate students as an essential subject. In the Algerian English departments before the reform introduced in the last two decades (the Licence, Master, doctorate system), literature used to have a privileged status in terms of the number of courses and number of classes or tutorials. However, after the reform, the importance of literature and the lion’s share that it used to have in the EFL Bachelor of Arts course regressed in favor of more specialized subjects. Such a reform has only worsened the state of the art of EFL literature teaching, which was already in a deplored state according to the will be cited studies. This article aims at pointing at the primary defects or malfunctioning of the first-year literature course by answering the question: what are the main flaws of the first-year EFL literature course? In order to answer this question, the article starts with a review of the whole literature course package, i.e., objective, content, methodology, and assessment. More importantly, to go beyond mere evaluation and criticism, the article ends by suggesting an alternative course that adopts task-based language teaching as a methodology. The proposed task-based literature course attempts to overcome the observed weaknesses or the inefficiencies of the actual course by matching the course objective, content, methodology, and assessment to students’ needs and aptitudes.

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Kuščević, Dubravka, Miroslava Ćosić, and Irena Mišurac. "Samoprocjena učiteljica o razini povezivanja likovnih i matematičkih sadržaja u nižim razredima osnovne škole." Magistra Iadertina 15, no. 1 (February 15, 2021): 24–40. http://dx.doi.org/10.15291/magistra.3215.

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The theme of this thesis is a self-assessment of teachers about the linking of fine arts and mathematics in lower grades of primary school. The theoretical work defines correlation and self-assessment, science and art and their reflection on education. Correlation is the foundation of modern education, it allows creation of a complete harmonic image of knowledge. Self-assessment is one of the basic ways of assessing one’s own work, allowing teachers to recognize the advantages and disadvantages of their own work and to improve the teaching process. Science and art are important in the life of an individual, they are interdependent, and their co-existence is visible in education and upbringing. The survey was conducted on a sample of 199 teachers on the territory of the Republic of Croatia. The research has showed that teachers understand the importance of linking the content of these two subjects and that they feel competent and motivated, but they implement the correlation insuficiently. The research also suggests that the teachers were informed and educated about correlation on their own initiative.

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Scholten, M. R. M., A. Aleman, and R. S. Kahn. "The processing of emotional prosody and semantics in schizophrenia: relationship to gender and IQ." Psychological Medicine 38, no. 6 (October 22, 2007): 887–98. http://dx.doi.org/10.1017/s0033291707001742.

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BackgroundFemale patients with schizophrenia are less impaired in social life than male patients. Because social impairment in schizophrenia has been found to be associated with deficits in emotion recognition, we examined whether the female advantage in processing emotional prosody and semantics is preserved in schizophrenia.MethodForty-eight patients (25 males, 23 females) and 46 controls (23 males, 23 females) were assessed using an emotional language task (in which healthy women generally outperform healthy men), consisting of 96 sentences in four conditions: (1) neutral-content/emotional-tone (happy, sad, angry or anxious); (2) neutral-tone/emotional-content; (3) emotional-tone/incongruous emotional-content; and (4) emotional-content/incongruous emotional-tone. Participants had to ignore the emotional-content in the third condition and the emotional-tone in the fourth condition. In addition, participants were assessed with a visuospatial task (in which healthy men typically excel). Correlation coefficients were computed for associations between emotional language data, visuospatial data, IQ measures and patient variables.ResultsOverall, on the emotional language task, patients made more errors than control subjects, and women outperformed men across diagnostic groups. Controlling for IQ revealed a significant effect on task performance in all groups, especially in the incongruent tasks. On the rotation task, healthy men outperformed healthy women, but male patients, female patients and female controls obtained similar scores.ConclusionThe advantage in emotional prosodic and semantic processing in healthy women is preserved in schizophrenia, whereas the male advantage in visuospatial processing is lost. These findings may explain, in part, why social functioning is less compromised in women with schizophrenia than in men.

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Gallagher, Tiffany L., and Jennifer Rowsell. "UNTANGLING BINARIES: WHERE CANADA SITS IN THE “21st CENTURY DEBATE”." Articles 52, no. 2 (April 10, 2018): 383–407. http://dx.doi.org/10.7202/1044472ar.

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This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.

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Esen, H. Tolga, Meriç Eraslan, Mustafa Altınkök, Hakan Eravşar, Bahadır Demir, Sinem Özküçük, and Buket Şeran. "The Validity and Reliability Study of the Basic Motor Movement, Social Skill Observation, and Evaluation Scale for Basic Movement Education." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031897.

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It is aimed to develop a measurement tool which is a basic motor movement, social skill, attitude observation and evaluation scale for Basic Movement Education. In the study, the natural observation from qualitative research methods is used. The scale outline with 40 items is formed as a result of literature review and negotiations. To determine the content validity of the scale draft, the opinions of six field experts (lecturers), two preschool teachers, two physical education (PE) teachers, and two language experts were analyzed using the Lashwe technique. By analyzing the experts’ opinions according to Lashwe technique, four items are removed since their content validity rate (CVR) assets are less than 0.75. CVR shows that the scale provides 4-point Likert-type construct validity and consists of two subdimensions with 36 items (the basic motor movement skill dimension is 16 items and social skill dimension is 20 items). Total points of the Spearman correlation coefficient are checked among the observers. While the correlation coefficient of the basic motor movement skill dimension is .71 ( p = .000), the correlation coefficient of social skill dimension is .82 ( p = .002). The correlation coefficient among the total points is more than .70, and the results ( p < .01) are meaningful. This shows that the measurement tool is reliable, and the scale provides reliability with 4-point Likert-type gradation.

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Soni, Sandeep, Shefali Walia, and Majumi Mohamad Noohu. "Hindi translation and evaluation of psychometric properties of Craig Hospital Inventory of Environmenta Factors instrument in spinal cord injury subjects." Journal of Neurosciences in Rural Practice 7, no. 01 (January 2016): 13–22. http://dx.doi.org/10.4103/0976-3147.172170.

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ABSTRACT Introduction: The Craig Hospital Inventory of Environmental Factors instrument (CHIEF) is one of the few tools to assess the environmental barriers. The purpose of this study was to translate long and short CHIEF into Hindi language, and to determine its validity and reliability. Design and Setting: The study design was observational case series with repeated measures. It was carried out at Indian Spinal Injuries Centre New Delhi, a specialized center for rehabilitation for spinal cord injury. Methods: The CHIEF instrument was translated from English to Hindi based on the Beaton guidelines for the cross-cultural adaptation of health status measures. The Hindi version of the CHIEF instrument was then administered on a convenience sample of 30 spinal cord injured subjects. Its content validity, internal consistency, test-rest reliability (intraclass correlation coefficient [ICC] 2,1), standard error of measurement (SEM), and minimum detectable change (MDC) were determined for both the longer and shorter version. Results: The mean ± SD of total of Hindi-CHIEF instrument, longer version was 1.44 ± 0.82 and total score of the shorter version was 1.07 ± 0.66. The content validity determined by the content validity ratio was found to be 1 for all the items except item number 5, 11, and 12. The content validity index was 0.97 for the longer version and for the shorter version it was 0.98. Internal consistency, Cronbach’s α value was found to be 0.92 and test-retest value (ICC 2,1) was 0.80 (P < 0.001). The MDC was found to be 0.99 and SEM was 0.36 for the longer version. The Cronbach’s α was 0.731, ICC 2,1 was 0.63 (P < 0.001), SEM was 0.24, and MDC was 0.66 for the shorter version. Conclusion: The Hindi translated version of the CHIEF scale has acceptable content validity and reliability. It can be used to assess environmental barriers perceived by spinal cord injury patients.

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Liudvika Drazdauskiene, Marija. "An Idea of Higher Education Renewal." ATHENS JOURNAL OF HUMANITIES & ARTS 8, no. 4 (September 9, 2021): 287–306. http://dx.doi.org/10.30958/ajha.8-4-1.

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Beginning with the briefest reference to the state of higher education today, this paper overviews moral and philosophical concepts of and disposition to education in ancient Greece from the works of Plato and Aristotle, takes a summary view of the subjects taught, sums up the subject content of liberal arts and the principles of rhetoric. The author assumes that even if a dedicated return to the classical ideals may never happen in higher education today, a few concrete ideas might be helpful. With reference to concrete works of classical authors, a suggestion is made to stop never-ending reforms in universities, to recover the teaching of such subjects as style in language and literature programmes, to renew the subjects of history, philosophy and logic and to introduce memory-based learning while paying tribute to classical antiquity and regaining local traditions.

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Mamykina, Anzhelina, and Alla Grinchenko. "Pedagogical conditions and methods aimed at the formation of musical-auditory representations of future teachers of Musical Arts." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (December 24, 2020): 85–92. http://dx.doi.org/10.24195/2617-6688-2020-4-11.

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The article is devoted to the phenomenon of auditory representations, their content, compliance with musical content, formation, tuning and implementation in the performance process of the future teacher during piano training. The purpose of the article is to substantiate the pedagogical conditions and develop the methods aimed at forming of the future music teacher’s musical-auditory representations. The goal is realised through the implementation of relevant tasks using the methods of theoretical research: analysis, synthesis, deduction, systematisation, pedagogical observation. In the article musical-auditory representation is considered as a professional skill of a musician, formed on the basis of the understanding of semantics – semantic units of musical language, which facilitates the qualitative reproduction of artistic and figurative content and maximum efficiency of musician’s own performance process in creation of artistic-pedagogical and performing interpretations. The list of the skills acquired by the applicant during the formation of auditory perceptions is specified, namely: analytical (to identify and understand the symbolism of musical language; its genre and style) (compare semantic constructs of different musical directions); reflexive, figurative-auditory and sensorimotor. The pedagogical conditions for the formation of auditory representations are offered: gradual expansion of a musical thesaurus in the course of the profession-centred training; stimulating auditory perception by recognising and understanding the elements of musical language; the direction of musical-perceptual experience on the coordination of auditory representations with the sign-semantic context of the performed works. In accordance with the defined conditions, a number of methods have been developed: comparative textual analysis; figurative and auditory analysis; perceptual-auditory analysis; associative music model; semantic identification; artistic reincarnation; polytonation expressiveness; tactile-auditory method. Further research involves the development of the future Arts teachers’ auditory perceptions in classes on accompaniment and ensemble playing, taking into account the specifics of these subjects.

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Kovacikova, Elena, and Jana Luprichova. "A good CLIL practice among European educational institutions." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 50. http://dx.doi.org/10.18844/ijlt.v10i1.3145.

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Content and language integrated learning (CLIL) has been recognised in the educational platforms in many European countries. It provides a unique chance to combine foreign language competences and knowledge with the content of other subjects such as geography, arts, history, maths and many others. Despite the fact that professional and scientific papers provide a high number of evidence on a positive impact of CLIL lessons, the truth is that the less experienced countries face problems with CLIL implementation at their institutions due to many problems. This paper interprets the findings from the project Erasmus+ comprising primary and secondary schools, and their experience gained within the CLIL implementation in Latvia, Lithuania, Sweden and Italy. It also focuses on interpretations of the data collected through document analyses and observations concerning the CLIL lessons carried out in the above-mentioned European countries. Keywords: CLIL, education, good CLIL practice.

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Kjelen, Hallvard. "Grunnleggjande fagleg? Framstillinga av fagleg innhald, grunnleggjande ferdigheiter og eleven i fagplanane for norsk og musikk." Acta Didactica Norge 11, no. 2 (October 26, 2017): 7. http://dx.doi.org/10.5617/adno.4721.

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Denne artikkelen tek føre seg forholdet mellom fag og grunnleggjande ferdigheiter. Gjennom ein analyse av Kunnskapsløftets fagplanar for norsk og musikk freistar eg å vise korleis dei grunnleggjande ferdigheitene er integrerte i faga på ulike måtar. Norskfaget er konstruert som eit literacyfag der det faglege innhaldet i nokon grad kan synast å vere underordna oppøvinga av grunnleggjande ferdigheiter. I musikkfaget er dei grunnleggjande ferdigheitene betre integrert i det musikkfaglege, og faget står tydelegare fram. Det er dermed grunn til å hevde at dei grunnleggjande ferdigheitene ikkje berre inngår i faga på fagas premiss slik rammeverket legg opp til. Det er òg slik at fagkonstruksjonane i varierande grad er tilpassa dei grunnleggjande ferdigheitene.Nøkkelord: læreplanar, norskfaget, musikkfaget, grunnleggjande ferdigheiter, literacy, fagspesifikke ferdigheiterAbstractThis article discusses the relationship between subjects and basic skills. Through an analysis of The Knowledge Promotion’s curricula for Norwegian language arts and music, I show how the five basic skills identified in the Knowledge Promotion are integrated into the subjects in different ways. Norwegian is designed as a literacy subject, where the subject content to some extent appears to be subordinated to the development of basic skills. In music, the basic skills are better integrated into the subject, and the subject stands out more clearly against the background. One may thus reasonably claim that the basic skills are not only included in the subjects on the subject’s terms, which is the aim of the framework. The subjects are to varying degrees adapted to the basic skills.Keywords: curriculum, basic skills, literacy, subject-spesific literacy, language arts, music

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Fox, Lindsay. "Playing to Teachers’ Strengths: Using Multiple Measures of Teacher Effectiveness to Improve Teacher Assignments." Education Finance and Policy 11, no. 1 (January 2016): 70–96. http://dx.doi.org/10.1162/edfp_a_00176.

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Current uses of value-added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another. This paper explores the stability of value-added measures across different subgroups and subjects using administrative data from a large urban school district. For elementary school teachers, effectiveness measures are highly stable across subgroups, with correlations upward of 0.9. The estimated cross-subject correlation between math and English language arts is around 0.7, suggesting some differential effectiveness by subject. To understand the magnitude of this correlation, I simulate targeted re-sorting of teachers to classrooms based on their comparative advantage. The results suggest that using multiple measures of value added to specialize teachers by subject could produce small average increases in student achievement, and larger increases for some students.

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Suwarno, Bambang. "Acquisition Planning for Regional Indigenous Heritage Languages in Indonesia." SAGE Open 10, no. 3 (July 2020): 215824402094884. http://dx.doi.org/10.1177/2158244020948843.

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Regional indigenous heritage languages (RIHLs) are in decline in Indonesia, and this problem needs attention from language policy and planning. This study explores a subset of the Indonesian language policy, namely, its acquisition planning. Content analysis and doctrinal method were employed. The sample included national legislations and some regional legislations. The results are as follows. As subjects taught in schools, Indonesian is “compulsory” at all levels; RIHLs are “optional” at primary and secondary levels and “absent” at the tertiary level; English is “compulsory” at the secondary level and “optional” at the tertiary level. As the media of instruction, Indonesian is “compulsory” at all levels; RIHLs are “optional” in very limited cases; English is “optional” at the tertiary level. As languages for mass media, Indonesian is “compulsory”; English is “optional” for specific aims or audience; RIHLs are “optional” for local communities. There are possible “incoherences” among various legislations, that is, the Constitution, some national laws and regulations, and some regional bylaws. To implement constitutional mandate, the acquisition planning may need revision. In the revision, RIHLs may need to be included as mandatory subjects, while some RIHLs may need to be used as the media of instruction and in mass media. Further studies for the revision are recommended.

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Kudryashova, A. V., Ya V. Rozanova, and T. V. Sidorenko. "Corpus software in EFL teaching: Examination of language exposure." Education and science journal 22, no. 4 (May 15, 2020): 131–45. http://dx.doi.org/10.17853/1994-5639-2020-4-131-145.

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Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.

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Abdullah, Murdani, Hasan Maulahela, Amanda Pitarini Utari, Pratiwi Dyah Kusumo, Amin Soebandrio, Ibrahim Achmad, Andy William, and Dadang Makmun. "Patient assessment of constipation quality of life questionnaire: validity and reliability for Indonesian population." Medical Journal of Indonesia 28, no. 4 (December 13, 2019): 345–50. http://dx.doi.org/10.13181/mji.v28i4.3353.

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BACKGROUND Constipation is a condition commonly encountered by physicians, causing a significant reduction in patients’ quality of life. Therefore, successful management of constipation should also include increase the quality of life. The Patient Assessment of Constipation Quality of Life (PAC-QOL) questionnaire is a questionnaire developed to address this issue. However, this questionnaire had not been translated into the Indonesian language. This study was aimed to adapt PAC-QOL into Indonesian culture and perform the psychometric evaluation. METHODS Translation and cultural adaptation were performed based on the linguistic validation guidelines by Acquadro et al in 2012. To perform the psychometric evaluation, a total of 64 subjects in Petamburan district in Jakarta, Indonesia, were recruited from February to March 2018. Test-retest reliability was assessed by completing the PACQOL twice with one-week interval. Subjects also completed the Short Form 36 (SF-36) Health Survey Questionnaire to assess concurrent validity. Internal consistency was analyzed with Cronbach’s alpha value (>0.7) and the intraclass correlation coefficient. RESULTS The mean (standard deviation) overall average score was 1.52 (0.66), while the Cronbach’s alpha value for the overall average score was 0.910. Concurrently, the intraclass correlation coefficient for the overall score was 0.87. Simultaneously, several experts judged content validity to be adequate. All the questions had significant correlations with their respective domains. Moreover, each domain of PAC-QOL also had a significant correlation with several SF-36 domains. CONCLUSIONS The psychometric evaluation performed in this study demonstrated that the Indonesian version of the PAC-QOL was valid and reliable, suggesting that this questionnaire can be used in daily clinical practice.

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Kharenko, Alina. "Musical dramaturgy as a creative method in jazz art: the example of the piano art by Sergey Davydov." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 55, no. 55 (November 20, 2019): 155–69. http://dx.doi.org/10.34064/khnum1-55.11.

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Background. Jazz is one of the most significant phenomena of the entire twentieth century, which in a very short period of time has won the attention of listeners around the world. Finally, many explores are interested in the study of jazz art as a significant element of the world’s musical heritage. There are a lot of works written by national and foreign musicologists who study jazz music from different viewpoints. A great variety of studies in jazz art include works devoted to the technical aspect, on the one hand: the study of scale harmony, rhythm, instrumentation, and on the other hand – the issues of historiography and style formation. However, focusing mainly on the identification of specific methods of using individual elements of the entire complex of music and expressive means of jazz art, scientists are less interested in the study of more «in-depth» issues, such as interpretation in jazz art, form building, semiotic and hermeneuticmethods of jazz music evaluation, musical dramaturgy. The concept of jazzmusic making remains unexplored. In our understanding, the study of musical dramaturgy deserves special attention, because at its level the coordinates of jazz music as a complex improvisation process converge. Objectives. The purpose of the article is to identify and study the main factors that determine the principles of formation of jazz musical dramaturgy at the level of solo piano composition. It is the improvisational nature of the composing and performing arts as well as the absence of a detailed musical notation that indicate the need to study the subject and an attempt to provide its scientific substantiation. Methods. The methodology of the study includes analytical, comparative, systematic and stylistic methods. This methodological basis allows us to identify the principles of jazz musical dramaturgy from the standpoint of piano jazz art, which, in the author’s opinion, gives an opportunity to speak about the peculiarities of organizing a musical text with the texture of different types of arrangement. Results. Over the last decades, jazz, without losing its specificity, has increasingly shown a tendency to interpenetrate with academic musical art, and at the same time become universal. An example of this could be the creative work of the renowned Kharkov jazz pianist Sergey Davydov. Turning to the specifics of the solo improvisational mastery of the pianist, we should distinguish the following important vectors in his work: commitment to the synthesis of jazz and academic traditions, tendency to polyphonize the textual presentation of the musical text, the use of the sonata principles as a consistent processual development of the whole complex of music and artistic ideas. The subject of the analysis offered in this study is a demonstrative example of the arrangement of the musical text of S. Davidov’s solo improvisation, which he demonstrated at the international festival “S. Rakhmaninov and Ukrainian Culturе”, which took place in Kharkiv in 2007 (the analysis was made on the basis of the video footage). The uniqueness of this example is that the pianist in his improvisation synthesized jazz intonation-rhythmic idiom with constructive and creatively inventive correlation of textural and compositional techniques of S. Rachmanino’s pianism. The conducted analysis confirms that S. Davydov, in addition to using the whole arsenal of specific jazz means of organizing sound fabric, adapts in his improvisation texturally-theatrical principles characteristic of S. Rakhmaninov’s work, and not only at the expense of quoting, but and at the intonational level. The factual organization of the composition, in this case, is based on the use of the potential of large and passage techniques, which brings together S. Davydov’s creative concepts with the aesthetics of virtuosity of European pianist composers of the Romantic period. Solo improvisation is analyzed – a kind of musical recital, which lacks the traditional jazz principle of formation based on variational construction, and is dominated by freely interpreted sonatas. Conclusions. Thus, the basic principles of musical dramaturgy formation in jazz art are: the use of specific jazz means of expression, which in the light of textual organization of the musical text realize the emotional and meaningful tension, forming a clear dramatic outline of the whole composition. Conflict, as a multilayered, comprehensive process of choosing an aesthetic position in the climax, reaches a point of dramatic ignition due to specific performance factors: dynamics, agogics, textural-rhythmic combinations. Not only specific performing skills but also energetic translation of the ideological content of the whole composition are involved in this process. In the context of jazz musical dramaturgy, one more important factor, which is fundamental in both solo and ensemble jazz art, is specific communication. However, when compared to academic music, where the listening strategy is interpreted as a «strategy of co-intonation to the sound form» but in jazz culture it is the listener who, at the level of the performer or interpreter, is a direct participant of musical dramaturgy creation. This is expressed by applause at times of intense tension or after the most successful improvisation of one of the ensemble members. Summarizing all the above, on the basis of the analysis we have tried to give our corrections to the concept of «musical dramaturgy in jazz» – is a thematic process of juxtaposition and interaction of elements of jazz language that contains various polystylistic complexes of Western European academic art, directing the energy of communication to the higher artistic unity of a jazz work.

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Turan, Nuray, Yeliz Çulha, Gülsün Özdemir Aydin, and Hatice Kaya. "Reliability and Validity of the Adapted Turkish “Students’ Attitudes Towards Addressing Sexual Health Questionnaire” (SA-SH-TR)." SAGE Open 11, no. 1 (January 2021): 215824402198930. http://dx.doi.org/10.1177/2158244021989305.

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The aim of this study is to determine the reliability and validity of the Adapted Turkish “Students’ Attitudes Towards Addressing Sexual Health” questionnaire (SA-SH-TR). This methodological study was conducted in two stages. In the first stage, the language was adapted to Turkish. Second, the reliability of the scale was evaluated. From January 2018 to March 2018, 292 nursing students volunteered to participate in the study. The content validity index of the Turkish version of the questionnaire ranged from 0.76 to 1.00 and was found to be high. Cronbach’s alpha coefficient was 0.89. Removal of Items 11, 12, 14, 16, 17, 18, 20, and 22 would have improved alpha to 0.91. It was observed that the item-total correlation values of the items changed between 0.24 and 0.75. Test–retest interclass correlation coefficient was 0.83. The study findings determined that the Turkish adaptation of the SA-SH-TR was valid and reliable and could be used in nursing research and practice.

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Khavanova, Olga V. "First grammar books in the Habsburg Monarchy: individual initiative and regulatory interference by the state (1760s–1770s)." Central-European Studies 2019, no. 2 (11) (2020): 137–57. http://dx.doi.org/10.31168/2619-0877.2019.2.6.

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The second half of the eighteenth century in the lands under the sceptre of the House of Austria was a period of development of a language policy addressing the ethno-linguistic diversity of the monarchy’s subjects. On the one hand, the sphere of use of the German language was becoming wider, embracing more and more segments of administration, education, and culture. On the other hand, the authorities were perfectly aware of the fact that communication in the languages and vernaculars of the nationalities living in the Austrian Monarchy was one of the principal instruments of spreading decrees and announcements from the central and local authorities to the less-educated strata of the population. Consequently, a large-scale reform of primary education was launched, aimed at making the whole population literate, regardless of social status, nationality (mother tongue), or confession. In parallel with the centrally coordinated state policy of education and language-use, subjects-both language experts and amateur polyglots-joined the process of writing grammar books, which were intended to ease communication between the different nationalities of the Habsburg lands. This article considers some examples of such editions with primary attention given to the correlation between private initiative and governmental policies, mechanisms of verifying the textbooks to be published, their content, and their potential readers. This paper demonstrates that for grammar-book authors, it was very important to be integrated into the patronage networks at the court and in administrative bodies and stresses that the Vienna court controlled the process of selection and financing of grammar books to be published depending on their quality and ability to satisfy the aims and goals of state policy.

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Schroth, Stephen T., and Jason A. Helfer. "Gifted & Green." Gifted Child Today 40, no. 1 (January 2017): 14–28. http://dx.doi.org/10.1177/1076217516675903.

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Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop research questions, gather and analyze data, develop possible solutions, and disseminate this information to others. Green issues are especially appealing to gifted learners as they are sensitive to the world around them and often long to engage in projects that touch on issues facing their communities. Although the relevance to STEM subjects is clear, green investigations can also build skills across the content areas, in diverse subjects such as English/language arts, social studies, music, and art. A variety of resources, including national and Common Core State Standards, exist that can help parents and teachers create investigations for gifted children that permit them to be both gifted and green.

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Montanari, Tatiana. "DIAGNOSTIC OF IMAGES AS EVALUATION METHOD IN HISTOLOGY AND EMBRYOLOGY." Cadernos de Educação Tecnologia e Sociedade 13, no. 4 (December 27, 2020): 424. http://dx.doi.org/10.14571/brajets.v13.n4.424-431.

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Histology and Embryology are basic courses from the undergraduate Biological and Health Sciences. The visual information is relevant to the learning. The aim of this investigation is to propose an evaluation method based on the diagnosis of projected images, regarding to the methodological strategy of insertion of virtual resources and the cognitive goal of promoting the identification of the organism’s structure and its correlation with the functional activity. During the teaching of these subjects, it was planned to enable students to recognize cells, tissues, structures or organs, according to their morphological characteristics and to relate them to their function. The students were submitted to evaluations with projection of images. Most students thought that it stimulates the study, it contributes to learning, it is relevant to the study made, and it is more adequate than other models of assessment. Methodological strategies should include information technologies to promote the active construction of knowledge. In view of the profile of these subjects, the visual language should be a priority in the presentation of the content and in the evaluation mode. Based on the results of the questionnaires, it is believed that this method is appropriate to the proposition of a more dynamic and interactive Morphological Science teaching.

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Johnson, Angela. "Summer Credit Recovery Impact on Newcomer English Learners." American Educational Research Journal 57, no. 4 (October 30, 2019): 1757–90. http://dx.doi.org/10.3102/0002831219883237.

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Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs’ limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs’ access to academic subjects. Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program’s impact on high school course taking, English proficiency, and graduation. Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students. Effects on 4- and 5-year graduation rates are imprecisely estimated. I also find suggestive evidence for positive effects on English proficiency.

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Colovic, Petar, Dusanka Mitrovic, and Snezana Smederevac. "Evaluation of Big Five model in Serbian culture by FIBI questionnaire." Psihologija 38, no. 1 (2005): 55–76. http://dx.doi.org/10.2298/psi0501055c.

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The main purpose of this study was to evaluate personality dimensions, proposed by Big Five model, in our culture, by the use of the questionnaire FIBI, developed on the basis of the psycho lexical study of personality descriptions in Serbian language (Smederevac, 2000). There were 627 subjects in the study (407 females and 220 males), aged 17 to 77, and the inventory UKL7 (Smederevac, 2000) and the Big Five Inventory (BFI; John, Donahue, Kentle, 1991; John, Srivastava, 1999) were applied. The FIBI inventory was created from UKL7 by exclusion of evaluative items, items of probable artificial factor Emotional control and items with poor psychometric properties were excluded. Final solution with 69 items demonstrated solid psychometric properties. The construct validity of the FIBI has been assessed by examination of its relationship to the Big Five Inventory and results showed that scales Conventionality and Extraversion in those two inventories differ in content. Subscale Conventionality in FIBI was highly related to subscale Consciousness in BFI and showed no significant correlation to Openness to Experience of the BFI. The content of the FIBI's Extraversion scale includes positive self-evaluation, assertiveness and activity. Indicators of sociability, usually considered as dominant (or at least very important) markers of extraverted behavior, were omitted from the FIBI Extraversion scale. These content differences justify application of the emic approach in the personality psychology research. Although there are some other available instruments based on Big Five, FIBI represents product of our cultural background and seems to be worth of further examination and improvement.

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Blumberg, Kyle, and Ben Holguín. "Embedded Attitudes." Journal of Semantics 36, no. 3 (May 25, 2019): 377–406. http://dx.doi.org/10.1093/jos/ffz004.

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Abstract This paper presents a puzzle involving embedded attitude reports. We resolve the puzzle by arguing that attitude verbs take restricted readings: in some environments the denotation of attitude verbs can be restricted by a given proposition. For example, when these verbs are embedded in the consequent of a conditional, they can be restricted by the proposition expressed by the conditional’s antecedent. We formulate and motivate two conditions on the availability of verb restrictions: (i) a constraint that ties the content of restrictions to the “dynamic effects” of sentential connectives and (ii) a constraint that limits the availability of restriction effects to present tense verbs with first-person subjects. However, we also present some cases that make trouble for these conditions, and outline some possible ways of modifying the view to account for the recalcitrant data. We conclude with a brief discussion of some of the connections between our semantics for attitude verbs and issues concerning epistemic modals and theories of knowledge.

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Adamenko, Olga, and Olga Klymenko. "Communicative Behavior via Gender Identity (Based on the English language “Love Stories”)." PSYCHOLINGUISTICS 27, no. 2 (April 12, 2020): 44–70. http://dx.doi.org/10.31470/2309-1797-2020-27-2-44-70.

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The focus of the paper concerns the specific features of characters’ communicative behavior via gender identity. This study deals with two types of correlation and interaction between real and fictional text-creating subjects: the gender identity of the author and the image created in the literary text. The research procedure is based on the discourse analysis. The study proves the influence of psychological and socio-cultural factors on speech organization. Due to the combination of content- and elements of intent-analysis the author’s pragmatic intentions in the communicative process are identified. The main findings of this paper are based on the theoretical basis of gender-specified communicative behavior study and the statistical data analysis. As a result of the research the specific features of gender communicative style are defined. Besides it is claimed, that taboo words differentiate basic features of male and female speech. The further analysis of non-literary vocabulary proves that gender stereotypes in female-written novels determine the choice of language means for the creation of an ideal male and female image: neglect of moral rules (domination of taboo words provoking conflict and rivalry) or compliance of communicative norms (a rare usage of derogatory vocabulary, communication aimed at cooperation and interaction). Gender differentiation of taboo lexicon in male-written novels argues the conventional stereotype of using taboos mainly by men. The research paper represents the differences in male and female speech, connected with the phenomenon of gender stylization. It proves that style imitation of stereotypical features in the opposite-sex speech occurs in two directions: female authors imitate the masculine communicative style of characters by the domination of taboo words, whereas male authors imitate the feminine communicative style by softening expressions of both-sex characters. Thus, in conclusion the study reveals imitating and identifying features of the author’s natural gender identity, such as domination of taboo words like “damn” and “hell” in opposite-sex communication in male-written novels unlike communicative behavior of male and female characters in the novels written by women.

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E. Kashekova, Irina, ., and . "Pedagogical Potential of the Folk Calendar in the Educational Process of Primary School." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 231. http://dx.doi.org/10.14419/ijet.v7i4.38.24451.

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The article reveals the possibilities of improving the quality of education in the context of an interdisciplinary integrated approach to learning based on immersion in traditional culture and mastering a universal complex of folk calendar, which possesses a striking pedagogical potential in the formation of a holistic view of the world, the development of strategic and associative thinking, and instilling of environmental culture of the individual. The pedagogical potential of the folk calendar is an optimal complex that integrates into education various fields of knowledge, such as natural cycles and phenomena, geographical features of the area and the encompassing landscape, local historical collisions, customs and folklore, folk beliefs and fairy tales, and the specifics of folk ornaments decorating household items and tools of trade. The study of the folk calendar complex in primary or basic school makes it possible providing a holistic presentation of learning material scattered in different subjects. Integrating the content of subjects studying the world around us, such as mathematics, literary reading, the Russian language, visual arts, music, and technology will help the child to understand not only the diversity and richness of the world, but also the existing interconnections. At the same time, games, proverbs, sayings, bright and expressive folklore images, images of mythological characters will cause interest of the child, and thus help him to master new information on various subjects at the emotionally positive background.

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Kamaliya, Dinda Habba, Anita Fibonacci, and Zidni Azizati. "Development of Sciences Generic Skills Assessment (SGSA) Instrument: Basic Chemistry Practicum." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 3, no. 1 (June 24, 2020): 31. http://dx.doi.org/10.21043/thabiea.v3i1.7096.

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Performance assessment instruments so far were still general, not specifically assessing expected performance in each practicum. This study was aimed to develop instruments to assess generic science skills in basic chemistry practicum. ADDIE development model was used as a methodology in this research with data collection methods through observation and questionnaires. The subjects of this study were 3rd-semester students taking basic chemistry practicum courses at the University. Instrument validation was done by content analysis and reliability test between the rater as the methods to reliability test of the rubrics. The results of validity and reliability tests showed that the instruments meet valid and reliable criteria for the assessment instruments of generic science skills, especially direct observation skills, symbolic language, and logic inference in basic chemistry practicum. The reliability test showed the average value of interclass correlation coefficient (ICC) in the redox and electrochemical practicum was 0.780; in chemical kinetics practicum 0.660; and in the functional group introduction practicum 0.639. The results of the feasibility test showed that the percentage of positive responses was 92.08% and negative responses were 7.92%, so it can be stated that the product received a positive response. Based on the results of the study, the assessment instruments developed were declared to be suitable as assessment instruments.

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Een Fariyanti, and Eva Faliyanti. "THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND THEIR PERFORMANCE IN WRITING DESCRIPTIVE TEXT AT THE TENTH CLASS OF SMK MUHAMMADIYAH 1 METRO ACADEMIC YEAR 2012/2013." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 2, no. 1 (April 15, 2013): 95. http://dx.doi.org/10.24127/pj.v2i1.720.

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Writing is a language skill that is used for indirect communication to convey a message or information to the readers. In writing a text, we can explore our ideas, feelings and thoughts which are arranged in words, sentences, and paragraph by using eyes, brain and hand. In writing a text, we must be able to use a good language and we also must be able to arrange good sentences grammatically in order the readers understand about the content of our writing. Besides that, if the students will make a sentences or paragraph, they must have knowledge about tenses. The objectives of the research are to find out the students’ simple grammar mastery and their performance in writing descriptive and also to find out whether or not there is a correlation between the students’ grammar mastery and their performance in writing descriptive. The subjects of this research are the tenth grade of SMK Muhammadiyah 1 Metro (class XA1 and class XAP). In this research, the writer used descriptive quantitative method because the final score of variable is number and the analysis is using statistic. The researcher tried to analyze the current data about students’ grammar mastery and their performance in writing descriptive. In collecting data, the researcher administered two kinds of test. They are simple present tense test and writing test. The simple present tense test are consists of 20 items of multiple choice and the writing test, the students choose one of topics from three topics. The result of this research shows that the students’ simple present tense mastery was middle. It can be seen from the average of simple present tense test is 70.6. The students’ performance in writing descriptive was middle. It can be seen from the average of writing descriptive test is 74.9. The conclusion above was from result of data analysis, it was found that writing descriptive affected by simple present tense mastery.

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Fischione, Fernanda. "Untranslatability as Resistance." Middle East Journal of Culture and Communication 12, no. 3 (December 5, 2019): 282–302. http://dx.doi.org/10.1163/18739865-01203004.

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Abstract In this paper I show the close correlation between cultural resistance and the comeback of the Arabic literary heritage in Levantine rap music in the aftermath of the 2011 Arab uprisings. In order to achieve this goal, I provide a number of textual examples that focus on both the content and the rhetorical tools used to convey it, being constantly aware that in the field of rap, perhaps more than elsewhere, ‘the medium is the message’ (Marshall McLuhan). In present-day Levantine rap lyrics, we can acknowledge a wide area of untranslatability, and it is specifically in this transcultural opacity that rap displays its resistant nature. In this paper I attempt to show how the conscious use of several varieties of the Arabic language, motifs belonging to the Arabic poetic tradition and references to local history and culture contribute to create small ‘cultural fortresses’ in individual lyrics, and these stimulate the listener to identify with it.

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Frumkina, Aryna. "The methodological essence of training primary school teachers in their interconnected educational and foreign language professional activities." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (December 26, 2019): 69–76. http://dx.doi.org/10.24195/2617-6688-2019-4-9.

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The article highlights the problems related to the training of the primary school teachers in their interconnected educational and foreign language professional activities. It is stated that training of future primary school teachers cannot consist only in teaching isolated subject content, but it should be carried out on the basis of the formation of several types of competencies, such as: psychological and pedagogical, major subject-centred, methodology-oriented. The combination of these competencies will lead future teachers to their readiness to teach schoolchildren any of the curriculum subjects. The aim of the work is to substantiate the possibility of developing the readiness of primary school teachers for integrated teaching educational and foreign language speech activities using the example of teaching Fine Arts in English. An attempt to substantiate this action is supposed to be based on the laws of dialectics, namely: the law of unity and diversity of the world, the law of unity and struggle of opposites, the law of the transition of quantitative changes to qualitative ones, the law of the negation of negation, which are considered the main driving forces for the development of nature, society and intelligence. The research methods are as follows: theoretical – the analysis of pedagogical, psychological, didactic literature on the research problem, which allows further theoretical substantiation of the expediency of the training intended for the future Primary School teachers for integrated teaching educational and foreign language speech activities. Taking into account the results of the work, we came to the conclusion that it can be considered dialectically legitimate for the future Primary School teachers to integrate teaching an educational course in a foreign language, during which primary schoolers obtain knowledge and develop skills in their major subject, as well as foreign language knowledge, skills and abilities, allowing both to learn the basic discipline by means of a foreign language, and to conduct educational activities at the lesson by means of a foreign language. Keywords: integrated education, training of Primary School teachers, educational and foreign language speech activities.

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McCarthy, Frances, Frances Kennedy, Joe Duggan, John Sheehan, and Dermot Power. "A retrospective analysis of the sentence writing component of Folstein's MMSE." Irish Journal of Psychological Medicine 21, no. 4 (December 2004): 125–27. http://dx.doi.org/10.1017/s0790966700008557.

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AbstractObjectives: Agraphia is the loss or impairment of the ability to produce written language as a consequence of brain damage and is a well recognised feature of dementia. However there is no generally accepted classification of agraphic disorders. Our aim was to determine the influence of writing style, lettercase and sentence polarity of the writing component of Folstein's MMSE on the overall test score.Methods: We retrospectively reviewed the ‘write a sentence’ request of Folstein's MMSE of 280 randomly selected patients attending a geriatric day hospital. We analysed four sentence characteristics: 1 Number of words, 2 Writing legibility, 3 Sentence polarity, 4 Letter case.Results: 280 MMSE forms were examined, 165 were from female patients. Mean age was 81.7(± 6.6) years. Mean MMSE score was 21.6 (males: 21.9, females: 21.4). Significant correlation was detected between the overall MMSE score and both legibility and number of words. Legibility scores were significantly higher for females than for males (7.2 vs. 6.6, p < 0.03). The mean MMSE of females writing in lowercase was significantly higher than for those writing in uppercase (21.5 vs. 18.6, p < 0.05). The mean MMSE score of subjects writing sentences with a positive tone was significantly higher than that of those writing a neutral or negative sentence (22.6 vs. 21.0 p < 0.03).Conclusions: We have demonstrated a relationship between the content and structure of the writing assessment aspect of the MMSE and the overall test score.

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Ellison, Maria, and Álvaro Almeida Santos. "Implementing CLIL in Schools: The Case of the GoCLIL Project in Portugal." e-TEALS 8, no. 1 (December 1, 2018): 43–72. http://dx.doi.org/10.2478/eteals-2018-0003.

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Abstract Content and Language Integrated Learning (CLIL), an educational approach in which an additional language is used to teach school subjects, has become increasingly widespread within state schools across Europe since the acronym was coined in the mid-nineties. This now includes Portugal where CLIL activity across educational levels has been growing in recent years. Like other national contexts in Europe, this has also been through the grassroots initiatives of individual schools keen to influence positive change in educational practices and reap the benefits which CLIL is purported to bring about. One such case is the GoCLIL project at Escola Secundária Dr. Joaquim Gomes Ferreira Alves in Valadares, Vila Nova de Gaia, which has been operating a CLIL programme through English since the academic year 2013-2014. This article outlines fundamentals of implementing CLIL in schools and provides an overview of the strengths, weaknesses, opportunities and threats (SWOT) of the case. It uses data collected from questionnaires administered to teachers, pupils and parents, lesson observations, pupil focus groups, and teacher reflections obtained during the ongoing monitoring process led by the Faculty of Arts and Humanities of the University of Porto. The data contribute to the rich description of the project from which it has been possible to identify and compare findings across years, as well as factors which have contributed to its sustainability. Insights gained from this case study will be interesting and potentially useful for schools which are considering setting up a project of this kind.

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Safonova, Marya A. "Linguistic parameters of stylistic variation in biographical texts (based on an analysis of English biographies of Sir Winston Spencer Churchill)." NSU Vestnik. Series: Linguistics and Intercultural Communication 16, no. 4 (2018): 69–83. http://dx.doi.org/10.25205/1818-7935-2018-16-4-69-83.

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Biographies are used in teaching a wide range of subjects, thus representing a universal type of material that can be valuable in a TESL classroom. The benefits of this study bear relevance to assessing writing strategies that may be used by experts in a variety of fields of inquiry. The article focuses on assessing stylistic variation in biographical texts in English, using the material of a number of highly acclaimed biographies of Sir Winston Spencer Churchill written by the authors for whom English is their first language. The article contains an analysis of the conceptual and linguistic parameters of stylistic variation in these biographical texts. It considers a number of linguistic levels: morphology and vocabulary, in connection with the kinds of inherent and adherent connotations conveyed. Minor and major kinds of syntax are studied in relation to the stylistic neutrality and non-neutrality of the units under study. The functioning of nouns, adjectives, verbs and adverbs is analyzed in order to establish the type of general conceptual characteristics the texts demonstrate. A specialized and non-emotional type of content is based on the predominance of formal specialized connotations; an emotional and nonspecialized type of content is, on the contrary, constituted by emotional, expressive and evaluative connotations. The analytic technique developed shows that there is correlation between the conceptual characteristics of a biographical text and the kind of argumentation it contains. The specialized and non-emotional type of content correlates with arguments supported by factual data; the emotional and non-specialized type corresponds to arguments eluding references to other sources. The results of the analysis undertaken can be applied to designing courses on stylistics of the English and otherlanguages. Also, they can be used to outline a writing strategy for professional journalists, historians, writers, politicians, economists, etc. Purpose: to consider different linguistic levels, analyzing the functioning of nouns, adjectives, verbs, adverbs, and syntactic constructions – in relation to the type of content they serve to convey (emotional / non-emotional, specialized / non-specialized). Results: the analysis shows that the emotional and expressive qualities of biographical texts are inversely proportional to the amount of explicit facts they contain, i.e. the more informative and logically structured a biographical text is the less the author tends to be emotionally involved in the account of events, and vice versa. This analytic technique can be further developed with the methods of applied (computational) linguistics. Conclusion: a connotation-centered approach to studying the quantitative and qualitative properties of biographical texts can be successfully applied to teaching and studying authentic biographies, and may be extended to analyzing texts of other genres and styles.

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Lj. Мinic, Vesna, and Marija M. Jovanovic. "RELIGIOUS EDUCATION DURING THE FIRST CYCLE OF PRIMARY EDUCATION IN SERBIA." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 373–77. http://dx.doi.org/10.35120/kij3002373m.

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Religious education as part of the modern society in Serbia is a subject of numerous interdisciplinary scientific studies. Modern education systems in countries where major socio-economic and political changes take place are undergoing major transformations and reforms. Their goal is to make changes to the education process and integrate it into the developmental trends of society, as well as to succeed in the affirmation of cultural and national values. Therefore, the relationship between religion and education, as a form of human consciousness and the need for a successful and fulfilled life in a given society, is very important. Transition processes in Europe have actualized the issue of religion and religious education as an integral part of the teaching process, and have contributed to a more intensive study of these topics. Christianity is the predominant religion in Serbia, or Orthodoxy, to be more accurate. However, there are other religious communities as well, such as: Islamic, Roman Catholic, Jewish, Protestant, etc. In primary and secondary schools in Serbia, religious education is being taught as an optional subject (students are given a choice between civic education and religious education), which is assessed descriptively and not included in the final grade. During the first cycle of primary education, subjects that teach about a particular religion are the following: Orthodox catechism (religious education), Islamic religious education, Catholic religious education, Evangelical Lutheran religious education of the Slovak Evangelical Church, Religious Education of the Christian Reformed Church, Jewish religious education. In addition to religious education, subjects containing religious topics are also: Serbian language, Nature and Society, Music Education, Visual Arts, Folk Tradition. The correlation and the link among the above-mentioned objects will make religious education more meaningful and more interesting for children. The main goal of teaching religion as an integral part of school subjects during the first cycle of primary education in Serbia is the preservation of religion. Religion is a very old social phenomenon which has not lost its significance and topicality to this day; on the contrary, it is becoming more and more present in people’s lives, and it represents a system of ideas, beliefs and practices, a specific type of behavior towards the world, society, man, nature. As such, it is equally significant as art, science, philosophy, etc. Besides the preservation of religion, another goal of religious education is to familiarize children with a certain religion, to teach them the basic characteristics of that religion, to teach them prayers, the significance of liturgy, and the customs of the religion children are learning about. It is important to emphasize that religious teaching should be in a form of an open and tolerant dialogue, while respecting other people’s religious beliefs, in order for it to be meaningful and worthwhile.

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Azis, Adek Cerah Kurnia, Mesra Mesra, and Sugito Sugito. "PENGEMBANGAN BAHAN AJAR MICRO TEACHING BAGI MAHASISWA SENI RUPA UNIVERSITAS NEGERI MEDAN." Gorga : Jurnal Seni Rupa 10, no. 1 (June 27, 2021): 223. http://dx.doi.org/10.24114/gr.v10i1.26011.

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The expected objectives in this study, namely; 1). Produce a Teaching Chart of Arts and Crafts with Local Content (Batak) as the Implementation of K13 for Middle Schools in Medan City in the form of an ISBN issued to publishers who have been registered as members of the Indonesian Publishers Association, namely FBS UNIMED PRESS, 2). Revealing the validation, practicality, and effectiveness of Teaching Materials for Arts and Crafts with Local Content (Batak) as a K13 Implementation for Middle Schools in Medan City, in this case the value of module validation is at 93.75% achievement is in the very valid category, the value of module practicality by students being at the level of achievement of 92.78% can be categorized as very practical, this shows that it is able to increase user interest in the learning process, and for student activities it is included in the active category because it is in the percentage of 79.37%, and 3). Produce a scientific publication in the International Proceedings carried out by LPPM Universitas Negeri Medan and scientific publications in the Sinta-4 National Accredited journal, namely Gorga: Journal of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan. It is hoped that the next researchers will develop character-based modules (soft skills) that are more focused on the attitude of increasing interest and learning outcomes in the Micro Learning process, Wood Carving Crafts, and other Subjects for Students of the Department of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan.Keywords: development, teaching materials, K13, Medan. AbstrakAdapun tujuan yang diharapkan dalam penelitian ini, yaitu; 1). Menghasilkan Bagan Ajar Seni Rupa dan Kerajinan Bermuatan Lokal (Batak) sebagai Implementasi K13 untuk Sekolah Menengah di Kota Medan dalam bentuk ber-ISBN yang diterbitkan pada penerbit yang sudah tercatat sebagai anggota Ikatan Penerbit Indonesia yaitu FBS UNIMED PRESS, 2). Mengungkap validasi, praktikalitas, dan efektivitas Bahan Ajar Seni Rupa dan Kerajinan bermuatan Lokal (Batak) sebagai Implementasi K13 untuk Sekolah Menengah di Kota Medan, dalam hal ini nilai validasi modul berada pada pencapaian 93.75% berada pada kategori sangat valid, nilai praktikalitas modul oleh mahasiswa berada pada tingkat pencapaian 92.78% dapat dikategorikan sangat praktis hal ini menunjukkan bahwa mampu untuk meningkatkan minat pengguna dalam proses pembelajaran, dan untuk aktivitas mahasiswa masuk ke dalam kategori aktif karena berada pada persentase 79.37%, dan 3). Menghasilkan sebuah publikasi ilmiah dalam Prosiding Internasional yang dilaksanakan oleh LPPM Universitas Negeri Medan dan publikasi ilmiah pada jurnal ter-Akreditasi Nasional Sinta-4 yaitu Gorga : Jurnal Seni Rupa Fakultas Bahasa dan Seni Universitas Negeri Medan. Diharapkan peneliti-peneliti berikutnya untuk mengembangkn modul berbasis karakter (soft skill) yang lebih ditekankan kepada attitude peningkatan minat dan hasil belajar dalam proses Pembelajaran Micro, Kriya Ukir Kayu, dan Mata Kuliah lainnya bagi Mahasiswa Jurusan Seni Rupa Fakultas Bahasa dan Seni Universitas Negeri Medan.Kata Kunci:pengembangan, bahan ajar, K13, Medan. Authors:Adek Cerah Kurnia Azis : Universitas Negeri MedanMesra : Universitas Negeri MedanSugito : Universitas Negeri Medan References:___________ . (2013). Pembelajaran Mikro (Micro Teaching).https://fayezfeztiawan.wordpress.com/2013/03/01/pembelajaran-mikro-micro-teaching/ (diakses tanggal 05 Mei 2020).Azis, A. C. K., Sugito, M. P., & Mesra, M. S. (2021). Pengajaran Micro Teaching. Media Sains Indonesia. https://books.google.co.id/books?hl=id&lr=&id=4LEhEAAAQBAJ&oi=fnd&pg=PA149&dq=Pengajaran+Micro+Teaching&ots=3IbDzkMRzA&sig=PQ1vXgMkZ2M_CcI90rQIgxbHrAY&redir_esc=y#v=onepage&q=Pengajaran%20Micro%20Teaching&f=falseAlwi Hasan dkk. (2002). Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka.Arifmiboy. (2019). Microteaching Model TADALURING.Ponorogo: Wade Group.Azis, A. C. K., dkk. (2018). Pengembangan Materi Ajar Komik pada Mata Kuliah Menggambar Ilustrasi untuk Meningkatkan Motivasi dan Hasil Belajar Mahasiswa Seni Rupa dalam Membuat Penugasan KKNI Revitalisasi 2018. Laporan Akhir Penelitian tidak diterbitkan. Medan: LPPM Unimed.Miranda, A., & Azis, A. C. K. (2020). Analisis Media Poster Capres Prabowo Sandi dalam Kampanye Pilpres Tahun 2019. MAVIS: Jurnal Desain Komunikasi Visual, 2(2). 55-57. https://doi.org/10.32664/mavis.v2i2.470.Slameto. (2003). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.Sumadi, Suryabrata. (2002). Pengertian Minat. Jakarta:________ .Sudjana, Nana. (1987). Dasar-Dasar Belajar Mengajar. Bandung : Sinar Baru.Syarifudin, Andri. (2014). Pengertian Pembelajaran Micro.http://andrisyarifudin2.blogspot.com/2014/06/pengertian-pembelajaran-micro.html (diakses tanggal 05 Mei 2020).Wayan, Nurkancana. (1986). Evaluasi Pendidikan. Surabaya: Usaha Nasional.

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Kartono, Gamal, Sugito Sugito, and Adek Cerah Kurnia Azis. "PENGEMBANGAN BAHAN AJAR BERMUATAN LOKAL BATAK UNTUK SEKOLAH MENENGAH DI KOTA MEDAN." Gorga : Jurnal Seni Rupa 10, no. 1 (June 25, 2021): 215. http://dx.doi.org/10.24114/gr.v10i1.25971.

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The expected objectives in this study, namely; 1). Produce a Teaching Chart of Arts and Crafts with Local Content (Batak) as the Implementation of K13 for Middle Schools in Medan City in the form of an ISBN issued to publishers who have been registered as members of the Indonesian Publishers Association, namely FBS UNIMED PRESS, 2). Revealing the validation, practicality, and effectiveness of Teaching Materials for Arts and Crafts with Local Content (Batak) as a K13 Implementation for Middle Schools in Medan City, in this case the value of module validation is at 93.75% achievement is in the very valid category, the value of module practicality by students being at the level of achievement of 92.78% can be categorized as very practical, this shows that it is able to increase user interest in the learning process, and for student activities it is included in the active category because it is in the percentage of 79.37%, and 3). Produce a scientific publication in the International Proceedings carried out by LPPM Universitas Negeri Medan and scientific publications in the Sinta-4 National Accredited journal, namely Gorga: Journal of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan. It is hoped that the next researchers will develop character-based modules (soft skills) that are more focused on the attitude of increasing interest and learning outcomes in the Micro Learning process, Wood Carving Crafts, and other Subjects for Students of the Department of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan.Keywords: development, teaching materials, K13, Medan.AbstrakAdapun tujuan yang diharapkan dalam penelitian ini, yaitu; 1). Menghasilkan Bagan Ajar Seni Rupa dan Kerajinan Bermuatan Lokal (Batak) sebagai Implementasi K13 untuk Sekolah Menengah di Kota Medan dalam bentuk ber-ISBN yang diterbitkan pada penerbit yang sudah tercatat sebagai anggota Ikatan Penerbit Indonesia yaitu FBS UNIMED PRESS, 2). Mengungkap validasi, praktikalitas, dan efektivitas Bahan Ajar Seni Rupa dan Kerajinan bermuatan Lokal (Batak) sebagai Implementasi K13 untuk Sekolah Menengah di Kota Medan, dalam hal ini nilai validasi modul berada pada pencapaian 93.75% berada pada kategori sangat valid, nilai praktikalitas modul oleh mahasiswa berada pada tingkat pencapaian 92.78% dapat dikategorikan sangat praktis hal ini menunjukkan bahwa mampu untuk meningkatkan minat pengguna dalam proses pembelajaran, dan untuk aktivitas mahasiswa masuk ke dalam kategori aktif karena berada pada persentase 79.37%, dan 3). Menghasilkan sebuah publikasi ilmiah dalam Prosiding Internasional yang dilaksanakan oleh LPPM Universitas Negeri Medan dan publikasi ilmiah pada jurnal ter-Akreditasi Nasional Sinta-4 yaitu Gorga : Jurnal Seni Rupa Fakultas Bahasa dan Seni Universitas Negeri Medan. Diharapkan peneliti-peneliti berikutnya untuk mengembangkn modul berbasis karakter (soft skill) yang lebih ditekankan kepada attitude peningkatan minat dan hasil belajar dalam proses Pembelajaran Micro, Kriya Ukir Kayu, dan Mata Kuliah lainnya bagi Mahasiswa Jurusan Seni Rupa Fakultas Bahasa dan Seni Universitas Negeri Medan.Kata Kunci: pengembangan, bahan ajar, K13, Medan. Authors:Gamal Kartono : Universitas Negeri Medan Sugito : Universitas Negeri Medan Adek Cerah Kurnia Azis : Universitas Negeri Medan References:Andriansyah. (2017). 4 Tradisi Unik ini Hanya Bisa Kamu Temukan di Sumatera Utara. https://www.brilio.net/jalan-jalan/4-tradisi-unik-ini-hanya-bisa-kamu-temukan-di-sumatera-utara--170103b.html (diakses tanggal 15 Mei 2020).Arief, S. Sadiman, dkk. (1986). Seri Pustaka Teknologi Pendidikan No.6 Media Pendidikan. Pengertian, Pengembangan, dan Pemanfaatannya. Jakarta: CV Rajawali.Art, Hawkins. (2019). Letters from Art: Art Hawkins Standing Tall in the Shadow of Aldo Leopold. North Central Wisconsin: Orange Hat Publishing.Conrad, Phillip Kottak. (2000). Cultural Anthropology. Pennsylvania State University: McGraw-Hill.Dirjen Kurikulum. (1987). Surat Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia dengan Nomor 0412/U/1987 tanggal 11 Juli 1987. https://www.google.com/search?client=avast-a-1&q=Dirjen+Kurikulum.+(1987).+Surat+Keputusan+Menteri+Pendidikan+dan+Kebudayaan+Republik+Indonesia+dengan+Nomor+0412%2FU%2F1987+tanggal+11+Juli+1987.&oq=Dirjen+Kurikulum.+(1987).+Surat+Keputusan+Menteri++Pendidikan+dan+Kebudayaan+Republik++Indonesia+dengan+Nomor+0412%2FU%2F1987+tanggal+11+Juli+1987.&aqs=avast..69i57.1385j0j15&ie=UTF-8 (diakses tanggal 25 Juni 2021).Depdiknas. (2008). Kurikulum Tingkat Satuan Pendidikan. Jakarta: Dikmenum Depdiknas.Haromain, Imam., Dkk. (2009). Pedoman dan Implementasi Pengembangan Kurikulum Tingkat Satuan Pendidikan MTs. Jawa Timur: Mapemda Kantor Wilayah.Kontan. (2020). Kerajinan. https://www.kontan.co.id/topik/kerajinan (diakses tanggal 14 Mei 2020).Mery, La. (1975). Komposisi Tari, Elemen-elemen Dasar: Diterjemahkan dari Buku Dance Composition: The Basic Elements oleh Soedarsono. Jakarta: Akademi Seni Tari Indonesia.Mahzuni, Dade., Mumuh, M., Z., & Ayu, S. (2017). Pengembangan Kerajinan Tangan Berbasis Kearifan Budaya di Pakenjeng Kabupaten Garut. Dharmakarya : Jurnal Aplikasi Ipteks untuk Masyarakat, (06)2, 101-105. https://doi.org/10.24198/dharmakarya.v6i2.14867.Muhajirin. ( _____ ). Dasar-Dasar Kerajinan. http://staffnew.uny.ac.id/upload/132102200/pendidikan/DASAR-DASAR+KERAJINAN.pdf (diakses anggal 14 Mei 2020).Muslih, Masnur. (2011). KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: Bumi Aksara.Paramita, N. C., Azmi, A., & Azis, A. C. K. (2020). Upaya Meningkatkan Hasil Belajar Menggambar Bentuk Buah Teknik Krayon. Journal of Education, Humaniora and Social Sciences (JEHSS), 3(1), 171-177. https://doi.org/10.34007/jehss.v3i1.245.Thiagarajan, Sivasailam, dkk. (1974). Instructional Development for Training Teachers of Exceptional Children. Washinton DC: National Center for Improvement Educational System.Wikipedia. (2020). Suku Batak. https://id.wikipedia.org/wiki/Suku_Batak (diakses tanggal 14 Mei 2020).

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Zasiekina, Larysa, Shelia Kennison, Serhii Zasiekin, and Khrystyna Khvorost. "Psycholinguistic Markers of Autobiographical and Traumatic Memory." East European Journal of Psycholinguistics 6, no. 2 (December 27, 2019): 119–33. http://dx.doi.org/10.29038/eejpl.2019.6.2.zas.

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This study examines psycholinguistic structure of autobiographical and traumatic narratives representing positive emotional and stressful traumatic life events. The research applied the cross sectional, between subjects design utilizing the independent variables of external agent they, space and time and dependent variable of word number in traumatic narratives for multiple regression analysis. The approval letter to recruit the participants through SONA system in 2015–2016 academic year was obtained from Institutional Review Board of Oklahoma State University (USA). 64 undergraduates of nonclinical setting, females (n=37), males (n=27), mean age was 19.43 (SD=1.37) were recruited. PTSD-8: A Short PTSD Inventory assesses PTSD, the Linguistic Inquiry and Word Count (LIWC) analyzes traumatic and autobiographical narratives in terms of linguistic units and psychological meaningful categories. The results indicate that there are significant differences between pronoun they as external agent of proposition and psychological categories of negative emotions and anxiety in traumatic and autobiographical narratives. The frequency of these categories is higher in traumatic narratives compared with autobiographical narratives. External agent they, category of time and space taken together significantly contribute to word number in traumatic narrative. There is a negative correlation between focus on the past and word count, and positive correlation between social category and word count in traumatic narrative in nonclinical sample. To sum up, propositional structure of traumatic memory of individuals without PTSD is represented by external agent and context (place and time) taken together. Considering time as a significant negative predictor of creating traumatic narrative, temporal processing without overestimation of time is an important factor of avoiding PTSD. The principal theoretical implication of this study is that traumatic memory might be examined through psycholinguistic markers represented by propositional structures and psychological meaningful categories of traumatic narratives in individuals from nonclinical and clinical settings. References Anderson, J., Bower, G. D. (1974). A propositional model of recognition memory. Memory and Cognition, 2(3), 406-412. American Psychiatric Association. (2013). American Psychiatric Association, 2013. Diagnostic and statistical manual of mental disorders (5th ed.). American Journal of Psychiatry (p. 991). doi: https://doi.org/10.1176/appi.books.9780890425596.744053 Bauer, P.J. (2015). A complementary process account of the development of childhood amnesia and a personal past complementary process. Psychological Review, 122(2), 204-231. doi: https://doi.org/10.1037/a0038939. Berntsen, D. (2009). Involuntary Autobiographical Memories: An Introduction to the Unbidden Past. Cambridge: Cambridge University press. Berntsen, D., Rubin, D.C. (2002). Cultural life scripts structure recall from autobiographical memory. Memory and Cognition, 32(3), 427-442. doi: https://doi.org/10.3758/BF03195836. Berntsen, D., Rubin, D.C., & Siegler, I.C. (2011). Two versions of life: emotionally negative and positive life events have different roles in the organization of life story and identity. Emotion, 11(15),1190-201. doi: https://doi.org/10.1037/a0024940. Bietti, L. (2014). Discursive Remembering (Media and Cultural Memory). Paris: Telecom Paris Tech. Brewin, C.R. (2007). Autobiographical memory for trauma: Update on four controversies. Memory, 15(3), 227-248. doi: https://doi.org/10.1080/09658210701256423. Byrne, C. A., Hyman Jr, I. E., & Scott, K. L. (2001). Comparisons of memories for traumatic events and other experiences. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 15(7), S119-S133. doi: https://doi.org/10.1002/acp.837. Cohen, J. A., Mannarino A. P., Deblinger, E. (2006). Treating Trauma and Traumatic Grief in Children and Adolescents. N.Y.: Guilford Publication Inc. Fivush R., Habermas T., Waters T. E.A., Zaman W. (2011). The making of autobiographical memory: intersections of culture, narratives and identity. International Journal of Psychology, 46(5), 321-345. doi: https://doi.org/10.1080/00207594.2011.596541. Gunsch, M. A., Brownlow, S., Haynes, S. E., & Mabe, Z. (2000). Differential forms linguistic content of various of political advertising. Journal of Broadcasting & Electronic Media, 44(1), 27-42. doi: https://doi.org/10.1207/s15506878jobem4401_3. Hague, S. and Conway, M. A. (2001). Sampling the process of autobiographical memory construction. European Journal of Cognitive Psychology, 13, 529-547. doi: https://doi.org/10.1080/09541440125757. Hansen M, Andersen T., Armour C. Elklit A, Palic S., Mackrill T. (2010) PTSD-8: A Short PTSD Inventory. Clinical Practice and Epidemiology in Mental Health, 6, 101-108. doi: https://doi.org/10.2174/1745017901006010101. Jensen, T. K., Holt, T., Ormhaug, S. M., Egeland, K., Granly, L., Hoaas, L. C., ... & Wentzel-Larsen, T. (2014). A randomized effectiveness study comparing trauma-focused cognitive behavioral therapy with therapy as usual for youth. Journal of Clinical Child & Adolescent Psychology, 43(3), 356-369. doi: https://dx.doi.org/10.1080%2F15374416.2013.822307 Kubany, E. S., Leisen, M. B., Kaplan, A. S., Watson, S. B., Haynes, S. N., Owens, J. A., & Burns, K. (2000). Development and preliminary validation of a brief broad-spectrum measure of trauma exposure: the Traumatic Life Events Questionnaire. Psychological Assessment, 12(2), 210. doi: https://doi.org/10.1037/1040-3590.12.2.210. Lorenzzoni, P.L., Silva G. L. T., Poletto M. P., Kristensen Ch.H. (2014) Autobiographical memory for stressful events, traumatic memory and posttraumatic stress disorder: a systematic review. Avances en Psihologia Lationoamericana, 32(3), 361-376. doi: https://doi.org/10.12804/apl32.03.2014.08 Matos, M., & Pinto‐Gouveia, J. (2010). Shame as a traumatic memory. Clinical Psychology & Psychotherapy, 17(4), 299-312. doi: https://doi.org/10.1002/cpp.659. Meichenbaum, D. A. (1994). Clinical Handbook for Assessing and Treating Adults with Post-Traumatic Stress Disorder (PTSD). Waterloo: Institute Press. Miller, A. (1995). Novels Behind Glass. Cambridge: Cambridge University Press. Norman, D. A., & Bobrow, D. G. (1975). On data-limited and resource-limited processes. Cognitive Psychology, 7(1), 44–64. doi: https://doi.org/10.1016/0010-0285(75)90004-3. Nourkova, V., Bernstein, D. M., Loftus, E. F. (2014). Biography becomes autobiography: Distorting the subjective past. The American Journal of Psychology, 117(1), 65-80. Pennebaker, J. W. (1993). Putting stress into words: Health, Linguistic and therapeutic implications. Behavioral Research Therapy, 31, 539-548. doi: https://psycnet.apa.org/doi/10.1016/0005-7967(93)90105-4. Pennebaker, J. W., & Seagal, J. D. (1999). Forming a story: The health benefits of narrative. Journal of Clinical Psychology, 55(10), 1243-1254. doi: https://doi.org/10.1002/(SICI)1097-4679(199910)55:10<1243::AID-JCLP6>3.0.CO;2-N. Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. University of Texas at Austin. Rassmusen, A. S., Ramsgaard, S. B., Berntsen, D. (2015). Frequency and Functions of Involuntary and Voluntary Autobiographical Memories Across the Day. Psychology of Conciseness: Theory, Research and Practice, 2(2), 185–205. doi: https://doi.org/10.1037/cns0000042. Rubin, D. C., Dennis, M.F., Beckham, J. C. (2011). Autobiographical memory for stressful events: The role of autobiographical memory in posttraumatic stress disorder. Consciousness and Cognition, 20, 840-856. doi: https://doi.org/10.1016/j.concog.2011.03.015. Scherer, K.R., Wranik, T., Sangsue, J., Tran, V., & Scherer, U. (2004). Emotions in everyday life: Probability of occurrence, risk factors, appraisal and reaction patterns. Social Science Information, 43, 499-570. doi: https://doi.org/10.1177/0539018404047701. Silva da T. L. G., Donat J. C., Lorenzonni P.L., Souza de L. K., Gauer G., Kristensen Ch. H. (2016). Event centrality in trauma and PTSD: relations between event relevance and posttraumatic symptoms. Psicologia: Reflexão e Critica, 29-34. doi: https://doi.org/10.1186/s41155-016-0015-y. Sotgiu I., Rusconi M.L. (2014) Why autobiographical memories for traumatic and emotional events might differ: theoretical arguments and empirical evidence. The Journal of Psychology, 148(5), 523-547. doi: https://doi.org/10.1080/00223980.2013.814619. Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology, 29(1), 24-54. doi: 10.1177/0261927X09351676. Van der Kolk, B. A., & Fisler, R. (1995). Dissociation and the fragmentary nature of traumatic memories: Overview and exploratory study. Journal of Traumatic Stress, 8(4), 505-525. doi: https://doi.org/10.1007/bf02102887. Vicario, C. M., & Felmingham, K. L. (2018). Slower Time estimation in Post-Traumatic Stress Disorder. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-017-18907-5 Vicario, C. M., Gulisano, M., Martino, D., & Rizzo, R. (2016). Timing recalibration in childhood Tourette syndrome associated with persistent pimozide treatment. Journal of Neuropsychology, 10(2), 211-222. doi: https://doi.org/10.1111/jnp.12064. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Zasiekina, L. (2014). Psycholinguistic representation of individual traumatic memory in the context of social and political ambiguity. East European Journal of Psycholinguistics, 1(2), 118-125. doi: https://doi.org/ 10.5281/zenodo.45899. Zasiekina, L., Khvorost, K., & Zasiekina, D. (2018). Traumatic Narrative in Psycholinguistic Study Dimension. Psycholinguistics, 23(1), 47-59. doi: https://doi.org/10.5281/zenodo.1211097.

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Ali Ibrahim, Malisa Binti, and Sitti Rahmah. "HUBUNGAN MATAKULIAH TATA RIAS DAN BUSANA DENGAN JASA MUA PADA LULUSANDAN MAHASISWA PRODI PENDIDIKAN TARI UNIVERSITAS NEGERI MEDAN." Gesture : Jurnal Seni Tari 8, no. 1 (January 8, 2019): 20. http://dx.doi.org/10.24114/senitari.v8i1.13190.

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ABSTRACT This study aims to understand the positive relationship between cosmetology and fashion courses with entrepreneurial Make Up Artist services for graduates and students of Medan State University Dance Education. The theoretical foundation in this paper is used as a guideline in writing a thesis consisting of cosmetology theory (Harymawan, 1993: 134), namely makeup is the art of using cosmetic materials to provide makeup or changes to the players on stage or stage with the appropriate atmosphere and naturally, the fashion code of Endang Caturwati (1996: 36), what is meant by clothing is everything that a person wears, consisting of clothing and accessories (accessories) and identical to the word costume, and entrepreneurial theory Thomas W. Zimmerer in Suryana (2011: 19) states entrepreneurship is the process of applying creativity and innovation in solving problems and finding opportunities to improve life or business. This research was conducted in November to January 2017. The data obtained were analyzed using quantitative data analysis using the Product Moment Correlation formula. The location of the study was conducted in the Dance Education Study Program at the Language and Arts Faculty of Sendratasik, Medan State University, Jl. Williem Iskandar Pasar V Medan Estate. Based on the results of the research conducted, it can be seen that cosmetology and fashion subjects make an effective contribution of 80.7% towards entrepreneurship for Make Up Artist services, it can be seen that the cosmetology courses really pay attention to the shape of the face with the desired makeup as well as the fashion where the subject provides knowledge about the differences in traditional clothing and creative clothing, so graduates and students are motivated to apply and hone the ability to become a make up artist service. Keywords: Makeup and Clothing, Make Up Artist Entrepreneurship Services. ABSTRAK Penelitian ini bertujuan mengetaui hubungan positif antara matakuliah tata rias dan busana dengan kewirausahaan jasa Make Up Artist pada lulusan dan mahasiswa Pendidikan Tari Universitas Negeri Medan. Landasan teoritis dalam skripsi ini dijadikan pedoman dalam penulisan skripsi yang terdiri dari teori tata rias (Harymawan,1993:134) yaitu Tata rias adalah seni menggunakan bahan-bahan kosmetika untuk memberikan dandanan atau perubahan pada para pemain di atas panggung atau pentas dengan suasana yang sesuai dan wajar, tata busana Endang Caturwati (1996:36), yang dimaksud dengan busana adalah segala yang dikenakan seseorang, yang terdiri dari pakaian dan perlengkapannya (accessories) dan identik dengan kata kostum, dan teori kewirausahaan Thomas W. Zimmerer dalam Suryana (2011:19) menyatakan kewirausahaan adalah proses penerapan kreativitas dan inovasi dalam memecahkan persoalan dan menemukan peluang untuk memperbaiki kehidupan atau usaha. Penelitian ini dilaksanakan pada bulan Nopember sampai dengan Januari 2017. Data yang diperoleh dianalisis menggunakan analisis data kuantitatif dengan menggunakan rumus Korelasi Product Moment Lokasi penelitian dilakukan di Prodi Pendidikan Tari Jurusan Sendratasik Fakultas Bahasa dan Seni Universitas Negeri Medan, Jl. Williem Iskandar Pasar V Medan Estate. Berdasarkan hasil penelitian yang dilakukan dapat diketahui bahwa matakuliah tata rias dan busana memberi sumbangan efektif sebesar 80,7% terhadap kewirausahaab jasa Make Up Artist, hal ini dapat dilihat bahwa matakuliah tata rias benar-benar memperhatikan bentuk wajah dengan dengan rias yang diinginkan begitu juga dengan tata busana yang mana matakuliah tersebut memberikan pengetahuan tentang perbedaan busana adat dan busana kreasi, sehingga lulusan dan mahasiswa termotivasi untuk mengaplikasikan dan mengasah kemampuan untuk menjadi seorang make up artist. Kata kunci : Tata Rias dan Busana, Kewirausahaan Jasa Make Up Artist.

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I Made Sutika, I. Nengah Sudiarta, and Anita Putri Irmawati. "STRATEGI GURU DALAM PENINGKATAN KEMAMPUAN BERKOMUNIKASI DI KALANGAN ANAK." Widya Accarya 11, no. 2 (October 31, 2020): 178–87. http://dx.doi.org/10.46650/wa.11.2.944.178-187.

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ABSTRAK Kemampuan berkomunikasi pada anak dipengaruhi oleh berbagai faktor, salah satunya adalah dari keluarga dan lingkungan sekitarnyanya. Pada usia 4-6 tahun anak memasuki masa emas karena anak cepat menyerap hal-hal diajarkan,di usia tersebut anak memasuki jenjang taman kanak-kanak yaitu jenjang pendidikan formal yang dilakukan dengan memberi materi-materi khusus anak usia dini yang berupa rangsangan untuk membantu pertumbuhan dan perkembangan anak serta meningkatkan daya cipta anak dan memacu belajar mengenal berbagai ilmu pengetahuan melalui pendekatan nilai budi bahasa, agama, sosial, emosional, fisik, motorik, kognitif, bahasa, seni dan kemandirian. Semua dirancang sebagai upaya mengembangkan daya pikir dan peranan anak dalam hidupnya. Oleh karena itu, penting dilakukan penelitian untuk mengetahui strategi yang diterapkan guru taman kanak-kanak serta mengetahui hambatan apa saja yang ditemui guru selama proses pembelajaran. Dalam penelitian yang berjudul “Strategi Guru Dalam Meningkatkan Kemampuan Berkomunikasi Dikalangan Anak Usia Dini (Studi Di Taman Kanak-Kanak.Bakti 2 Denpasar)” ini, menggunakan pendekatan kualitatif dan rancangan deskriptif. Subjek penelitian adalah para Guru di Taman Kanak-Kanak. Bakti 2 Denpasar. Pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Data yang dikumpulkan dianalisis dengan teknik deskriptif kualitatif. Berdasarkan hasil penelitian bahwa guru dapat memahami karakter anak memperhatikan kebiasaan sehari-hari, sehingga guru dapat mengetahui apa yang harus dilakukan yang sesuai karakter anak tersebut. Guru juga menerapkan cara-cara yang dapat meningkatkan kemampuan komunikasi siswa yaitu dengan melakukan tanya jawab, bercerita, karya wisata, bermain peran/sosiodrama, bercakap-cakap juga bernyanyi. Guru juga harus mempunyai sifat ramah, sabar, serta mempunyai tutur kata yang baik agar siswa dapat mengerti dan menerima berbagai materi yang diajarkan dengan baik. Selain metode diatas guru menggunakan alat peraga sebagai penunjang saat proses pembelajaran. Adapun hambatan yang sering ditemui oleh guru adalah pelafalan yang belum jelas, siswa belum mengerti isi pembicaraan sehingga upaya guru untuk meningkatkan kemampuan berkomunikasi menjadi sedikit terhambat. Kata kunci : Strategi Guru, Kemampuan Berkomunikasi, Anak Usia Dini ABSTRACT Minithesis, 2018, Anita Putri Irmawati, Student ID Number 013.301.0.023, Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar), 60 pages, Advisor I Drs. I Wayan Kotaniartha, S.H., M.H., Advisor II Dra. Anak Agung Rai Tirtawati, M.Si. The ability to communicate in children is influenced by various factors; one of it is from the family and the environment. At the age of 4-6 years old, the children enter the golden age because children quickly absorb things that are taught. At that age children enter kindergarten, which is a formal educational level in which special materials relating to early childhood are given in the form of stimulation, to help the growth and development of children, increase children's creativity, and help them to learn about various sciences through approaches to language, religion, society, emotions, the physical world, motor functions, cognition, language, arts and independence. All are designed as an effort to develop children's thinking and their roles. Therefore, it is important to conduct research to find out the strategies applied by kindergarten teachers and find out what obstacles teachers encounter during the teaching and learning process. In a study entitled "Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar)", using a qualitative approach and descriptive design. The research subjects were the teachers in Bakti 2 Kindergarten Denpasar. Data collection was done through observation, interview and documentation techniques. The collected data was analyzed with qualitative descriptive techniques. The results of the study indicate that the teacher can recognize the characters of students by paying attention to their daily habits, so that the teacher can find a course of action according to the character of the student. The teacher also implements some methods that can improve students' communication skills, namely by asking questions, telling stories, tourism work, role playing / socio drama, chatting and singing. The teacher must also be friendly, patient, and choose appropriate words so that students can understand and accept various well-taught material. In addition to the method above the teacher uses teaching aids as supports during the teaching and learning process. The obstacle that is often encountered by the teacher is pronunciation that is not yet clear, students have not understood the content of the conversation so that the teacher's efforts to improve their communication skills become a little hampered. Keywords: Teacher Strategy, Communication Ability, Early Childhood

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Preddie, Martha Ingrid. "Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs." Evidence Based Library and Information Practice 4, no. 4 (December 14, 2009): 58. http://dx.doi.org/10.18438/b8sp7f.

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A Review of: Julien, Heidi and Cameron Hoffman. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly 78.1 (2008): 19-41. Objective – To examine the role of Canada’s public libraries in information literacy skills training, and to ascertain the perspectives of public library Internet users with regard to their experiences of information literacy. Design – Qualitative research using semi-structured interviews and observations. Setting – Five public libraries in Canada. Subjects – Twenty-eight public library staff members and twenty-five customers. Methods – This study constituted the second phase of a detailed examination of information literacy (IL) training in Canadian public libraries. Five public libraries located throughout Canada were selected for participation. These comprised a large central branch of a public library located in a town with a population of approximately two million, a main branch of a public library in an urban city of about one million people, a public library in a town with a population of about 75,000, a library in a town of 900 people and a public library located in the community center of a Canadian First Nations reserve that housed a population of less than 100 persons. After notifying customers via signage posted in the vicinity of computers and Internet access areas, the researchers observed each patron as they accessed the Internet via library computers. Observations focused on the general physical environment of the Internet access stations, customer activities and use of the Internet, as well as the nature and degree of customer interactions with each other and with staff. Photographs were also taken and observations were recorded via field notes. The former were analyzed via qualitative content analysis while quantitative analysis was applied to the observations. Additionally, each observed participant was interviewed immediately following Internet use. Interview questions focused on a range of issues including the reasons why customers used the Internet in public libraries, customers’ perceptions about their level of information literacy and their feelings with regard to being information literate, the nature of their exposure to IL training, the benefits they derived from such training, and their desire for further training. Public service librarians and other staff were also interviewed in a similar manner. These questions sought to ascertain staff views on the role of the public library with regard to IL training; perceptions of the need for and expected outcomes of such training; as well as the current situation pertinent to the provision of IL skills training in their respective libraries in terms of staff competencies, resource allocation, and the forms of training and evaluation. Interviews were recorded and transcribed. Data were interpreted via qualitative content analysis through the use of NVivo software. Main Results – Men were more frequent users of public library computers than women, outnumbering them by a ratio ranging from 2:1 to 3.4:1. Customers appeared to be mostly under the age of 30 and of diverse ethnicities. The average income of interviewed customers was less than the Canadian average. The site observations revealed that customers were seen using the Internet mainly for the purposes of communication (e.g., e-mail, instant messaging, online dating services). Such use was observed 78 times in four of the libraries. Entertainment accounted for 43 observations in all five sites and comprised activities such as online games, music videos, and movie listings. Twenty-eight observations involved business/financial uses (e.g., online shopping, exploration of investment sites, online banking). The use of search engines (25 observations), news information (23), foreign language and forum websites (21), and word processing were less frequently observed. Notably, there were only 20 observed library-specific uses (e.g., searching online catalogues, online database and library websites). Customers reported that they used the Internet mainly for general web searching and for e-mail. It was also observed that in general the physical environment was not conducive to computer use due to uncomfortable or absent seating and a lack of privacy. Additionally, only two sites had areas specifically designated for IL instruction. Of the 25 respondents, 19 reported at least five years experience with the Internet, 9 of whom cited experience of 10 years or more. Self-reported confidence with the Internet was high: 16 individuals claimed to be very confident, 7 somewhat confident, and only 2 lacking in confidence. There was a weak positive correlation between years of use and individuals’ reported levels of confidence. Customers reported interest in improving computer literacy (e.g., keyboarding ability) and IL skills (ability to use more sources of information). Some expressed a desire “to improve certain personal attitudes” (30), such as patience when conducting Internet searches. When presented with the Association of College and Research Libraries’ definition of IL, 13 (52%) of those interviewed claimed to be information literate, 8 were ambivalent, and 4 admitted to being information illiterate. Those who professed to be information literate had no particular feeling about this state of being, however 10 interviewees admitted feeling positive about being able to use the Internet to retrieve information. Most of those interviewed (15) disagreed that a paucity of IL skills is a deterrent to “accessing online information efficiently and effectively” (30). Eleven reported development of information skills through self teaching, while 8 cited secondary schools or tertiary educational institutions. However, such training was more in terms of computer technology education than IL. Eleven of the participants expressed a desire for additional IL training, 5 of whom indicated a preference for the public library to supply such training. Customers identified face-to-face, rather than online, as the ideal training format. Four interviewees identified time as the main barrier to Internet use and online access. As regards library staff, 22 (78.6%) of those interviewed posited IL training as an important role for public libraries. Many stated that customers had been asking for formal IL sessions with interest in training related to use of the catalogue, databases, and productivity software, as well as searching the web. Two roles were identified in the context of the public librarian as a provider of IL: “library staff as teachers/agents of empowerment and library staff as ‘public parents’” (32). The former was defined as supporting independent, lifelong learning through the provision of IL skills, and the latter encompassing assistance, guidance, problem solving, and filtering of unsuitable content. Staff identified challenges to IL training as societal challenges (e.g., need for customers to be able to evaluate information provided by the media, the public library’s role in reducing the digital divide), institutional (e.g., marketing of IL programs, staff constraints, lack of budget for IL training), infrastructural (e.g., limited space, poor Internet access in library buildings) and pedagogical challenges, such as differing views pertinent to the philosophy of IL, as well as the low levels of IL training to which Canadian students at all levels had been previously exposed. Despite these challenges library staff acknowledged positive outcomes resulting from IL training in terms of customers achieving a higher level of computer literacy, becoming more skillful at searching, and being able to use a variety of information sources. Affective benefits were also apparent such as increased independence and willingness to learn. Library staff also identified life expanding outcomes, such as the use of IL skills to procure employment. In contrast to customer self-perception, library staff expressed that customers’ IL skills were low, and that this resulted in their avoidance of “higher-level online research” and the inability to “determine appropriate information sources” (36). Several librarians highlighted customers’ incapacity to perform simple activities such as opening an email account. Library staff also alluded to customer’s reluctance to ask them for help. Libraries in the study offered a wide range of training. All provided informal, personalized training as needed. Formal IL sessions on searching the catalogue, online searching, and basic computer skills were conducted by the three bigger libraries. A mix of librarians and paraprofessional staff provided the training in these libraries. However, due to a lack of professional staff, the two smaller libraries offered periodic workshops facilitated by regional librarians. All the libraries lacked a defined training budget. Nonetheless, the largest urban library was well-positioned to offer IL training as it had a training coordinator, a training of trainers program, as well as technologically-equipped training spaces. The other libraries in this study provided no training of trainers programs and varied in terms of the adequacy of spaces allocated for the purpose of training. The libraries also varied in terms of the importance placed on the evaluation of IL training. At the largest library evaluation forms were used to improve training initiatives, while at the small town library “evaluations were done anecdotally” (38). Conclusion – While Internet access is available and utilized by a wide cross section of the population, IL skills are being developed informally and not through formal training offered by public libraries. Canadian public libraries need to work to improve information literacy skills by offering and promoting formal IL training programs.

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N., Mikhailova. "Sergiy Prokopov: phenomenon of the creative personality." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 52, no. 52 (October 3, 2019): 6–21. http://dx.doi.org/10.34064/khnum1-52.01.

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Formulation of the problem. The modern choral art as never requires a theoretical understanding of the artistic experience accumulated over the years of its existence and enriched with the latest advances in this field. The bloom of the high professional choral performance in Ukraine shows, first of all, the active development of choral culture in practical terms, but unfortunately, in many theoretical aspects of the choral art there are significant gaps. Since in Ukraine a galaxy of dedicated experts in the field of the choral work function fruitfully, among whom the territory of the Slobozhanshchina region can boast the well-known name of Prokopov Sergiy Mykolayevych – the Honoured Art Worker of Ukraine, Professor, Head of the Choral Conducting Department of Kharkiv National University of Arts named after I. P. Kotlyarevsky, the coverage of the concept of the creative universalism of the famous Ukrainian conductor-choirmaster seems to be of a high relevance. The purpose of the article is to study a wide range of artistic activities of S. Prokopov in the aspect of identifying various vectors of creativity of this talented artist: his performances, scientific works and pedagogical guides, musical and public activities. Analysis of the recent research and publications. The study of each of the directions of the creative activities of the artist is not possible in isolation from the consideration of the main trends in the modern choral art. Ukrainian musicology is on the way of rethinking the classical methodological recommendations and finding new theoretical and practical approaches to the study of many aspects of the choral activity. The recent publications by such scholars as L. Parkhomenko, A. Lashchenko, L. Kiyanovska, A. Martyniuk, L. Yarosevich, O. Batovska, Y. Voskoboinikova and many others confirm the relevance of issues related to the genesis and the further development of the choral art. Research methods. The system analysis of the universe of the creative personality of the artist is the methodological basis of the study. Presenting the main material. Sergiy Prokopov is a well-known conductor-choirmaster, prominent teacher and musical-public figure in Ukraine and abroad. After many years of study, under the influence of the outstanding masters of the conducting-choral art A. A. Miroshnikova, E. P. Kudryavtseva, V. O. Chernushenko and A. V. Mikhailov the main methodological principles of teaching professional disciplines finally formed, and they found their embodiment in the further professional pedagogical activity of S. M. Prokopov. The research of the performing-pedagogical vector of the master’s work made it possible to analyse one of the most important spheres of activity of S. M. Prokopov – the work with children’s choir collectives. We should note that the sound of the choir called “The Spring Voices” is distinguished by the high quality of ensemble work, the most charming features of the children’s voice – ease, charm, and flying. The repertoire of the choir is extremely wide and diverse from the Renaissance to contemporary domestic and foreign compositions, different in genres and subjects, which is quite difficult for the amateur team. That is why the professional recognition of the children’s choir under the guidance of S. M. Prokopov is confirmed by many honorary awards of national and international competitions and choral festivals. Following the traditions of Kharkiv choral school, Prokopov S. M., while heading the choir of the students of the Choral Conducting Department of KhNUA named after I. P. Kotlyarevsky, greatly changed not only the repertoire policy of the choir, but also revised the correlation of teaching-educational and concert-performing tasks. The choral class is not only a solid base platform for the professional education of future choirmasters-specialists. The choir of students, under the guidance of S. M. Prokopov, is a full-fledged performing collective, whose power makes it possible to perform compositions of great forms. Working on the sound of the choir, at the stage of a warm-up, he relies on the artistic principles of the sound production, which represent a peculiar emotional and psychological setting for the further professional communication between the choirmaster and the singers. Such accentuation of attention on the complex of psychological tasks during the performance of vocal-choral exercises helps to combine and correlate the emotional and psychological state and technical capabilities of the singers with subsequent performing intentions. The key to the work of the master is a special relation to the interaction of the language and musical intonation. Expressiveness as a conscious singing is impossible without the right intonation, a clear pronunciation, an emotional exaltation in the process of performing a choral composition. The pedagogical activity of S. M. Prokopov continues in the class on conducting and relies on both the methodical foundations, theoretical positions, the generalizations of outstanding teachers, choirmasters, symphony conductors and many years of the own experience of the teacher, the conductor, and the conductor-choirmaster. Actually, his pedagogical style is characterized by a high level of culture, sophisticated taste, and deep knowledge of the specialty and in the related fields of both the humanities and social sciences. The sphere of interests of scientific activity of S. М. Prokopov covers various areas of the choral art. The scientific and methodical works by S. M. Prokopov outlines a range of issues related to the problems of the choral performance, the choral pedagogy and the educational process of formation of conductors-choirmasters at different stages of development. Professor S. M. Prokopov’s active and responsible life position prompts him for the public-education activities. Holding the post of the Head of the Kharkiv branch of the Association called “The Choir Society named after M. Leontovych”, on his initiative the significant competitions and festivals of the choral art take place, and they are known not only within Ukraine but also abroad. Sergiy Mykolayevych presents reports on the relevant issues of the choral art at international and all-Ukrainian conferences, conducts numerous master classes, lectures and concerts. Conclusions and the perspectives of the further research. Sergiy Prokopov is an example of a universal musician. To highlight one, the main of the directions of his activities is impossible. The teacher, choral conductor, scientist, talented organizer and musical-public figure, his work is a vivid example of creative and personal enthusiasm. The prospect of the further development of the topic is related to the in-depth study of the various spectra of S. M. Prokopov’s creative activities, his personal contribution to the development of Ukrainian culture.

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Unknown / not yet matched and Cintia Rodríguez. "On perception as the basis for object concepts." Pragmatics and Cognition 26, no. 2-3 (November 15, 2020). http://dx.doi.org/10.1075/pc.19027.ale.

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Abstract Within cognitive and developmental psychology, it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts thanks to the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which it can be claimed that object concepts depend on perception: state non-conceptualism, content non-conceptualism, and content conceptualism. We show that the three perspectives have problems that make perception inadequate as a conceptual basis. We suggest that the inquiry about the origin and development of object concepts can benefit from a pragmatic perspective that considers objects’ cultural functions as a conceptual foundation. We address this possibility from the theoretical framework of the pragmatics of the object, considering the importance of objects’ functional permanence.

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Setyawan, Dedy, and Florentianus Dopo. "Developing Eastern Culture-Based Arts Education To Improve Students National Identity." KnE Social Sciences, September 2, 2020. http://dx.doi.org/10.18502/kss.v4i12.7586.

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This study aims to determine the feasibility of developing art education teaching materials from the aspects of content, language, design. The study was conducted at STKIP Citra Bakti Ngada-Flores-NTT. The subjects of this study were STKIP Citra Bakti students who took art education courses, while the object of the research was arts teaching materials based on eastern culture. This research was developed using the ASSURE model, with the consideration that this development model is oriented towards learning. The development is carried out with 6 steps: (1) analyzing learning needs with the observation method; (2) formulate objectives with the ABCD method; (3) design teaching materials with methods of making teaching materials, expert testing with TESSMER methods and refinement with TESSMER methods; (4) apply teaching materials (product) using the ASSURE method; (5) group testing using the ASSURE method; (6) evaluate test methods and revise test result methods. The data collected in this study were analyzed descriptively and qualitatively to assess the feasibility and effectiveness of the developed teaching material. The results showed that the teaching materials developed were reviewed in terms of the content, language, design, and feasibility of the teaching materials as ”Good” quality with an overall average rating of 75.88%. Thus, it can be concluded that the Eastern culture-based art education teaching materials developed are feasible and effectively used as media for art education learning. Keywords: Teaching materials, Art Education, Eastern Indonesian Culture

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Baradillo, Danilo G. "Oral Communicative Competence of Second Year Hotel and Restaurant Management Students in the University of the Immaculate Conception." UIC Research Journal 20, no. 2 (February 1, 2016). http://dx.doi.org/10.17158/511.

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Communication is a prime function of language. Oral communicative competence in the English language is an advantage particularly in service industries requiring people interactions, such as in hotel and restaurant trade. This study was conducted to determine the level of oral communicative competence in terms of voice production, pronunciation, mechanics and content of the University of the Immaculate Conception (UIC) Hotel and Restaurant Management (HRM) students, as a basis for intervention program. This study employed descriptive design with a validated researcher-made questionnaire to measure oral communicative competence of the 45 students purposively chosen. The results revealed that the respondents’ level of oral communicative competence is average for all specified parameters. ANOVA revealed no significant difference (p>0.05) between all communicative competency parameters among the respondents when grouped according to their first language, economic status and average grades in English subjects. The study recommends the revision of English 4 (Speech and Oral Communication) syllabus as an intervention program.Keywords: Oral communicative competence, Hotel and Restaurant Management, syllabus, Descriptive-correlation, Davao City, Philippines

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Journal articles on the topic 'Language arts – Correlation with content subjects'

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