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Journal articles on the topic 'Scholastic writing'
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Ergashova, Shahrizoda Elbek kizi. "HOW TO IMPROVE WRITING SKILL." Zamonaviy dunyoda ilm-fan va texnologiya 2, no. 5 (2023): 80–82. https://doi.org/10.5281/zenodo.7625767.
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This article analyzes the significance of composing abilities. Composing aptitudes is an critical angle of scholastic accomplishment. To realize higher levels, you wish constant work on yourself, perusing books, magazines and logical articles. This will hypothetically be accomplished through ponder hone.
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Bazarov, A. A. "Section «Lam-rim» of tibetan literature collection "Choira". Oriental manuscripts and xylographs center IMBTS SB RAS." Bibliosphere, no. 3 (September 30, 2019): 71–77. http://dx.doi.org/10.20913/1815-3186-2019-3-71-77.
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The article discusses the “additional” course of Buddhist education lam-rim, which was taught in the monasteries of Northwest China, Mongolia and Transbaikalia (19th – early 20th centuries). The databases of the Buddhist scholastic collection “Choira” of the Center of Oriental manuscripts and xylographs in the Institute of Mongolian Studies, Buddhology and Tibetology of the Siberian Branch of the Russian Academy of Sciences (IMSBT SO RAN), as well as traditional bibliographic handbooks – “garchaks”, make it possible to understand that the texts of lam-rims are an integral part of the Buddhist book culture of this region. Our analysis has demonstrated that the study of this scholastic subject in the monasteries of Northwest China, Mongolia and Transbaikalia (19th – beginning 20th centuries) was based on a variedTibetan Buddhist literature from fundamental works of Indian classics to popular works of local scholastics. It is also necessary to emphasize that if to compare this section (lam-rim) of Tibetan scholastic literature “Choira” (in IMBT SB RAS) with the other sections (Pramana, Prajna-Paramita, Madhyamika Vinaya, Abhidharma) we find that the largest number of works of local authors are found in lam-rim. An important result of the research is the historical fact that the books of the Buryat monastic printing houses (Aga, Tsugol, Egita, Ana datsans of Trans-Baikal region) make it possible to understand the level of development of lam-rims literature in this region (19th – beginning 20th centuries) in the field of writing and publishing scholastic works in Northwest China, Mongolia and Transbaikalia. The study of authorship of lamrim texts stored in the IMBT SB RAS can confirm that, thanks to the works of representatives of these cross-border regions, a kind of Renaissance of Tibetan scholasticism took place in the Buddhist culture of the entire Inner Asia. A special role in this process was played by the Amdo, Mongolian and Buryat monasteries. It may be assumed that representatives of the historical Amdo region (the territory where Tibetans and Mongols lived together), Mongolia and Transbaikalia in these centuries created a culture of mass writing of Buddhist educational and philosophical literature.
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Braider, Christopher. "Scholastic Etiologies: The Writing Subject in Early Modern Europe." Comparatist 24, no. 1 (2000): 161–64. http://dx.doi.org/10.1353/com.2000.0012.
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Morton, J. "Reading the World: Encyclopedic Writing in the Scholastic Age." French Studies 67, no. 3 (2013): 395–96. http://dx.doi.org/10.1093/fs/knt106.
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Ahmed Lecturer, Abu-Shnein. "Bilingualism Impact on Intelligence and Scholastic Achievement." لارك 1, no. 40 (2020): 1163–56. http://dx.doi.org/10.31185/lark.vol1.iss40.1638.
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Bilingualism can refer to the ability to preserve linguistic skills, to a certain level, at two separate linguistic systems, in the four linguistic modalities: listening, speaking, reading, and writing. It is related to social, psychological, economic, and political factors. The aim of this study is to review previous studies that targeted the influence, whether positive or negative, a second language may have on the intelligence and then on scholastic achievement of bilingual students versus the intelligence and scholastic achievement of monolinguals.
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Pahta, Päivi, and Irma Taavitsainen. "Vernacularisation of Medical Writing in English: a Corpus-Based Study of Scholasticism." Early Science and Medicine 3, no. 2 (1998): 157–85. http://dx.doi.org/10.1163/157338298x00266.
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AbstractThe article proposes a model for linguistic analysis of scientific thought-styles, combining quantitative and qualitative analyses in the variationist frame and focusing on writings of the scholastic period. The first part of the article considers factors that led to the vernacularisation of scientific writings in fifteenth-century England and the sources, underlying traditions, and audiences of these writings. The empirical part focuses on two features typical of scholasticism: references to authorities and the use of prescriptive phrases. The results show statistical differences between varieties of writing. A close semantic analysis reveals a pattern which is related to the underlying layers of traditon and to the sociohistorical background of the texts. The material comes from a computer-readable Corpus of Early English Medical Writing 1375-1750, which the authors are compiling at the University of Helsinki.
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Khairul, Hisyam Baharuddin, Syima Mohd Nasir Nazatul, and Stark Alexander. "Enhancing Academic Essay Writing through the Effective Use of Checklist." Malaysia Journal of Invention and Innovation 2, no. 6 (2023): 60–63. https://doi.org/10.5281/zenodo.8115398.
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Many students struggle to meet the rigorous standards and expectations of scholastic writing, despite the importance of academic essay writing skills to students' academic success. Consequently, the resulting essays frequently lack coherence, organization, and adherence to academic standards. Inadequate writing skills not only hinder students' ability to convey their ideas and arguments effectively, but also have a negative influence on their overall academic performance. Therefore, it is imperative to address this issue and provide effective interventions that can improve students' writing skills and enable them to produce high-quality academic essays. This study examines the use of criteria to improve academic essay writing. This study aims to examine how the systematic implementation of criteria can improve students' writing skills, cultivate critical thinking, and enhance the overall quality of academic essays. Through an exhaustive literature review, this paper demonstrates the effectiveness of checklists in supporting students' writing processes, ensuring adherence to academic standards, and facilitating self-assessment. The findings highlight the benefits of incorporating criteria into academic writing pedagogy as well as the need for further research and implementation in educational settings.
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Situmorang, Yani Kartini, Marudut Sinaga, Ani Sutiani, Ratu Evina Dibyantini, and Zainuddin Muchtar. "Analysis of Students' Initial Ability Based on Generic Science Skills in Reaction Rate Material." Jurnal Inovasi Pembelajaran Kimia 5, no. 1 (2023): 28. http://dx.doi.org/10.24114/jipk.v5i1.43133.
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This writing aims to determine the validity of the test instrument and initial results scholastic ability test and KGS-based final evaluation test instrument on reaction rate material. This research uses Research and Development research and development methods. The research subject was class XI B which consisted of 36 students. This study used a scholastic test instrument and a final chemistry evaluation with 20 questions each. Based on the results of the validation test by the expert validator, it can be seen that the average percentage results obtained for Material Aspects are 87.08%, Construction Aspects are 87.92%, Language Aspects are 89.17%, and Additional Rules are 100%. The Scholastic test instrument consists of 20 questions that are tested on students namely; 17 valid questions and 3 invalid questions. The results of the final evaluation ability test were 20 items tested on students, 18 questions were valid and 2 questions were invalid. Scholastic ability test trials obtained namely; 3% "very poor", 16% "poor", 39% "enough", 14% "good" and 28% "very good", while the final chemistry evaluation test was obtained namely; 0% is "very less". 11% "poor", 31% "poor: 25% "good" and 33% "very good".
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Demaitre, Luke. "Medical Writing in Transition: Between Ars and Vulgus." Early Science and Medicine 3, no. 2 (1998): 88–101. http://dx.doi.org/10.1163/157338298x00239.
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AbstractThe form and content of vernacular medicine, particularly in translations from Latin writings, differ both from scholastic learning and from popular lore. As a Middle High German version of Bernard de Gordon's Lilium medicine shows, the translator aimed for broader intelligibility than teachers, by elucidating terms and simplifying theories. Nevertheless, he also evinced a bookish superiority to lay people by his concern with precision and disdain for illiteracy. At the same time, a greater closeness to a popular level was reflected in the admiration for masters and in the esthetic importance of emotions.
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Grieder, Silvia, and Alexander Grob. "Exploratory Factor Analyses of the Intelligence and Development Scales–2: Implications for Theory and Practice." Assessment 27, no. 8 (2019): 1853–69. http://dx.doi.org/10.1177/1073191119845051.
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The factor structure of the intelligence and scholastic skills domains of the Intelligence and Development Scales–2 was examined using exploratory factor analyses with the standardization and validation sample ( N = 2,030, aged 5 to 20 years). Results partly supported the seven proposed intelligence group factors. However, the theoretical factors Visual Processing and Abstract Reasoning as well as Verbal Reasoning and Long-Term Memory collapsed, resulting in a five-factor structure for intelligence. Adding the three scholastic skills subtests resulted in an additional factor Reading/Writing and in Logical–Mathematical Reasoning showing a loading on abstract Visual Reasoning and the highest general factor loading. A data-driven separation of intelligence and scholastic skills is not evident. Omega reliability estimates based on Schmid–Leiman transformations revealed a strong general factor that accounted for most of the true score variance both overall and at the group factor level. The possible usefulness of factor scores is discussed.
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Onwuegbuzie, Anthony J. "Writing Apprehension among Graduate Students: Its Relationship to Self-Perceptions." Psychological Reports 84, no. 3 (1999): 1034–39. http://dx.doi.org/10.2466/pr0.1999.84.3.1034.
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The purpose of this study was to investigate the relationship between scores on Daly and Miller's (1975a) Writing Apprehension Test and on seven dimensions of Neemann and Harter's (1986) Self-perception Profile for College Students. Participants were 97 students (81 women and 16 men) from a variety of disciplinary backgrounds enrolled in graduate courses in research methodology. Analysis indicated that students with the lowest perceived scholastic competence and perceived creativity tended to have the highest anxiety about writing. Recommendations for research include replication.
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Commodari, Elena, and Maria Guarnera. "Attention and Reading Skills." Perceptual and Motor Skills 100, no. 2 (2005): 375–86. http://dx.doi.org/10.2466/pms.100.2.375-386.
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Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.
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Fredrikzon, Johan. "2. Simondon as a Neo-Scholastic?" Sensorium Journal 3 (March 26, 2021): 28–35. http://dx.doi.org/10.3384/sens.2002-3030.2021.3.28-35.
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Johan Fredrikzon spent one and a half years as a visiting research assistant at the Film and Media Studies Program at Yale University 2018/2019. Some months before he arrived, a two-day workshop on Simondon was held by the Yale-Düsseldorf Working Group on Philosophy and Media, titled Modes of Technical Objects, with scholars from the US and Germany. Fredrikzon decided to engage a few of the workshop participants for this special issue of Sensorium, with the purpose to discuss perspectives on Simondon as a theoretical instrument for thinking technology, how the French philosopher matters in their work, and why there seems to be a revival in the interest in the writing of Simondon these days. On behalf of the Sensorium journal, the interviewer would like to thank the three interviewees for their generous participation.
 About John Durham Peters:
 John Durham Peters is María Rosa Menocal Professor of English and of Film & Media Studies at Yale University. Peters has been a creative force in media studies for many years and his thinking continues to influence academic environments throughout the world. His book The Marvelous Clouds: Toward a Philosophy of Elemental Media (Chicago, 2015) was an attempt to rethink the concept of media by including weather, dolphins and fire to the infrastructural landscape of digital communications and climate change. His new book, in cooperation with Kenneth Cmiel, is called Promiscuous Knowledge: Information, Image, and Other Truth Games in History (Chicago, 2020).
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choi suk ki. "Exploring Improvement Methods for Writing Assessment of 2022 College Scholastic Ability Test." 작문연구 ll, no. 36 (2018): 107–44. http://dx.doi.org/10.31565/korrow.2018..36.004.
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Hamp-Lyons, Liz. "What is writing? What is “scholastic aptitude”? What are the consequences? SAT I Writing — a trip down memory lane." Assessing Writing 10, no. 3 (2005): 151–56. http://dx.doi.org/10.1016/j.asw.2005.09.002.
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Silveira, Andy. "Pursuing the Sacred: Discovering the Profane." Journal of Autoethnography 3, no. 4 (2022): 445–58. http://dx.doi.org/10.1525/joae.2022.3.4.445.
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Through self-reflexive, queer autoethnography, this article depicts the author’s transition from a religious scholastic to a queer-embracing person over four years at university. While enfolding the individual and the collective self, the author unearths new forms of existing that allow for authenticity with none of the complicity associated with double consciousness. This article examines how writing leads to meaning-making, visibility, and self-affirmation and becomes an exercise in letting go of shame, loss, and love.
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Kraebel, A. B. "Middle English Gospel Glosses and the Translation of Exegetical Authority." Traditio 69 (2014): 87–123. http://dx.doi.org/10.1017/s0362152900001926.
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The non-Wycliffite Middle English commentaries on the Synoptic Gospels in MSS London, British Library Egerton 842 (Matt.), Cambridge, University Library Ii.2.12 (Matt.), and Cambridge, Corpus Christi College Parker 32 (Mark and Luke) are important witnesses to the widespread appeal of scholastic exegesis in later fourteenth-century England. They appear to have been produced by two different commentators (or teams of commentators) who worked without knowledge of one another's undertakings but responded similarly to the demand for vernacular biblical material. The commentary on Matthew represents a more extensive effort at compilation than the Mark and Luke texts, and, in his elaborate prologue, the Matthew commentator translates the priorities of scholastic Latin criticism even as he tailors his writing to meet the perceived needs of his English readers. Especially when considered alongside the WycliffiteGlossed Gospels, these texts illustrate further the variety and richness of vernacular biblical commentary composed in the decades following the important precedent of Richard Rolle'sEnglish Psalter.
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Verspoor, Marjolijn, Kees de Bot, and Xiaoyan Xu. "The Role of Input and Scholastic Aptitude in Second Language Development." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 47–60. http://dx.doi.org/10.1075/ttwia.86.06ver.
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This semi-longitudinal/cross-sectional study explores the role of two possible variables in the L2 development of Dutch high school students: scholastic aptitude (operationalized as CITO score) and the amount of input, both in school (two hours a week versus 15 hours a week) and out of school. First grade participants were followed for two years and third grade students for one year. At the beginning of the study, all students filled in an extensive questionnaire on motivation, attitude, and out-of-school contact and took a proficiency tests consisting of a receptive vocabulary and a productive writing task. At each subsequent measure point, the language proficiency test was repeated. The results show that out-of-school contact with English made a significant contribution to their English proficiency, even with the presence of predictors of CITO score, grade (1 or 3) , instructional group (2 versus 15 hours) and interaction between grade and group. The analysis also revealed a significant effect of aptitude (operationalized as CITO score) on the learners' general English proficiency, revealing that students in both conditions with a higher CITO score have a higher English proficiency level as well. We conclude that in-school input helps: the learners who receive 15 hours a week of English input score significantly higher on the writing scores than the two other groups during and at the end of the third year, even when we take other factors such as initial proficiency level, scholastic aptitude and out-of-school contact into consideration. The data also shows that the CITO score is a strong predictor of language development, even within the narrow bandwidth of about 540-550. However, we need to be careful in interpreting what this means. Perhaps general aptitude only affects the rate of acquisition rather than the ability to become very proficient.
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Bsharat, Tahani R. K., and Fariza Behak. "The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region." PANYONARA: Journal of English Education 3, no. 1 (2021): 19–34. http://dx.doi.org/10.19105/panyonara.v3i1.4170.
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Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills
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Caranti, Pedro J. "Martín de Azpilcueta: The Spanish Scholastic on Usury and Time-Preference." Studia Humana 9, no. 2 (2020): 28–36. http://dx.doi.org/10.2478/sh-2020-0010.
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AbstractMartín de Azpilcueta and his fellow Spanish Scholastics writing and teaching at the University of Salamanca during Spain’s Golden Age are rightly pointed to by historians of economic thought as being major contributors toward, if not outright founders of modern economic theory. Among these is the theory of time-preference for which Azpilcueta has repeatedly been given the credit for discovering. However, this discovery is a curious one given how the same man, Azpilcueta, condemned usury in general during his whole life. If Azpilcueta did in fact discover this theory and fully understand its implications, we would reasonably expect him to have questioned his support for the ban on charging an interest on a loan. This paper, therefore, challenges the claim that Azpilcueta understood and revived time-preference theory and shows how his understanding was much more nuanced, and, at times, inconsistent.
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Majed, Nahida Taha, and Zainab Chalabi Muhammad. "The Effectiveness of Interactive Writing Strategy in Teaching Writing to EFL Preparatory School Students and their Attitudes Towards Writing." Journal of Tikrit University for Humanities 27, no. 3 (2020): 27–57. http://dx.doi.org/10.25130/jtuh.27.3.2020.25.
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A sample of sixty- four eleventh grade male students has been purposively chosen from Al-Tuz city at ,Salah Al-Deen Governorate in the scholastic year (2017-2018) and equally distributed into experimental and control groups. The experimental group is taught writing by using the interactive writing strategy, while the control group is taught by using the traditional method, i.e. without using the interactive writing strategy for a period of three months. An achievement pre-posttest and a questionnaire have been constructed and administrated to the involved sample of the study.
 The collected data have been analyzed statistically. The obtained result are as follows: There is a significant difference between the mean scores of the experimental group in the pretest and that in the posttest of the writing skill, and in favour of the posttest. There is no significant difference between the mean scores of the control group in the pretest and that in the posttest of the writing skill.There is a significant difference between the mean scores of the experimental group and that of the control group in the posttest, and in favour of the experimental group.There is a significant difference between the mean scores of the experimental group in the pre application and that in the post application of the questionnaire, and in favour of the post application. There is no significant difference between the mean scores of the control group in the pre application and that in the post application of the questionnaire, and in favour of the post application.There is a significant difference between the mean scores of the experimental group and that of the control group in the post application of the questionnaire, and in favour of the experimental group.
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Dota, Michela. "L’USO DELLE SUBORDINATE GERUNDIALI NELLA SCRITTURA SCOLASTICA E UNIVERSITARIA." Italiano LinguaDue 13, no. 2 (2022): 152–81. http://dx.doi.org/10.54103/2037-3597/17134.
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Il presente lavoro indaga l’impiego del gerundio subordinativo in alcune scritture scolastiche (prodotte in istituti superiori di secondo grado) e universitarie (di triennalisti iscritti a corsi umanistici), al fine di rilevare, sullo sfondo della letteratura già esistente sul tema, la vitalità attuale e le criticità più frequenti nell’uso di questa struttura nella popolazione ancora coinvolta in un ciclo d’istruzione. Le criticità, in particolare, sono interpretate come punti di rottura nelle interlingue degli scriventi, che possono fornire elementi utili per una eventuale ricalibrazione della didattica del gerundio a scuola.
 
 The use of gerundial subordinates in school and university writing
 This paper investigates the use of the subordinative gerund in some scholastic writings (produced in secondary schools) and university writings (by three-year students enrolled in Humanistic courses), in order to detect gerund current vitality and the most frequent criticalities in the use of this structure in the population still involved in an education cycle. Critical issues, in particular, are interpreted as breaking points in the writer’s interlanguages, which can provide useful elements for a possible recalibration of gerund teaching at school.
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Sriyati, Sriyati. "ANALISIS KORELASI POTENSI SKOLASTIK DENGAN KEMAMPUAN AKADEMIK SISWA KELAS 12 SMAN 1 SITUBONDO." JURNAL PEMBELAJARAN FISIKA 11, no. 4 (2023): 174. http://dx.doi.org/10.19184/jpf.v11i4.35463.
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The Computer-Based Writing Exam (UTBK) is a selection to enter State Universities (PTN) through the joint selection to enter State Universities (SBMPTN). The UTBK test material consists of a Scholastic Potential Test (TPS) and an Academic Competency Test (TKA) consisting of Science and Technology and Social Sciences. The UTBK material has a high level of difficulty, but not many high school students have prepared themselves from the start. This study aims to analyze the correlation between the ability of the Scholastic Potential Test and the academic competence of the 12th graders of SMA Negeri 1 Situbondo. This research is a survey research, with respondents from all 12th grade students majoring in science and social studies who are willing to take part in the UTBK Try Out, namely 65 science students and 50 social studies students. The results of the t-test statistical analysis showed that there was no significant difference (p > 0.05) in the ability of science and social studies students to the ability of TPS in the components of General Knowledge, reading and writing ability, and English language ability. Meanwhile, the reasoning and numeric abilities of science students were significantly (p < 0.05) higher than social studies students. The results of Pearson's correlation analysis show that there is a significant positive correlation (p = 0.000) between TPS scores and science and technology academic competence in science students. However, TPS scores on social studies students do not correlate with Soshum's academic competence. Conclusion: the readiness of science students is higher than social studies students in facing the 2022 UTBK.
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Taavitsainen, Irma. "Meaning-making practices in the history of medical English." Journal of Historical Pragmatics 18, no. 2 (2017): 252–70. http://dx.doi.org/10.1075/jhp.00005.taa.
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Abstract Genres work through conventions of communicative patterns. Variation in them is related to sociolinguistic parameters of writers and readers as well as situational and contextual factors, including culture. Conventions of writing change slowly and there are elements that remain constant throughout centuries but acquire new connotations. I shall first discuss genre theories and methods of studies at the interface between language and literature, and then provide a case study. The top genre of scholastic research was the commentary with a distinct genre structure. It was first introduced in Middle English in the fourteenth and fifteenth centuries and became established in Early Modern English, as my examples will show. The transition period is particularly intriguing as the old thought style began to give way to new ideas, and observation proved inherited wisdom erroneous. Commentaries had an afterlife in spurious writings, providing an empirical example of genre dynamics and proving the usefulness of the notion of genre script as applied in this case study.1
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Thapa, Shanker, and Rupa Luitel. "Scholastic Tradition and Perpetuation of Knowledge in Buddhism of Medieval Kathmandu Valley." Journal of Buddhist Studies (T.U.) 1, no. 1 (2024): 65–90. https://doi.org/10.3126/jbuddhists.v1i1.75073.
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Buddhist manuscripts are the literary heritage and source of Buddhist spirituality extant in Pālī, Sanskrit, Chinese, and Tibetan languages. Nepal has marked extraordinary development of Buddhist scholarship during the medieval times. Nepali Pandits became famous far and wide. Development of Buddhist scholarship largely contributed in Buddhist intellectuality and manuscript culture. Newār Buddhists enormously contributed in Sanskrit manuscript writing that turned Kathmandu valley into an abode of Sanskrit Mss. They are the only extant original textual sources of Sanskrit Buddhism. In modern century, scholars and monks arrived in Nepal to procure manuscripts. It later developed modern scholarship in Mahāyāna Buddhism. It also helped to create manuscripts repositories in India, Tibet China, Japan, France, Germany, Great Britain, Italy, Denmark, Sweden, Russia, and so on. The scholarly tradition gradually came to an end. Manuscript culture remained in sets of performing book rituals. Manuscripts remained only as ritual objects in Nepal.
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Oliverio, Stefano. "The end of schooling and education for “calamity”." Policy Futures in Education 18, no. 7 (2020): 922–36. http://dx.doi.org/10.1177/1478210320944106.
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In this article, after delineating a Deweyan framework that reclaims the autonomy of education against any instrumentalization, while not curtly writing off the vocabulary of instrumentalism, I will address the question of the “what and what for” of education in reference to schooling and, more particularly, to an emerging emphasis on the fact that new technology should result in an overhaul (if not a demise) of the “scholastic” project. By taking my cue from some ideas of Michel Serres, I will espouse a longue durée perspective and will show how the contemporary discourse on a de-schooling via technology is actually the radicalization of the modern gesture of Descartes. At the same time, though, I aim at deconstructing this conceptual device and at showing how a thinking-through-penmanship is operative there so that we can state that the cogito is predicated upon the gesture of handwriting and, therefore, requires schooling as its pre-condition. In this sense, while bringing to a close the most obsolete forms of modern schooling can represent a horizon for educational theory and practice, it would be calamitous to let the “scholastic” project itself come to a conclusion.
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Hameed Rumuh Al-Hilli. "The Scholarly Theological Effort of Al-Allama Al-Hilli (May Allah sanctify his secret): His Book “The Way of Right and Discovering Truth” an Example." Al-Muhaqqiq 1, no. 2 (2022): 135–70. http://dx.doi.org/10.62745/muhaqqiq.v1i2.165.
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Our present paper aims at elucidating the scholarly theologicaleffort of A-Allama Al-Hilli in his book Nahjul-Haq wa Kashfus-Sidq (The Way of Right and Discovering Truth). We have organized it into three chapters. Chapter One presents a summary of Al-Allama Al-Hilli’s (May Allah sanctify his secret) life. Chapter Two deals with the titles of scholastic theology and the reasons of naming it by using each of them, its definition, subject, status, the evidences of its high rank and its aim according to Al-Allama Al-Hilli(May Allah sanctify his secret).Chapter Three presents a synopsized view of the scholastic theological books of Al-Hilli and some concerns of these books.We have put his book(The Way of Right and Discovering Truth) at the end. We divided the research concerning that book intothree parts. Part One includes the reasons for writing the book.Part Two is divided into two themes: one of them concerns the most important and the oldest copies of the book; the second concerns its most important explanations. Part Three also contains two themes: Al-Hilli’s approach in using titles; his style in deduction and the resources he borrowed his evidences from.
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Slim, Suha Abdul Razzaq, and Hamzah Ali Al-Omari. "The Effect of an Instructional Program of Critical Thinking Skills on Eleventh Grade Female Students’ English Writing Skills in Jordan." Dirasat: Educational Sciences 50, no. 4 (2023): 198–210. http://dx.doi.org/10.35516/edu.v50i4.4370.
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Objectives: This study aimed at investigating the effect of implementing an instructional program based on critical thinking skills on developing English language writing skills among eleventh grade female students. Methods: A quasi experimental study approach was followed during the first semester of the scholastic year 2022-2023 in Wadi El Seir Directorate. The sample of the study consisted of 42 students in two sections who were randomly distributed to a control group (21 students) and to an experimental group (21 students). The two groups were examined by writing a composition to assess their writing skills which include the following higher thinking skills: analysis, decision making and expressing themselves through selecting one topic out of two. One research instrument was used to collect the data of the study; a comprehensive English achievement test of writing (Pre-posttest) assessed by a writing rubric that tests students’ writing skills including the higher order skills. Data were analyzed using means, standard deviations, ANCOVA and MANCOVA. Results: The findings of the study indicated that there was a statistically significant difference (α=0.05) between the mean scores of both groups (experimental and control) regarding their English language writing skills. The mean score of the experimental group was (13.62 + 1.774) compared with the mean score of the control group was (9.29 + 1.774). The Writing achievement was in favour of the experimental group students. Conclusion: The study findings indicated that the instructional program based on critical thinking skills was significantly more effective than the conventional method in developing students’ English language writing skills. The study recommends that English language writing skills should be improved through including the critical thinking skills in the English language curricula.
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Hidayat, M. Riyan. "Manhaj at-Tafsīr al-Madrasī li Oemar Bakry." Jurnal Al-Fanar 3, no. 2 (2020): 149–66. http://dx.doi.org/10.33511/alfanar.v3n2.149-166.
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This research is under the topic "Curriculum of the scholarly interpretation of Omar Bakri." Which was written by Sheikh Omar Bakri and has a method and a system of custom in writing and interpretation of the Qur’an. Besides that, he can say the first book in the science of exegesis, especially for students in Islamic schools and institutes in Indonesia. The reason for calling this book a scholastic interpretation is appropriate for what Sheikh Omar Bakri aimed to write this interpretation, I mean, to be a help for Indonesian students in the word of God and learning the Arabic language. It contains only two volumes and was used by the Dar es Salaam Contour Institute for Modern Islamic Education and its branches as educational materials to this modern era. And the last of the statement, we will find the result and the conclusion that this book indicates the interpretation that stands on the five foundations, which is the language, the attempt to reveal the meanings of the Qur’an in education, the matter in social application, the explanation of the ruling of the Qur’an, the disclosure of the causes of the texts, and the dismissal of suspicions. Then his method for this book is the total curriculum and its color is the interpretation of social literature. In the form of the famous language (Populer) and the form of writing for this book is not scientific, then its scholastic interpretation is to present matters of education in understanding the Qur’anic verse according to the status of the Indonesian people and calls for the development of experimental thought (Empiric): rational and scientific.
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Mrs. Neha Avinash Kanawade, Dr Uzma Momin, Dr Nimit Sheth,. "The Faculty and Staff of The College Management Information System Adopt." European Economic Letters (EEL) 14, no. 1 (2024): 1200–1206. http://dx.doi.org/10.52783/eel.v14i1.1160.
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The proficiency and viability of data innovation have prompted a critical extension in its application in instructive administration. The board data frameworks (MIS) were created with the essential objective of expanding the adequacy of school office activities. Staff and understudy information were put away there. The central concern was that information section and accumulation were getting more consideration than information move or investigation. It was at the coordination arranges that the significance of the board data was perceived. A thorough survey of the writing uncovered that MIS emphatically affects school organization and the executives, including expanded data openness, more powerful organization, expanded utilization of school assets, diminished responsibility, further developed using time effectively, and further developed report quality. There are a few boundaries to utilizing MIS, as the writing clarifies. The most widely recognized ones are an absence of time, an absence of certainty or capacities, an absence of preparing, an absence of help from senior administration, and an absence of specialized help. The information required for all around informed arranging, strategy making, and assessment can be given to managers and educators by means of MIS. In the space of authority, direction, responsibility, human asset the board, correspondence, responsibility, and arranging, MIS has changed school organization. These instruments can assist the school supervisor with procedure arranging, staff execution assessment, authoritative achievement appraisal, objective setting, and asset conveyance. It was closed from the outcomes that scholastic individuals' exhibition is essentially further developed by the data frameworks. The comprehension of how data frameworks procedures are expected to keep a drawn out connect with scholastic staff execution would be helped by this examination for organizations in Kerala and all through the world.
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Simons, Williams. "Teaching Modern American History In An Honors Program." Teaching History: A Journal of Methods 29, no. 2 (2004): 71–81. http://dx.doi.org/10.33043/th.29.2.71-81.
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Two years ago the State University of New York at Oneonta re-established an honors program. The purpose of this venture was to attract outstanding students to our college and retain them. To create a strong base before expanding, only two honors sections were offered initially, one in philosophy and the other in history. Admittance to these two courses was by invitation only, with selection, limited to an elite group of incoming freshmen, based on high school grade average and class standing, Scholastic Aptitude Tests, and a writing sample. Asked to teach the history course, I established its primary purpose: to demonstrate the relevance of the past to the present.
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Večeře, Vojtěch. "Johann Ulrich Surgantʼs Manuale curatorum predicandi as a product of medieval intellectual heritage in Basel libraries". AUC HISTORIA UNIVERSITATIS CAROLINAE PRAGENSIS 63, № 1 (2024): 215–35. http://dx.doi.org/10.14712/23365730.2023.31.
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Manuale curatorum predicandi – the treatise on the art of preaching written by Basel scholar Johann Ulrich Surgant in 1502 – is usually classified as a humanist and nearly proto-reformation work. The paper disputes this classification; it provides several analytical textual probes to show the deep dependence of the Manuale curatorum on the older scholastic tradition. Following on from former research, a few relatively well-known high and late medieval artes praedicandi are identified as the main sources of Surgantʼs writing. Moreover, the study aims to trace specific manuscripts or early prints in Basel libraries, which could have been directly used by the author-compiler.
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Katz, Anne. "The ABCs of Literacy: Creating Excitement About Learning Through Reading, Writing and Poetry in an Early Learning College Literacy Session." Georgia Journal of Literacy 36, no. 2 (2013): 11–16. http://dx.doi.org/10.56887/galiteracy.41.
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Early learning experiences serve as the building blocks for young children’s scholastic success. Providing parents, grandparents, and caregivers with the necessary tools to establish this foundation is critical. This article describes two literacy workshops which were held as part of a local Early Learning College initiative. The goal of the program is to ensure that young children in the community are prepared for school and for early literacy learning experiences. The workshops aim to provide parents with strategies to create high-quality learning environments for their children. In turn, this will enhance their ability to effectively partner with teachers when their child enters a formal school setting.
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Nastasi, Bonnie K., and Douglas H. Clements. "Effectance Motivation, Perceived Scholastic Competence, and Higher-Order Thinking in Two Cooperative Computer Environments." Journal of Educational Computing Research 10, no. 3 (1994): 249–75. http://dx.doi.org/10.2190/9gh1-05gu-6ab2-jqpc.
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The purpose of the study was twofold. First, we examined social-contextual experiences hypothesized to contribute to the development of effectance motivation and perceived competence. We took observational measures at the initiation and termination of two educational computer interventions—Logo and curriculum-based instruction in writing (CBI-W) — as forty-eight third-grade students worked in pairs. Second, we examined the extent to which posttreatment group differences in teacher ratings of effectance motivation and self-ratings of perceived competence explained previously-documented posttreatment differences in cognitive performance [1]. Results suggested that evaluation of success was internally determined in the Logo environment, though students still sought external approval. Although students exhibited a higher frequency of difficult and failure experiences, Logo enhanced effectance motivation and higher-order thinking. Furthermore, Logo may foster cognitive growth in part by engendering effectance motivation.
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M P, Arthi, and Gandhimathi S N S. "Self-Efficacy Based Instruction: Exploring the Correlation between Writing Self-Efficacy and Critical Thinking." World Journal of English Language 14, no. 6 (2024): 495. http://dx.doi.org/10.5430/wjel.v14n6p495.
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Critical thinking serves as a pivotal gauge of learners’ scholastic and professional achievements. It is recognised as an integral component of higher education, as it meets one of the educational prerequisites of this era. Learners of higher education are expected to acquire critical thinking skills, entrepreneurial skills, application skills, communication skills, presentation skills, organisational skills, cognitive skills, technology skills and digital literacy. In order to meet the educational demands of the present era, higher-education learners need to possess the ability to think critically. The current study employs self-efficacy strategies through activities namely, generating ideas (ideation), expressing ideas (conventions), managing writing (self-regulation) to foster self-efficacy in writing skills and critical thinking skills among the undergraduate learners by emphasising the association between writing and thinking. L2 Writer Self-Efficacy Scale (L2WSS) questionnaire was administered to assess the existing level of writing self-efficacy among the learners. The hypothesis formulated for this study was assessed by conducting a pre- and post-test to the samples comprising eighty-two students. The evaluation was carried out using two distinct rubrics, namely, The Criteria for Evaluating CT in L2 Writing and Rubric for grading scholarly paper assignment. The results revealed that the learners’ Writing Self-Efficacy (WSE) and critical thinking skills were enhanced. It was observed from Pearson correlation coefficient that there was a positive relationship between WSE and critical thinking. In addition, a comprehensive qualitative analysis was conducted through interviews, which elucidated the L2 learners’ positive perceptions of WSE and critical thinking.
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Et.al, Dr Nancy Prasanna Joseph. "Education in the time of covid-19 lockdown - Academics the next level of covid warriors." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 3325–31. http://dx.doi.org/10.17762/turcomat.v12i3.1587.
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The worldwide COVID-19 pandemic is influencing individuals' work-life balance over the globe. For scholastics, control approaches established by most nations have inferred an unexpected change to work from home, a progress to internet educating and tutoring, and an alteration of research works. In this paper we talk about in what way the COVID-19 emergency is influencing the work of academics. We contend that scholarly world must cultivate a culture of care, assist us with new focus on what is generally significant, and rethink greatness in educating and examination. Such re-direction can make scholastic practice more conscious and reasonable, presently during control yet in addition once the pandemic has passed. We finish up giving functional proposals on the best way to reestablish our training, which definitely involves re-surveying the social-mental, political, and ecological ramifications of scholastic exercises and our scale of values. Work from home turned into a need because of lockdown requirements. As governments are right now detailing conventions to permit organizations to resume their commercial establishments and reboot the economic juncture, a few colleges and educational institutions are continuing warily and making arrangements to provide teaching distantly toward the beginning of the new academic year. In any case, the pandemic has made it compulsory to work from home and this has demonstrated testing in various manners for the academics. The corona virus has closed down institutional offices, including research centers, libraries and documents, and halted field activities. Libraries are attempting their best to offer computerized assets; however a significant number of these have not been digitized or bought. Be that as it may, reality paints an alternate picture. Academics have needed to figure out how to utilize new innovation rapidly to educate team up, and give understudy oversight. They have needed to locate a tranquil space in their homes - which is more diligently when the family unit remembers small children for need of recreation or self-teaching - to keep arranging and writing papers. Education organizations may be helpful, however they despite everything have a few desires for productiveness.
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권태현 and 김승현. "A Research on the Quality of ‘Speech and Writing’ Evaluation Items in College Scholastic Ability Test(CSAT)." Journal of CheongRam Korean Language Education ll, no. 71 (2019): 161–94. http://dx.doi.org/10.26589/jockle..71.201909.161.
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Lisiak, Bogdan. "Problematyka filozoficzna w dorobku pisarskim Wojciecha Tylkowskiego SJ." Poznańskie Studia Polonistyczne. Seria Literacka, no. 31 (January 2, 2018): 253–68. http://dx.doi.org/10.14746/pspsl.2017.31.10.
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The article presents the issue of philosophy and science cultivated by the Polish Jesuit, Fr Wojciech Tylkowski (1624-1695), a polymath viz. scientist of many varied interests. Tylkowski acted primarily as an educator and lecturer in philosophy at schools run by the Jesuit Order. Tylkowski aspired toward mastering all philosophical and natural science known to him. The notion of the complete scholar of the baroque period – the homo universalis – was a crucial factor in his way of thinking and scientific work. The synthesizing of all knowledge known to him marked the purpose of his writing. For this very reason he also led independent studies, which resulted in his writing activity in the fields of philosophy, theology, astronomy, mathematics, geography, technology, art, and even agriculture. Tylkowski practised philosophy in the spirit of the Aristotelian-Scholastic tradition. An important area of his writing initiative is the so-called philosophia curiosa , understood as philosophy that evokes in the mind of the recipient an interest in the world and knowledge of the subject. Tylkowski was an original representative of this style of practising philosophy and science. His books, especially those written in the popularized convention, the philosophia curiosa , were directed towards a wide circle of readers.
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Bisarya, Dr Sarika. "Case Study Analysis of Dyslexia and Dysgraphia in a 10-Year-Old Male: Intervention and Outcomes." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 01 (2025): 1–9. https://doi.org/10.55041/ijsrem40967.
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Specific Learning Disabilities (SLD) represent a range of persistent difficulties in acquiring academic skills, often evident in areas like reading, writing, and mathematics. This study presents a detailed case analysis of a 10-year-old male diagnosed with mixed scholastic difficulties, specifically dyslexia and dysgraphia. The participant exhibited significant challenges with reading and writing, including issues with mirror images of letters and spelling errors, impacting academic performance. Comprehensive assessments, including the Malin’s Intelligence Scale for Indian Children (MISIC) and NIMHANS educational battery, were administered, revealing average IQ and academic performance equivalent to a second grader. The intervention involved 72 individualized sessions over six months, targeting attention span, reading comprehension, and spelling. Adjustments to the school curriculum, such as extra exam time and exemption from a third language, were implemented to support his learning needs. Post-intervention results indicated substantial improvements in reading, spelling accuracy, and academic confidence, as reported by teachers and parents. This study highlights the importance of personalized education plans and ongoing support for children with SLD, providing a framework for clinicians handling similar cases. Key Words: Specific Learning Disabilities (SLD), Dysgraphia, Dyslexia, Dyscalculia, Individualized Education Plan (IEP), Reading and writing difficulties, Mirror image errors, SLD Asssessments, MISIC, NIMHANS neuropsychological battery, School accommodations, Case study, Therapeutic outcomes, Therapeutic Interventions
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Longo, Bernadette. "From Secrets to Science: Technical Writing, Utility, and the Hermetic Tradition in Agricola's De Re Metallica." Journal of Technical Writing and Communication 27, no. 4 (1997): 353–59. http://dx.doi.org/10.2190/368r-qbqh-k480-k0xq.
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Technical writing is rooted in books of Hermetic secrets and mining lore. Hermetic texts, written in the early centuries A.D., were based in experiential/experimental knowledge of illiterate people and were written as recipes for manipulating nature. Set against the legitimate, text-based academic knowledge of the time, this proto-scientific knowledge was called “secret” to give it authority through revelation. In the mid-1500s, Agricola combined the traditions of Hermetic secrets and handbooks to compile mining lore into De Re Metallica, in which he sought to write clearly and simply, illustrate information with graphics, and rationalize the use of occult knowledge based on its utility. This early technical text paved the way for philosophers, such as Francis Bacon, to legitimate scientific knowledge based on experience/experiments as being more “beneficial” for social organization than knowledge based on a priori textual authority and speculation in the then-dominant Scholastic tradition.
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Bosschaert, Dries. "The International Union of Social Studies of Malines and the Catholic Cultural Turn." Church History and Religious Culture 99, no. 3-4 (2019): 504–23. http://dx.doi.org/10.1163/18712428-09903022.
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Abstract The present article argues that the unexpected end of the Union de Malines’ Code de morale culturelle, an international collaboration of prominent twentieth-century Catholic moral theologians, should be attributed to three shifts in Catholic Social Teaching, only the first two of which the Union de Malines managed to undergo: from scholastic hegemony to theological diversity, from social doctrine to personalism, and from a juridical style of writing to a humanistic one. Particularly this last shift, introduced by the Second Vatican Council, proved to be a too big a leap for the Union, understood as a ‘little social tradition,’ to take. The cultural turn, which the Union de Malines had in fact anticipated, proved by the end of the council to belong to the future.
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Moretti, Giovanni, Arianna Giuliani, and Arianna Lodovica Morini. "Writing and Metacognition: How Italian Students Represent the School Organization and the Assessment Processes." European Journal of Language and Literature 4, no. 4 (2018): 43. http://dx.doi.org/10.26417/ejls.v4i4.p43-53.
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The importance of involving students in writing activities that encourage them to work on metacognitive processes is shared by educational experts (Albanese et al., 2003; Harris et al., 2010; De Simone et al., 2015). During the formative process, activities that require students to use judgment and critical thinking skills, as well as challenging them to reflect on themes close to their daily-life, are those reported to be more effective (Bruning - Horn, 2000; Boscolo - Gelati, 2007; Smith et al., 2007). The paper presents the results of a writing laboratory developed with Italian undergraduate students. The students were freshmen at the Department of Education of the Roma Tre University. The main objective was to work on the metacognitive skills of students, asking them to clarify their idea of "school organization and assessment processes in Italy", through a written paper. In addition to argumentative texts, students were asked to identify one or more illustrations to support their own judgment. The research hypothesis was that ideas that students have about scholastic organization and about assessment processes could considerably influence the way in which they approach their academic path. The products of the laboratory were systematically shared and discussed with the students. The result of the research confirms the importance of working with students on writing skills and on metacognition. These are shown to be relevant to the students' educational and professional future.
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Abrouq, Nawal. "The Role of Reflective Writing in Fostering EFL High School Students Self-Regulation." International Journal of Language and Literary Studies 4, no. 2 (2022): 265–83. http://dx.doi.org/10.36892/ijlls.v4i2.955.
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Self-regulation is a key skill to scholastic achievement and independent and sustainable learning. Unfortunately, not all EFL students display higher self-regulation skills in their learning. To address this problem, a reflective writing strategy was proposed to help these students develop their full potential in self-regulation. Therefore, this study aimed to examine the role of engaging EFL students in reflective learning journals in cultivating their language-learning self-regulation skills. To this end, a mixed design was used. A convenience sample of 28 EFL students enrolled in first-year baccalaureate consented to participate in this study. They were randomly assigned to control and experimental groups. Reflective learning journals were used to collect data about students’ self-regulation. Findings demonstrated that after using reflective learning journals, the experimental group had significantly developed self-regulation compared to the control group who used traditional essays. Also, a statistically significant change over time in the experimental group self-regulation skills was observed. Therefore, as it can be inferred, reflective writing is an effective tool which could be used to build students’ self-regulation skills. Accordingly, the results of this present study encourage the adoption of a reflective pedagogy to stimulate EFL high school students’ self-regulation skills.
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Fonseca, Lineu Corrêa, Glória Maria A. S. Tedrus, Eder Donizetti Peres de Oliveira, and Valeria Lopes Ximenes. "Benign childhood epilepsy with centrotemporal spikes: word and pseudoword discrimination." Arquivos de Neuro-Psiquiatria 67, no. 2b (2009): 450–56. http://dx.doi.org/10.1590/s0004-282x2009000300015.
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In the active phase of benign childhood epilepsy with centro-temporal spikes (BCECTS) there may be a fall in scholastic performance. OBJECTIVE: To study lexical decision in children with BCECTS. METHOD: 42 children with BCECTS were compared with a control group with respect to their hits and response time in a visual discrimination of words and pseudowords task (DWPT). RESULTS: The children with BCECTS had a lower percentage of hits for words and pseudowords and showed longer response times for pseudowords. They also frequently showed inferior reading and writing performance in the school performance test. The percentage of hits for pseudowords was lower when there was bilateral, asynchronous epileptiform activity. CONCLUSIONS: The DWPT provided contributions for reading assessments in children with BCECTS. The results indicated the need for attention in detecting reading difficulties in children with BCECTS.
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MALLINSON, JAMES. "The Yogīs’ Latest Trick." Journal of the Royal Asiatic Society of Great Britain & Ireland 24, no. 1 (2013): 165–80. http://dx.doi.org/10.1017/s1356186313000734.
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David Gordon White's wide-ranging scholarship on tantra, yoga and alchemy has inspired many students and scholars to undertake research in those fields. White worked as an assistant to Mircea Eliade and his doctorate from the University of Chicago was in History of Religions. His research methodology, true to this scholastic heritage, is not as deeply rooted in textual criticism as that of the current vanguard of scholars working on tantra and yoga, whose philological studies rarely reference his work. The accessibility of his books and articles, however, together with his engaging writing style and the excitement that imbues his scholarship, mean that indologists specialising in other fields, and authors addressing non-scholarly audiences, frequently draw on his publications. White's prominence in the study of yoga and tantra requires all scholars working on those subjects to address his work.
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Ryu, Sanghee. "Exploring Development of Writing Tasks for the College Scholastic Ability Test - Focusing on Analysis of the GRE Argument Task -." Korean Language Education 163 (November 30, 2018): 163–200. http://dx.doi.org/10.29401/kle.163.6.
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Corallo, Francesco, Lilla Bonanno, Davide Cardile, et al. "Improvement of Self-Esteem in Children with Specific Learning Disorders after Donkey-Assisted Therapy." Children 10, no. 3 (2023): 425. http://dx.doi.org/10.3390/children10030425.
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Dyslexia is a learning disorder related to receptive language characterized by difficulties with decoding, fluent word recognition, automatic naming skills and/or reading comprehension skills. It usually leads to severe functional impairment and the permanent need for support and interventions. Since animal-assisted interventions (AAIs) have been found to improve physical, emotional, cognitive and/or social functioning in humans, the aim of this study is to demonstrate the effectiveness of onotherapy on children with SLD by improving self-esteem and school performance. Sixteen patients with a diagnosis of dyslexia were randomly assigned to two treatment groups: the first was a conventional neuropsychological group therapy without onotherapy, and the second was a neuropsychological group therapy incorporating AAIs with therapy donkeys. The neuropsychological assessment included the WISC-IV, DDE and the TMA test, which were administered before and after the treatment in both groups. The results of the experimental group show significant improvement in word reading test correctness (p = 0.03) and speed (p = 0.03), non-word reading test speed (p = 0.01), reading text test correctness (p = 0.05) and speed (p = 0.03), word writing test correctness (p = 0.01), non-word writing test correctness (p = 0.02), writing sentences with homophonic words correctness (p = 0.01), interpersonal TMA (p = 0.04) and the total TMA (p = 0.04), which were significative. On the other hand, in the control group, significant differences were found in word reading test speed (p = 0.01), non-word reading test speed (p = 0.04), reading text test speed (p = 0.02), writing word test correctness (p = 0.01), writing non-word test correctness (p = 0.01) and writing sentences with homophonic words (p = 0.01). However, in this group, we observed no significant difference in the esteem of children. Training associated with the donkeys determined improved scholastic performances as far as reading is concerned and a change in self-esteem. Therefore, we can state that AAIs for dyslexia could be a viable and effective option to enhance the rehabilitation process, increase self-esteem and improve cognitive functions and language skills recovery.
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Mazurkiewicz, Roman. "Łaciński pierwowzór kazań maryjnych Jana z Szamotuł (Paterka) / The Latin Source of the Marian Sermons of Jan of Szamotu Ły (Paterek)." Ruch Literacki 54, no. 1 (2013): 15–34. http://dx.doi.org/10.2478/v10273-012-0052-9.
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Summary This author of this article has tracked down the Latin source of the Marian Sermons of Jan of Szamotuły aka Paterek (c. 1480-1519). The extant MS of the Sermons, is dated to the early 16th century. They cover the stories of the Immaculate Conception, the Nativity, the Holy Name, and the Life of the Blessed Virgin Mary. Although indebted in their structure and theological content to medieval scholastic treaties, they were generally believed to be Jan of Szamotuły’s own work. Now we know that his source was a volume of sermons Stellarium coronae Benedictae Mariae Virginis, written by the Hungarian Franciscan Pelbart of Temesvar (c. 1435-1504). The two texts are compared with a view of identifying the characteristic features of the Polish translation (paraphrase). The article also presents some conjectures about the date and circumstances of the writing of the Sermons and their prospective use.
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Yusnita, Erni. "Perspektif Pendidikan Islam Dalam Pengendalian Bullying di Indonesia." AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) 5, no. 01 (2024): 1532–43. http://dx.doi.org/10.37680/almikraj.v5i01.6348.
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This ponder explores the viewpoint of Islamic instruction in combating bullying in Indonesia. It is persuaded by the tall frequency of bullying in schools and the require for viable approaches that consolidate devout values. The point of the investigate is to investigate how Islamic instruction standards can be utilized to anticipate and address bullying. The technique incorporates a writing survey of different scholastic sources and interviews with teachers and Islamic professionals from a few schools in Indonesia. The discoveries uncover that Islamic instruction values such as sympathy, equity, and sympathy have noteworthy potential to diminish bullying behaviors. By executing a educational programs centered on character improvement and applying Islamic standards, occurrences of bullying can be altogether diminished. In conclusion, joining Islamic instruction standards into school educational program and arrangements is viable in tending to and anticipating bullying whereas cultivating a more secure and more comprehensive learning environment.
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Saccon, Alessandra. "Albertism in John Wenck's Commentary on the Third Book of De Anima." RIVISTA DI STORIA DELLA FILOSOFIA, no. 3 (November 2024): 496–522. https://doi.org/10.3280/sf2024-003002.
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John Wenck is best known for his polemical writing against Cusanus and is therefore mostly portrayed in critical literature as a conservative scholastic who adheres to Thomistic theses. His philosophical and theological works remain still unedited and his adherence to Parisian Albertism has been downplayed. This paper aims to contribute to a better understanding of John Wenck's thought by investigating the Albertist elements present in his commentary on the third book of De Anima, probably used for lectures at the Faculty of Arts in Paris. This paper is divided into three parts: the first consists in an analysis of the structure and sources of Wenck's commentary on De Anima, the second is a doctrinal exploration of the theory of the intellectual soul, highlighting Albertist aspects such as self-knowledge and the possibility of knowledge without sensory images and the third is an investigation of the commentary's reception at the University of Krakow in the late 15th century, showing the lasting influence of Wenck's work.