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Journal articles on the topic 'Then I wrote'

Author: Grafiati

Published: 5 June 2025

Last updated: 25 June 2025

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1

Meeks, Lindsey. "He Wrote, She Wrote." Journalism & Mass Communication Quarterly 90, no. 1 (2013): 58–74. http://dx.doi.org/10.1177/1077699012468695.

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This study examines the intersection of journalist gender and campaign news coverage across legislative and executive political offices in a gender-prominent context: mixed-gender elections—those with at least one woman and one man. Based on a content analysis of U.S. newspaper coverage, this study focuses on “masculinized” and “feminized” political issues and character traits, and explicit references that highlight a candidate’s novelty. Results revealed no direct relationship between journalist gender and news coverage; however, when type of office was considered, there were significant shifts and differences in the focus of coverage by female and male journalists.

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2

Gordon, Ariel, and Brenda Schmidt. "Excerpt from Siteseeing." Canada and Beyond: A Journal of Canadian Literary and Cultural Studies 12 (October 20, 2023): 173–74. http://dx.doi.org/10.14201/candb.v12i173-174.

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Between February 2021 and March 2022, Ariel Gordon and Brenda Schmidt wrote a collaborative poetry manuscript, formatted like a call and response. Ariel intended to write about urban Manitoba, the city and its trees, and Brenda was to write about rural Saskatchewan and birds. Over the course of the year, the matter of place took over and the intentions branched and flew apart. They both wrote birds and trees but also moose and mushrooms, pronghorns and wild turkeys, and people making their way through it all. They wrote climate as it was manifested in drought-stressed trees and stunted crops covered in grasshoppers, in wildfires and wildfire smoke hanging over the prairies. They wrote home as they found it.

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3

Khamrokulov, Jaloliddin Kh. "TERMS OF THE SCIENCE OF HADITH." Oriental Journal of Social Sciences 02, no. 05 (2022): 14–21. http://dx.doi.org/10.37547/supsci-ojss-02-05-03.

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Abdurrahman ibn Khollad Ramahurmuzi was the first to write the work “Al-muhaddisu-l-fasil baynar ravi wal wa’i” about the reforms of the science of hadith. Then Hokim Naysaburi wrote the work “Ma’rifatu ulumil hadith”, Khatib Baghdadi wrote the work “Al-kifayatu fi ilmir rivayati”, Ibn Hajar Asqalani wrote the work “Nukhbatul fikar fi mustalahi ahlil asar” and he also wrote a commentary on it called “Nuzhatun nazar”. Apart from these, many other works have been written on the science of Mustalahu-l-Hadith.

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4

Rahayu, Fitria, Dini Meldiya Putri, Yoga Apriansyah, and Ahmad Walid. "The Quality Of Student Argumentation is Determined By An Analysis Of Student Statements Viewed From Science Literature." Wahana Didaktika : Jurnal Ilmu Kependidikan 20, no. 3 (2022): 471–79. http://dx.doi.org/10.31851/wahanadidaktika.v20i3.10617.

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This study aims to evaluate junior high school students argumentative skills related to environmental contamination. This study employs a quantitative research methodology. The study was carried out at SMPN 14 Bengkulu City, in Padang Nangka, Singgaran Pati District, and the sample consisted of 26 class VII students who were chosen at random. The research tool was a descriptive (essay-style) test with five questions based on markers of argumentation skill (claims, data, warrants, backing, rebuttal, and qualifiers). An analysis was done based on the argumentative element in the student responses. According to the findings, 100% of students wrote claims, 19% wrote down data, 12% wrote warrants, 4% were able to write backings, and 0% wrote rebuttals and qualifiers. Overall, it can be said that most students can write claims, but they are starting to have trouble presenting data, warrants, backups, rebuttals, and qualifiers. Teachers can use the proportion of a student's initial reasoning skills as a benchmark to decide on designs or learning activities in the future that will not only focus on helping students understand topics but will also help them build or train their thinking skills.

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5

Abida Zia та Dr. Samira Safdar. "جی ایس داراکی کتاب ’’رسول عربیؐ ‘‘ کاتجزیاتی مطالعہ". Al-Qamar 7, № 3 (2024): 9–26. http://dx.doi.org/10.53762/alqamar.07.03.u02.

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Biography refers to describing the events of the Holy Prophet's life, his style of life and teachings. In every era, biographers wrote books on the life of the Holy Prophet. Biography began in early Islam. The appearance of those who picked up the pen on the subject of biography took place during the Prophet’s (peace and blessings of Allah be upon him) biographers began to write in honor of him. This trend started in the subcontinent as well Apart from Muslim biographers in the subcontinent, non-Muslim biographers also entered this field. Among these biographers, two types of biographers emerged, one class was the one who was inspired by the teachings of the Holy Prophet (peace be upon him) and wrote out of love for the Prophet (peace be upon him) and the other class was the one who wrote against the Holy Prophet (peace be upon him) out of hatred for the Prophet (peace be upon him) due to jealousy. In such a situation, some non-Muslim biographers wrote moderately. Yes, I am. S. Dara is counted among the authentic biographers. He supported realism and in honor of him, he wrote in such a way that even Muslim biographers could not help but praise him. When a Muslim biographer writes on this subject, it is generally believed that he as a believer has given a positive account of the life of his beloved Prophet. But when a non-Muslim steps into this valley, a series of questions begin to arise. People start thinking that why did he, as a non-Muslim, write on the biography of the Messenger of Allah? Does his writing contain the fragrance of the Prophet's love or the poison of the Prophet's hatred?

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6

Abida Zia та Dr. Samira Safdar. "جی ایس داراکی کتاب ’’رسول عربیؐ ‘‘ کاتجزیاتی مطالعہ". Al-Qamar 7, № 3 (2024): 9–26. https://doi.org/10.53762/jwc8xs75.

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Biography refers to describing the events of the Holy Prophet's life, his style of life and teachings. In every era, biographers wrote books on the life of the Holy Prophet. Biography began in early Islam. The appearance of those who picked up the pen on the subject of biography took place during the Prophet’s (peace and blessings of Allah be upon him) biographers began to write in honor of him. This trend started in the subcontinent as well Apart from Muslim biographers in the subcontinent, non-Muslim biographers also entered this field. Among these biographers, two types of biographers emerged, one class was the one who was inspired by the teachings of the Holy Prophet (peace be upon him) and wrote out of love for the Prophet (peace be upon him) and the other class was the one who wrote against the Holy Prophet (peace be upon him) out of hatred for the Prophet (peace be upon him) due to jealousy. In such a situation, some non-Muslim biographers wrote moderately. Yes, I am. S. Dara is counted among the authentic biographers. He supported realism and in honor of him, he wrote in such a way that even Muslim biographers could not help but praise him. When a Muslim biographer writes on this subject, it is generally believed that he as a believer has given a positive account of the life of his beloved Prophet. But when a non-Muslim steps into this valley, a series of questions begin to arise. People start thinking that why did he, as a non-Muslim, write on the biography of the Messenger of Allah? Does his writing contain the fragrance of the Prophet's love or the poison of the Prophet's hatred?

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7

Niels, Gunnar. "Abuse, She Wrote." Markt en Mededinging 23, no. 2 (2020): 41–42. http://dx.doi.org/10.5553/menm/138762362020023002001.

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8

Lee, Cynthia. "Murder, He Wrote." Harvard Law Review 117, no. 2 (2003): 711. http://dx.doi.org/10.2307/3651951.

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9

Carl Freedman. "What Kid Wrote." Science Fiction Studies 45, no. 3 (2018): 618. http://dx.doi.org/10.5621/sciefictstud.45.3.0618.

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10

Newton, Alicia. "As Darwin wrote." Nature Geoscience 2, no. 10 (2009): 668. http://dx.doi.org/10.1038/ngeo648.

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11

Fox, James Alan. "Murder They Wrote." Contemporary Psychology: A Journal of Reviews 35, no. 9 (1990): 890–91. http://dx.doi.org/10.1037/029049.

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12

Dalrymple, Theodore. "Murder he wrote." BMJ 334, no. 7605 (2007): 1225.1–1225. http://dx.doi.org/10.1136/bmj.39202.466528.59.

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13

Gerson, L. P. "Why Plato Wrote." Common Knowledge 19, no. 2 (2013): 391. http://dx.doi.org/10.1215/0961754x-2073515.

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14

Branan, Nicole. "Murder, She Wrote." Scientific American Mind 21, no. 1 (2010): 17. http://dx.doi.org/10.1038/scientificamericanmind0110-17b.

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15

Davis, Victor. "Murder, We Wrote." British Journalism Review 15, no. 1 (2004): 56–62. http://dx.doi.org/10.1177/0956474804043826.

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16

Stephenson, Barry. "Who Wrote Genesis?" Jung Journal 11, no. 1 (2017): 23–34. http://dx.doi.org/10.1080/19342039.2017.1263101.

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17

Marsh, Laura. "Murder, They Wrote." Dissent 63, no. 2 (2016): 6–11. http://dx.doi.org/10.1353/dss.2016.0040.

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18

CUMMING, MARION F. "MURDER, SHE WROTE." Nursing 25, no. 11 (1995): 4. http://dx.doi.org/10.1097/00152193-199511000-00001.

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19

Murphy, Keith M. "Gesture, he wrote." Linguistics and Education 16, no. 1 (2005): 127–30. http://dx.doi.org/10.1016/j.linged.2005.11.007.

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20

Lush, Mary. "Who wrote this?" New Scientist 191, no. 2565 (2006): 20. http://dx.doi.org/10.1016/s0262-4079(06)60156-5.

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21

Ellis, D. "Who Wrote Shakespeare?" Cambridge Quarterly 39, no. 3 (2010): 297–302. http://dx.doi.org/10.1093/camqtly/bfq013.

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22

Dalrymple, T. "Murder she wrote." BMJ 340, mar18 2 (2010): c1469. http://dx.doi.org/10.1136/bmj.c1469.

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23

Gilchrest, Barbara A., and Elizabeth N. Blalock. "Who Wrote That?" Journal of Investigative Dermatology 134, no. 1 (2014): 3–4. http://dx.doi.org/10.1038/jid.2013.441.

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24

Budin, Stephanie Lynn. "She Who Wrote." Near Eastern Archaeology 85, no. 4 (2022): 306–8. http://dx.doi.org/10.1086/723048.

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25

Mager, R. F. "Why i wrote…" Performance + Instruction 26, no. 2 (1987): 37. http://dx.doi.org/10.1002/pfi.4160260216.

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26

Jenkins, Marcia W. "Effect of a Computerized Individual Education Program (IEP) Writer on Time Savings and Quality." Journal of Special Education Technology 8, no. 3 (1986): 55–66. http://dx.doi.org/10.1177/016264348700800306.

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This study compared the amount of time 42 special education teachers in the state of Hawaii took to write handwritten and computer-generated Individual Education Programs (IEPS) after 12 hours of training on “IEP Writer,” a word processing method. The subjects were randomly divided into two groups. Group 1 wrote IEPs using their newly learned computer skills and Group 2 wrote IEPs by writing them out by hand. It was hypothesized that the computer method would take significantly less time and the quality of the computer-generated IEP would be significantly higher. Both hypotheses were compared by t-tests. Results showed: 1) The computer group took significantly less time to write their IEPs. 2) The quality of the computer generated IEP was significantly higher than the handwritten IEP.

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27

Kerkman, Dennis D., Kay L. Kellison, Marites F. Piñon, Donna Schmidt, and Sharon Lewis. "The Quiz Game: Writing and Explaining Questions Improve Quiz Scores." Teaching of Psychology 21, no. 2 (1994): 104–6. http://dx.doi.org/10.1207/s15328023top2102_11.

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The quiz game is designed to increase learning by requiring students to write a multiple-choice question on each reading assignment and explain why each response is correct or not. To test the game's effects, one developmental psychology class wrote questions with explanations of each response, whereas another class did not write questions. Both classes took pop quizzes composed of the 10 best questions the experimental class wrote. If more than half of the experimental class missed a question, the question writen received bonus points. The experimental class had significantly higher quiz scores than the control class, even when grade point averages were statistically controlled. The questions' formal correctness predicted quiz scores, but their conceptual quality did not. Perhaps explaining each response elaborated the experimental students' conceptual network, resulting in improved quiz performance.

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28

Alexander, Dagmar, and Jonathan Wyatt. "In(tra)fusion: Kitchen research practices, collaborative writing, and re-conceptualising the interview." Qualitative Inquiry 24, no. 2 (2017): 101–8. http://dx.doi.org/10.1177/1077800416686370.

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At the end of our year-long funded collaborative writing project we met to write. We created a writing cocoon around Dagmar’s kitchen table (why are kitchens so conducive to work? Is it the smell, the promise of being fed? The clutter? The hiss of the kettle?), and sat with each other, sat with our laptops. We listened to taped voices. We wrote. We wrote in response to what we heard and what we imagined we heard. We listened with each other to others. We read our responses aloud, re-wrote ourselves into each other’s responses, and wove filigree threads, some of which held where others broke. These kitchen research practices led us to a response to the ontological, epistemological and methodological difficulties with the qualitative research interview. We offer ‘in(tra)fusion’ as a re-calibrating, a re-casting, a re-conceptualising, as the familiar becomes strange.

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29

Brooks, John O., Leah Friedman, and Jerome A. Yesavage. "Use of an External Mnemonic to Augment the Efficacy of an Internal Mnemonic in Older Adults." International Psychogeriatrics 15, no. 1 (2003): 59–67. http://dx.doi.org/10.1017/s1041610203008755.

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Objectives: To evaluate the impact of external memory devices on the efficacy of a package of internal mnemonic techniques. Participants wrote two types of lists during the study phase: (a) a list of study words and/or (b) a loci list. At recall, participants were not allowed to refer to either of the lists they had written during the study. Design: 2 × 2 factorial with writing study words (“write” or “not write”) and writing down a previously established loci list (“write” or “not write”) manipulated as between-participants variables. Participants: 68 community-dwelling adults 55 years of age and older who wished to improve their memory. Measurements: Free word recall. Results: There were statistically significant effects of writing the loci list, but not of writing the list of study words. Scores were higher when participants wrote the loci lists compared to when they did not. Conclusions: Use of external mnemonics may enhance the efficacy of internal mnemonics, even when the external mnemonic is not used at the time of recall.

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30

Ross, Peter. "Review of 1 The Discrete Mathematical Charms of Paul Erdos A Simple Introduction by Vasek Chvatal." ACM SIGACT News 54, no. 1 (2023): 15–17. http://dx.doi.org/10.1145/3586165.3586169.

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Paul Erdos (1913-1996) was an essential singularity in the world of twentieth-century mathematicians. The author Vasek Chv´atal, who met Erdos as a young undergraduate in the mid '60s, co-wrote three papers with him and maintained a special friendship for the rest of Erdos' life. Donald Knuth wrote, Vasek Chv´atal was born to write this one-of-a-kind book. Readers cannot help be captivated by the evident love with which every page has been written. The human side of mathematics is intertwined beautifully with first-rate exposition of first-rate results."

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31

Falola, Toyin. "A Research Agenda on the Yoruba in the Nineteenth Century." History in Africa 15 (1988): 211–27. http://dx.doi.org/10.2307/3171860.

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The history of the Yoruba-speaking people in the nineteenth century has attracted considerable attention. The attempt to write on the era did not have to await the emergence of academic historians: some of the elites produced by the century took it upon themselves to be worthy chroniclers of their age. The most notable among these writers were Samuel Johnson, John Olawunmi George, E.M. Lijadu, Otunba Payne, and Mojola Agbebi all of whom wrote either in the English Language or in their mother tongue. A few others also wrote in Arabic, thus contributing to the Islamic historiography of the century. The contributions of all these authors are immense. Whereas the preceding centuries had virtually no chroniclers, the nineteenth century could boast of a handful whose writings have remained part of the sources for the era.It was also a century of major activities by foreign explorers, missionaries, and officials of the British government. These were men with varying degrees of educational background, but with skill adequate enough to write letters, make entries in diaries, and report on their activities and experiences in Africa. The most talented among them wrote books and copious reports. A great deal of these writings have survived and have been widely used as primary sources to reconstruct the history of the period.

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32

Timbs, Olivia. "Tips to help you write effectively." Journal of Haemophilia Practice 1, no. 1 (2013): 43–45. http://dx.doi.org/10.17225/jhp.00013.

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Olivia Timbs was editor of The Pharmaceutical Journal from 2001 to 2012 and in the past wrote regularly for The Times, The Observer and The Independent. Here she offers some simple tips to help you write effectively

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33

Vredeveldt, Annelies, Linda Kesteloo, and Peter J. van Koppen. "Writing Alone or Together: Police Officers’ Collaborative Reports of an Incident." Criminal Justice and Behavior 45, no. 7 (2018): 1071–92. http://dx.doi.org/10.1177/0093854818771721.

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After witnessing an incident, police officers may write their report collaboratively. We examined how collaboration influences the amount and accuracy of information in police reports. Eighty-six police officers participated, in pairs, in a live training scenario. Officers wrote a report about the incident, either with their partner or individually. Reports by two officers working together (collaborative performance) contained less information than reports by two officers working individually (nominal performance), with no difference in accuracy. After the first report, officers who had worked individually wrote a collaborative report. Police officers who recorded their own memories prior to collaboration included less incorrect information in the collaborative report than police officers who wrote a collaborative report immediately after the incident. Finally, content-focused retrieval strategies (acknowledge, repeat, rephrase, elaborate) during the officers’ discussion positively predicted the amount of information in collaborative reports. Practical recommendations for the police and suggestions for further research are provided.

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34

Lázaro-Ibarrola, Amparo, and María Ángeles Hidalgo. "Give me a second chance." Language Teaching for Young Learners 3, no. 2 (2021): 275–99. http://dx.doi.org/10.1075/ltyl.20009.laz.

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Abstract Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition, PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9, N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20) wrote the same composition again (STR) while the other individual (N = 10) and collaborative (N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners, our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition were hinted at, with students in the STR group obtaining greater holistic rates.

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35

Yukawa, Shintaro. "Relationship between Diary-Keeping and Tendencies toward Alexithymia and Rumination." Psychological Reports 103, no. 3 (2008): 771–78. http://dx.doi.org/10.2466/pr0.103.3.771-778.

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Relationships between diary-keeping and tendencies toward alexithymia and rumination were studied in 118 Japanese participants. Participants completed a questionnaire that assessed diary-keeping habits (both regular and Web diaries), alexithymia, and rumination. Individuals who wrote about their daily events epically (i.e., focusing on actions and events) in a regular diary considered both identifying and describing their feelings and controlling negative rumination to be less difficult than those who wrote lyrically (i.e., focusing on emotions). Those people who sometimes kept a diary on the Internet reported it was more difficult to both identify and describe their feelings and control negative rumination than those who did not write at all.

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36

Muhassanah, Nur'aini. "Analysis of Problem Solving Ability Polya Stages of Open University Students in Mathematics Courses." International Journal of Research in Mathematics Education 1, no. 1 (2023): 76–89. http://dx.doi.org/10.24090/ijrme.v1i1.8618.

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This type of research is qualitative research using a descriptive approach. The purpose of this research is to describe the problem-solving skills of Polya stages in Mathematics courses. The subjects of this study were 15 semester 3 students of the Open University Elementary School Teacher Education Study Program divided into three categories of problem solving abilities, namely 6 students (40%) in the high category, 6 students (40%) in the medium category, and 3 students (20 %) low category. Data related to problem-solving abilities according to Polya's stages were obtained from diagnostic tests and interviews. Subjects were taken by purposive sampling technique and data validation using the triangulation method. Data analysis techniques used data reduction, data presentation, and drawing conclusions. The results of this study were that most students who were in the high and medium categories were able to write down what was known and asked about the questions correctly, presenting the sequence of completion steps using the right steps or procedures and get the correct results, and write conclusions without writing checks. Meanwhile, a small number of students who were in the low category incompletely wrote down what was known and asked about the questions, the sequence of solutions presented was inaccurate, wrote down the procedures or steps but were incorrect, and wrote conclusions but the answers given were incorrect.

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37

Sari, Nurlela, Muh Hasbi, and Anggraini Anggraini. "PROFIL KOMUNIKASI MATEMATIS SISWA KELAS X MIPA MA NEGERI 2 KOTA PALU DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR TIGA VARIABEL." Jurnal Elektronik Pendidikan Matematika Tadulako 12, no. 3 (2025): 259–72. https://doi.org/10.22487/jepmt.v12i3.3250.

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This research aims to obtain students' mathematical communication profile in solving story problems of three-variable linear equation system. This type of research is descriptive research with a qualitative approach. The research subjects consisted of 3 students each with high, medium and low abilities. Data were collected using 2 techniques, namely written task and interviews. Indicators of mathematical communication in this research use indicators of mathematical communication according to NCTM. The results showed: (1) in indicator of expressing mathematical ideas through writing and spoken, MRH and NNP subjects wrote and explained the example and how to form a linear equation of three variables. While HFK only explained the example. HFK also wrote and explained how to form a linear equation of three variables; (2) in indicator of understanding, interpreting, and evaluating mathematical ideas in writing and spoken, MRH and NNP subjects wrote and explained the steps of solving the problem correctly, while HFK was incomplete in writing and explaining it. MRH and NNP wrote and mentioned the conclusion according to what was asked in the problem, while HFK did not write or mention it; (3) In indicator of using mathematical terms, symbols and structures to model mathematical situations or problems, MRH, NNP and HFK used mathematical symbols and structures in writing example, equations and problem solving steps.

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38

De La Paz, Susan, and Steve Graham. "Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties." Exceptional Children 63, no. 2 (1997): 167–81. http://dx.doi.org/10.1177/001440299706300202.

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Students with learning difficulties typically approach writing by retrieving from memory whatever seems appropriate and writing it down. This retrieve-and-write process minimizes the role of reflection and planning in the composing process. In the current study, we taught three students with learning difficulties a strategy designed to help them become more reflective when writing opinion essays. Following instruction in the strategy, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. Two of the students also changed their approach to writing, developing an initial plan prior to writing that they continued to elaborate and refine as they wrote. Changes in both writing performance and behavior were maintained over time.

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39

Molotch, Harvey. "THE REVIEW NOBODY WROTE." Urban Geography 11, no. 2 (1990): 206–8. http://dx.doi.org/10.2747/0272-3638.11.2.206.

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40

Etkind, Aleksandr. "Who Wrote Doctor Zhivago?" Russian Studies in Literature 39, no. 1 (2002): 80–96. http://dx.doi.org/10.2753/rsl1061-1975390180.

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41

Guthke, Karl S. "Who Wrote Traven's Works?" German Quarterly 60, no. 4 (1987): 623. http://dx.doi.org/10.2307/407324.

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42

Bailyn, Lotte Lazarsfeld. "Illuminating How Bud Wrote." New England Quarterly 95, no. 3 (2022): 556–58. http://dx.doi.org/10.1162/tneq_a_00958.

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43

Kohn, Thomas D. "Who Wrote Seneca's Plays?" Classical World 96, no. 3 (2003): 271. http://dx.doi.org/10.2307/4352761.

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44

Jackson, Richard A. "Who Wrote Hincmar's Ordines?" Viator 25 (January 1994): 31–52. http://dx.doi.org/10.1484/j.viator.2.301206.

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45

Kamerow, Douglas. "Who wrote that article?" BMJ 336, no. 7651 (2008): 989. http://dx.doi.org/10.1136/bmj.39563.567847.94.

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46

Waddell, T. Franklin. "A Robot Wrote This?" Digital Journalism 6, no. 2 (2017): 236–55. http://dx.doi.org/10.1080/21670811.2017.1384319.

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47

Posner, R. A. "BEHAVIOR: Murder They Wrote." Science 306, no. 5705 (2004): 2193–94. http://dx.doi.org/10.1126/science.1105529.

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48

Falk, Richard. "Professor Richard Falk wrote :." Palestine Yearbook of International Law Online 10, no. 1 (1998): xix—xx. http://dx.doi.org/10.1163/221161499x00032.

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Bassiouni, M. Cherif. "Professor M.Cherif bassiouni wrote :." Palestine Yearbook of International Law Online 10, no. 1 (1998): xxi—xxii. http://dx.doi.org/10.1163/221161499x00041.

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Reisman, Michael. "Professor Michael Reishman wrote." Palestine Yearbook of International Law Online 10, no. 1 (1998): xxiii. http://dx.doi.org/10.1163/221161499x00050.

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