Journal articles on the topic 'CLP(R) (Computer program language)'

Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.

AbstractTabled Constraint Logic Programming is a powerful execution mechanism for dealing with Constraint Logic Programming without worrying about fixpoint computation. Various applications, e.g. in the fields of program analysis and model checking, have been proposed. Unfortunately, a high-level system for developing new applications is lacking, and programmers are forced to resort to complicated ad hoc solutions.This papers presents TCHR, a high-level framework for tabled Constraint Logic Programming. It integrates in a light-weight manner Constraint Handling Rules (CHR), a high-level language for constraint solvers, with tabled Logic Programming. The framework is easily instantiated with new application-specific constraint domains. Various high-level operations can be instantiated to control performance. In particular, we propose a novel, generalized technique for compacting answer sets.

AbstractTesting is a vital part of the software development process. Test Case Generation (TCG) is the process of automatically generating a collection of test-cases which are applied to a system under test. White-box TCG is usually performed by means of symbolic execution, i.e., instead of executing the program on normal values (e.g., numbers), the program is executed on symbolic values representing arbitrary values. When dealing with an object-oriented (OO) imperative language, symbolic execution becomes challenging as, among other things, it must be able to backtrack, complex heap-allocated data structures should be created during the TCG process and features like inheritance, virtual invocations and exceptions have to be taken into account. Due to its inherent symbolic execution mechanism, we pursue in this paper that Constraint Logic Programming (CLP) has a promising application field in tcg. We will support our claim by developing a fully CLP-based framework to TCG of an OO imperative language, and by assessing it on a corresponding implementation on a set of challenging Java programs.

AbstractTracers provide users with useful information about program executions. In this article, we propose a “tracer driver”. From a single tracer, it provides a powerful front-end enabling multiple dynamic analysis tools to be easily implemented, while limiting the overhead of the trace generation. The relevant execution events are specified by flexible event patterns and a large variety of trace data can be given either systematically or “on demand”. The proposed tracer driver has been designed in the context of constraint logic programming (CLP); experiments have been made within GNU-Prolog. Execution views provided by existing tools have been easily emulated with a negligible overhead. Experimental measures show that the flexibility and power of the described architecture lead to good performance. The tracer driver overhead is inversely proportional to the average time between two traced events. Whereas the principles of the tracer driver are independent of the traced programming language, it is best suited for high-level languages, such as CLP, where each traced execution event encompasses numerous low-level execution steps. Furthermore, CLP is especially hard to debug. The current environments do not provide all the useful dynamic analysis tools. They can significantly benefit from our tracer driver which enables dynamic analyses to be integrated at a very low cost.

A general constraint-based formulation for the analysis and partial synthesis of two-dimensional truss structures is presented. This formulation is general in that it handles statically determinate and statically indeterminate trusses with pin and roller supports, and concentrated joint loads. The formulation is constraint-based in that the physical behavior of truss components is declaratively represented using constraints.The analysis and partial synthesis of a truss structure manifest themselves in proving the satisfiability of the constraints associated with the structural components. An artificial intelligence approach called constraint logic programming is used for representing and satisfying constraints. A constraint logic programming language, called CLP(R), is used for implementing the formulation. The implemented program consists of sixteen rules. These rules are used for both the analysis and partial synthesis of truss structures. Several truss analysis and synthesis examples using the formulation are presented.

<p class="R-AbstractKeywords">This paper is dedicated to analyze of Latvian language as a code in such literary communication channels like press, poet, prose, legal literature. Calculations for zero-order, first-order, second-order and third-order Shannon entropy have been made and also corresponding values of redundancy and compression coefficients have been determined. All the calculations are done with a self-made computer program. Different communication channels of Latvian language are compared mutually and also Latvian language is compared with English and Russian as codes.</p>

Programming a computer is an activity that can be very beneficial to undergraduate students in terms of improving their mental capabilities, collaborative attitudes and levels of engagement in learning. Despite the initial difficulties that typically arise when learning to program, there are several well-known strategies to overcome them, providing a very high benefit-cost ratio to most of the students. Moreover, the use of a programming language usually raises the interest of students to learn any specific concept, which has caused that many teachers around the world employ a programming language as a learning environment to treat almost every possible topic. Particularly, mathematics can be taught and learnt while using a suitable programming language. The R programming language is endowed with a wide range of capabilities that allow its use to learn different kind of concepts while programming. Therefore, complex subjects such as mathematics could be learnt with the help of this powerful programming language. In addition, since the R language provides numerous graphical functions, it could be very useful to acquire simultaneously basic plane geometry and programming knowledge at the undergraduate level. This paper describes the LearnGeom R package, a novel pedagogical tool, which contains multiple functions to learn geometry in R at different levels of difficulty, from the most basic geometric objects to high-complexity geometric constructions, while developing numerous programming skills.

This research and development (R&D) study aims at utilizing a highly trending social media platform, TikTok, as an audio-visual online learning medium for South Sumatra’s local wisdom course in the History Education program of Universitas Sriwijaya. This study uses the ADDIE development model as its framework, framing the whole process in its five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subject chosen was History Education students at Universitas Sriwijaya. Two validation points were used to gauge the validity and effectiveness of the proposed learning medium, namely the results of expert validation and field trials. There are three aspects of the learning medium to be validated by experts on related fields: the materials, the language, and the visuals. The results returned positive with the materials aspect getting a score of 4.67 (very valid), the language aspect getting a score of 4.67 (very valid), and the visuals getting a score of 4.85 (very valid). Meanwhile, the results of the field trials returned with a normalized n-gain of 0.9 (highly effective). These results mean that the proposed online learning medium using TikTok as its platform was proven both valid and effective.

Corpus linguistics is a newly emerging field of study in applied linguistics that deals with construction, processing, and exploitation of text corpora. To date, a high-quality analysis of vast amounts of empirical language data provided by computerized corpora is impossible without computer technologies and relevant statistical methods. Therefore, teaching future philologists to effectively apply statistical computer programs is an important stage in their research training. The article discusses the possibilities of using one of the leading in Western linguistics, but not well-known in Ukraine, software packages for statistical data analysis – R statistical software environment – in the research by future philologists. The paper reveals the advantages and disadvantages of this program in comparison with other similar software packages (SPSS and Statistica) and provides Internet links to R self-learn tutorials. The flexibility and efficacy of R for linguistic research are demonstrated on the example of a statistical analysis of the use of hedges in the corpus of academic speech. For novice philologists to properly understand the peculiarities of conducting a statistical linguistic experiment with R, a detailed description of each stage of the study is provided. The statistical verification of hedges in the speech of students and lecturers was carried out using such statistical methods as the Kolmogorov–Smirnov test and the Mann-Whitney U Test. The article presents the developed algorithms to calculate the specified tests applying the built-in commands and various specialized library functions, created by R user community to enhance the functionality of this statistical software. Each script for statistical calculations in R is accompanied by a detailed description and interpretation of the results obtained. Further study of the issue will involve a number of activities aimed at raising awareness and improving skills of future philologists in using R statistical software, which is important for their professional development as researchers.

Despite the growing interest in investigating learners’ corpora, surprisingly little research has been conducted on the language use of L2 writers and its relation to the gender and genres in writing. Therefore, this study was aimed to find out the variation of language use in different genres or gender in weblogs, one of popular modes of computer-mediated communication (CMC). The study was done by conducting multivariate analysis using R program to weblog entries from a sample balanced of author gender (female or male) and weblog genre (diary or filter). Taking linguistic preferential features by Argamon et al (2003) and Pennebaker (2011) as dependent variables, the effect of genres or gender toward the use of the features was analyzed. The results showed that significant effects of several features can be considered as predictors. Personal pronouns and hedges (I think, and I believe) were found as predictors for diary; while the indefinite articles a/an and numbers were found as predictors for filter. As for the different language use by gender, female predictors were personal pronoun, verbs, negation, certainty words, and hedges. Meanwhile, the indefinite articles a/an, numbers, and preposition were the predictors of male writers.

A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.

Computational linguistics is concerned with understanding language from a computational perspective and constructing artifacts that are useful in processing and generating language. In the use of language, whether human language or programming language, there can be an error that makes the language not understood properly. One of the errors that often occurs is syntax error. In language, a syntax error is a mistake in using a language that involves organizing words and phrases that do not make sense. While in programming, a syntax error is an error in writing code in a program that makes the format or information unrecognizable by the computer system. Such errors are the simplest of errors but can affect many aspects of the final code output. This article aims to show how writing errors or typos in programming code can affect some or all of the results. The data obtained is data from web programming code that is used to make the website display the Geographic Information System Clustering the Distribution of Stunting Disease in Banggai Regency with K-Means, and also the R programming code used to calculate the stunting distribution using K-Means. The results of this article will show that a typo, even just a letter or any single punctuation, can affect the program’s final result.

OBJECTIVES/GOALS: Introduce students to programming and software development practices in the life sciences by analyzing standard clinical diagnostic bloodwork for differential immune responses. Including lectures and a semester project with the goal of enhancing undergraduate students’ education to prepare them for careers in translational science. METHODS/STUDY POPULATION: The educational content was taught for the first time as a component of the newly developed course BTEC 330 “Software Applications in the Life Sciences” in UMBC’s Translational Life Science Technology (TLST) Bachelor’s degree program at the Universities at Shady Grove campus. Eleven students took the course. All were beginners with no programming background. Lectures provided background on the diagnostic components of the CBC, criteria for differential diagnosis in the clinical setting, and introduction to hematology and flow cytometry, forming underpinnings for interpretation of the CBC results. Weekly computer lab practical sessions provided training fundamentals of R programming language, the R-studio integrated development environment (IDE), and the GitHub.com open-source software development platform. RESULTS/ANTICIPATED RESULTS: The graded assignment consisted of a coding project in which students were each assigned an individual parameter from the CBC results. These include, for example, relative lymphocyte count or hemoglobin readouts. Students each created their own R-language script using R-studio, with functional code which: 1) Read in data from a file provided, 2) Performed statistical testing, 3) Read out statistical results as text, and charts as image files, 4) “Diagnosed” individuals in the dataset as being inside or outside the clinical normal range for that parameter. Each student also registered their own GitHub account and published their open-source code. Grading was performed on code functionality by downloading each student repository and running the code with the instructor as an outside developer using the resource. DISCUSSION/SIGNIFICANCE OF IMPACT: In this curriculum, students with no background in programming learned to code a basic R-language script and use GitHub to automate interpretation of CBC results. With advanced automation now becoming commonplace in translational science, such course content can provide introductory level of literacy in development of clinical informatics software.

Python is a relatively new computing language, created by Guido van Rossum [A.S. Tanenbaum, R. van Renesse, H. van Staveren, G.J. Sharp, S.J. Mullender, A.J. Jansen, G. van Rossum, Experiences with the Amoeba distributed operating system, Communications of the ACM 33 (1990) 46–63; also on-line at http://www.cs.vu.nl/pub/amoeba/, which is particularly suitable for teaching a course in computational physics. There are two questions to be considered: (i) For whom is the course intended? (ii) What are the criteria for a suitable language, and why choose Python? The criteria include the nature of the application. High performance computing requires a compiled language, e.g., FORTRAN. For some applications a computer algebra, e.g., Maple, is appropriate. For teaching, and for program development, an interpreted language has considerable advantages: Python appears particularly suitable. Python‟s attractions include (i) its system of modules which makes it easy to extend, (ii) its excellent graphics (VPython module), (iii) its excellent on line documentation, (iv) it is free and can be downloaded from the web. Python and VPython will be described briefly, and some programs demonstrated numerical and animation of some phenomenal physics. In this article, we gave solution of circle polarization by solving Maxwell equation.

Optimal planning of the amount and type of resources needed for extinguishing a forest fire is a task that has been addressed in the literature, using models obtained from operational research. In this study, a general integer linear programming model is proposed, which addresses the allocation of resources in different time periods during the planning period for extinguishing a fire, and with the goal of meeting Spanish regulations for the non-negligence of fronts and periods of rest for pilots and brigades. A computer program and interface were developed using the R language. By means of an example using historical data, we illustrate the model at work and its exact resolution. Then, we carry out a simulation study to analyze the obtained objective functions and resolution times. Our simulation study shows that an exact solution can be obtained very quickly without requiring heuristic algorithms, provided that the planning period does not exceed five hours.

Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.

Introduction. The current level of agricultural production, including horticulture, is determined by intelligent machine technologies and new generation technical means with modern information and instrument support. The implementation of digital intelligent agricultural technologies in industrial gardening requires a fundamental change in the paradigm of technical support, based on the development and application of new automatic and unmanned machines, equipment and software for managing work processes of machines, navigating technical means, controlling the implementation of technological operations, monitoring the yield of agricultural crops, analyzing diseases and pests on plants and other technological functions. Materials and Methods. 3D model is visualized in the computer-aided design “KOMPAS-3D” through using the methods of mathematical modeling, theoretical mechanics and optimal design. A prototype of an automated unit for magnetic pulse processing of plants is made. The program code for calculating the required movement of the actuator rod is developed in the Sublime Text editor. C++programming language was used. The functionality of the computer program is related to the capabilities of controllers STM32, Arduino Mega/ Uno/Nano. Nextion 2.4 (the TFT screen 320x240) for the graphical output and interaction was used. Results. An automated unit with the algorithm of the drive control system of working bodies were developed during the technological operation of magnetic pulse processing of plants, taking into account the agro-technological parameters of garden plantations. A computer program with both automat and remote control was designed for driving the working bodies. Conclusions. The unit allows introducing a new environmentally safe technological method of stimulating vital and growth processes of fruit crops. This device provides the most efficient operation through automatic adjustment to various agro-technological parameters of plantings, providing the required value of magnetic induction in the working area on plant objects in the field. Keywords: magnetic pulse processing, control system, automated unit, irradiation of plants, gardening, low-frequency magnetic field For citation: Smirnov I. G., Khort D. O., Filippov R. A., Kutyrev A. I., Artiushin A. A. Automated Unit for Magnetic-Pulse Processing of Plants in Horticulture. Vestnik Mordovskogo universiteta = Mordovia University Bulletin. 2018; 28(4):624–642. DOI: https://doi.org/10.15507/0236-2910.028.201804.624-642

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. 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<p><em>Medan State Polytechnic is a vocational education that has D4 and D3 study programs, one of which is the Meeting, Incentive, Converence and Exhibition (MICE) study program. This study program was founded in 2007 until now only has a computer laboratory, language and 6 classrooms and a lecturer room 1. The MICE study program in its learning provides theory and practice with theoretical credits of 58 = 41% and practice of 87 = 59% or 80: 143 hours. So far, students have practiced directly in the field (field study) such as convention halls in hotels andalso the field for the implementation of exhibitions. In current conditions, the event cannot be held, for that the mice study program must prepare a laboratory to support the MICE learning. This laboratory is equipped with equipment to create virtual tours such as the Insta 360⁰ One R Twin Edition camera and the Oculus Rift S as a Virtual Reality (VR) System, the development of virtual tours using the MDLC (Multimedia Development Life Cycle) method was chosen because MICE students are used to it. designing and implementing events so that students are expected to be able to build and practice learning meetings, conferences, exhibitions in a better and interesting way, meanwhile for incentives students can see virtual tours and create virtual tour incentives. From this research it can be concluded that to be able to build a Virtual Tour is not difficult, it only requires knowledge of how to use the 360⁰ camera properly and use the VR System so that MICE students who do not have programming knowledge can still build their own Virtual Tour.</em></p><p><em><strong>Keywords</strong></em><em>: Learning, Virtual Tour, Virtual Reality System, Oculus Rift S, MICE</em></p><p><em>Politeknik Negeri Medan merupakan pendidikan vokasional yang memiliki program studi D4 dan D3, satu diantaranya program studi Meeting, Insentive, Converence and Exhibition (MICE). Program studi ini berdiri sejak tahun 2007 sampai sekarang hanya memiliki laboratorium komputer, bahasa dan ruangan kelas 6 dan ruangan dosen 1. Program studi MICE dalam pembelajarannya memberikan secara teori dan praktik dengan SKS teori 58=41% dan praktik 87=59% atau jam 80:143. Selama ini mahasiswa melakukan praktik langsung ke lapangan (field study) seperti convention hall di hotel dan juga lapangan untuk pelaksanaan pameran. Dalam kondisi sekarang, event itu tidak bisa dilaksanakan, untuk itu program studi mice harus menyiapkan laboratorium untuk mendukung pembelajaran MICE tersebut. Pada laboratarium ini</em><em> </em><em>dilengkapi dengan peralatan untuk membuat virtual tour seperti kamera Insta </em><em>360</em><em>⁰</em><em> </em><em>One </em><em>R Twin Edition dan Oculus Rift S sebagai Virtual Reality</em><em>(VR)</em><em> System</em><em>, pengembangan virtual tour mengunakan metode </em><em> MDLC (Multimedia Development Life Cycle</em><em>) metode ini dipilih karena mahasiswa MICE sudah biasa merancang dan melaksanakan event</em><em> sehingga </em><em>diharapkan </em><em>mahasiswa dapat </em><em>membangun dan m</em><em>empraktikkan pembelajaran Meeting, Con</em><em>f</em><em>erence, Exhibition secara lebih baik dan menarik sementara itu untuk Insentive mahasiswa dapat melihat virtual tour dan membuat virtual tour insentive.</em><em> </em><em>Dari penelitian ini dapat disimpulkan untuk dapat membangun Virtual Tour tidaklah sulit hanya diperlukan pengetahuan bagaimana menggunakan kamera 360⁰ dengan baik dan penggunaan VR System sehingga mahasiswa MICE yang tidak memiliki pengetahuan pemprograman tetap dapat membangun Virtual Tour sendiri.</em></p><p><em><strong>Kata kunci</strong></em><em>: Pembelajaran, Virtual Tour, Virtual Reality System, Oculus Ridft S, MICE</em></p>

The article considers a comparative analysis of the effectiveness in use of ARIMA, ARCH, GARCH models, а multi-factor forecasting model, and a decision tree model. Model functionality can be evaluated on the practical examples presented in the article. The results of applying the Dickey-Fuller test according to various data to verify the presence of non- stationarity are obtained. Parametric arguments for the models under study are described. The initial data, the order of the study, the results and charts are presented. Using the R programming language, practical studies focused on the functionality of the technical and fundamental analysis models were carried out to obtain the forecast values of PJSC "Sberbank" stock rate. The software modeling process showed the strengths and weaknesses of each of the models considered. The best results were shown by the multi-factor model. The paper gives quantitative indicators of the forecast values. A comparative table of the statistical indicators showing the results of the forecast models is presented and the conclusions are drawn based on the suitability of their modeling. Current study was carried out to identify models of technical and fundamental analysis that give the most accurate forecast of the stock price with the possibility of further implementation in a computer program.

The occurrence of censored data due to less than detectable measurements is a common problem with environmental data such as quality and quantity monitoring applications of water, soil, and air samples. The log-normal distribution is one of the most common distributions used for modeling skewed and positive data. Over the past decades, various methods for comparing the parameters of two lognormal distributions in the presence censored data have been proposed. Some of them are differing in terms of how the statistic test adjust to accept or to reject the null hypothesis. As a model distribution of measured environmental and/or biomedical data, log-normal distribution is considered. Logmormal means can be compared either by confidence intervals or hypothesis testing procedures. In this article, a new test procedure for comparing the means of k (k >= 3) lognormal distributions in the presence of left-censored data is introduced and evaluated. Asymptotic chi-square test is used in the proposed test procedure. A simulation study was performed to examine the power and the size of the proposed test procedure introduced in this article utilizing a computer program written in the R language. We find analytically that the considered test procedure is doing well through comparing the size and power of the statistic test.

There is evidence that utilizing GeoGebra in the classroom can be beneficial, especially in the field of mathematics. Dynamic Geometry Software (DGS) such as GeoGebra is a category of a computer program that combines algebraic and geometric capabilities. In the beginning, GeoGebra was nothing more than an application that could be used on personal computers. Because bibliometric analysis is employed in GeoGebra research projects. In addition, the objective of this work is to undertake bibliometric analysis to determine the development of GeoGebra research in Indonesia. A bibliometric analysis was carried out with the intention of evaluating the previous work that has been done on the topic of GeoGebra in Indonesia. We are interested in examining the progression of GeoGebra research outcomes in Indonesia, as well as the distribution pattern of publications in Scopus. The results are displayed in a short amount of time and in certain cases provide a comprehensive look at the developments and standing of the GeoGebra literature by affiliation from Indonesia, including information on authors, institutions, nations, and author keywords. For the purpose of clarity, the author's own keywords are the only ones used in the data analysis in this study. However, no R programming language library currently exists that can handle this issue.

SummaryThe concordance and degree of overlap between 13 diagnostic systems for schizophrenia, including the five European systems of Berner, Bleuler, Langfeldt, Pull and Schneider, were evaluated in a cross-sectional study (N = 51) taking the phase of illness (acute or residual) into account. The diagnostic assessments were processed by computer using a 183-item standardised checklist and a data-processing program in GW-Basic language. The inter-rater reliability, as assessed by Kappa coefficient, was good to excellent for each diagnostic system established by this method (K from 0.5 to 1). When comparing the concordance between pairs of 13 diagnostic systems for schizophrenia in acute and residual phase groups, results showed that only two significant relationships were not influenced by the phase of illness (Carpenter x RDC; Catego x Schneider), while 24 were. These included only two relationships in the acute group (Carpenter Catego; Carpenter Schneider) and 22 links between pairs of systems in the residual group. In the acute group, no diagnosis of schizophrenia, including duration criteria such as those of DSM III-R, Feighner, Langfeldt, Pull and RDC, was linked to other systems. In the residual group, the operational systems such as Catego, DSM III-R, Feighner, Newhaven, Pull and RDC had more than five relationships with the other systems whereas the non-operational systems of Bleuler, ICD9, Langfeldt and Schneider had less than four relationships with the others. Except Pull's criteria, the European diagnostic systems, in particular Berner's and Bleuler's, seemed to differ from the others because of the few relationships displayed. The results underline the importance of taking the phase of illness into account when comparing between studies utilizing different diagnostic systems for schizophrenia. They also show the relationships between European and international diagnostic systems, insufficiently established so far.

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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University can’t be separated from the Tri Dharma namely in the fields of education, research and community service. Institute for Research and Community Services Lancang Kuning University has launched a strategic framework for research through the Research Master Plan (RIP) and the Roadmap Research to support research results and superior quality. One of them by building an Information Systems Research Activities Administration and Community Services seeks to streamline the work of the staff LPPM and also makes it easy for researchers in particular lecturers and reviewers in their duties. In this system, the researchers register their proposals online. Furthermore, staff LPPM recaps the number of proposals on all types of grants that is then distributed to the reviewer to assess. Administration Information System Research Activities and Community Service is used method of analysis Work System Framework. Methods of work system framework, expected later able to provide a description of the process or activity system that uses information technology or other resources. Modeling design methodology using Unified Modeling Language (UML) and MySql database. Keywords : Information Systems, Administration, Work System Framework, UML Alter, S. (2013). Work system theory: overview of core concepts, extensions, and challenges for the future. Journal of the Association for Information Systems, 72. DIKTI. (2016). Panduan Pelaksanaan Penelitian dan Pengabdian Masyarakat di Perguruan Tinggi. Direktorat Jenderal Penguatan Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi. Edisi X. Hamzah. (2016). Sistem Informasi Kegiatan Penelitian dan Pengabdian Kepada Masyarakat Universitas Respati. Jurnal Teknologi dan Sistem Informasi(TEKNOSI), 2(2): 17-26. Lee, S. Unified Modeling Language (UML) for Database Systems and Computer Applications. Rohman, N. (2009). Sistem Pengolahan Data Kp Dan Ta Pada Program Studi If, Mi Dan Ka Stmik Mardira Indonesia Bandung. Jurnal Computech & Bisnis, 3(1), 1-13. Rosa, A. S., dan Shalahuddin, M. (2013). Rekayasa Perangkat Lunak Terstruktur Dan Berorientasi Objek. Informatika. Bandung Williandy, I., Fitriawan, H., & SP, R. A. (2016). Rancang Bangun Sistem Informasi Penelitian dan Pengabdian Kepada Masyarakat Fakultas Teknik Universitas Lampung Menggunakan PHP dan MySQL. Jurnal Rekayasa dan Teknologi Elektro(ELECTRICIAN), 10(3) : 192-200.

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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Abstract Objectives To develop a dataset of top ingredients used in baked products and to examine the scope of use of emulsifiers, leavening agents and sweeteners (nutritive and non-nutritive) in baked products. Methods We identified top-selling baked products using 2016 Information Resources Inc. market share data, and obtained ingredient lists for the top-selling products from the publicly available USDA Global Branded Food Products Database and manufacturer's websites. Individual ingredients were then parsed using a custom program in R, a statistical computing language. We performed several pre-processing steps before parsing, as ingredient lists were inconsistent and varied. For example, the additive Azodicarbonamide is listed in 9 different ways including spelling errors. We then reviewed the parsed ingredients reported more than once, to identify terms which were equivalent, such as synonyms, spelling and usage variants, common names, possible errors etc., and assigned a preferred descriptor and its technical use (eg. emulsifiers, leavening agents, sweeteners etc.). Results For the 4 baked product food categories, there are over 40,000 products available, of which ingredient lists were obtained for ∼79% of the total volume sold. These baked products use ∼6000 uniquely described ingredients (as listed on the labels). Preliminary results from grouping based on technical use shows, for example, ∼60 kinds of sweeteners were used; top nutritive sweeteners: sucrose, dextrose, high fructose corn syrup; top non-nutritive sweeteners: sucralose, stevia extract, Reb-A. Conclusions The ingredient dataset for baked products provides insight into ingredients used in commercially packaged baked products. This information can also be used to prioritize ingredients for which food composition data are needed and help in the development of computer programs and Artificial Intelligence tools. Funding Sources None.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. 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The article is devoted to the comparison of two types of proofs in mathematical practice, the methodological differences of which go back to the difference in the understanding of the nature of mathematics by Descartes and Leibniz. In modern philosophy of mathematics, we talk about conceptual and formal proofs in connection with the so-called Hilbert Thesis, according to which every proof can be transformed into a logical conclusion in a suitable formal system. The analysis of the arguments of the proponents and opponents of the Thesis, “conceptualists” and “formalists”, is presented respectively by the two main antagonists – Y. Rav and J. Azzouni. The focus is on the possibility of reproducing the proof of “interesting” mathematical theorems in the form of a strict logical conclusion, in principle feasible by a mechanical procedure. The argument of conceptualists is based on pointing out the importance of other aspects of the proof besides the logical conclusion, namely, in introducing new concepts, methods, and establishing connections between different sections of meaningful mathematics, which is often illustrated by the case of proving Fermat’s Last Theorem (Y. Rav). Formalists say that a conceptual proof “points” to the formal logical structure of the proof (J. Azzouni). The article shows that the disagreement is based on the assumption of asymmetry of mutual translation of syntactic and semantic structures of the language, as a result of which the formal proof loses important semantic factors of proof. In favor of a formal proof, the program of univalent foundations of mathematics In. Vojevodski, according to which the future of mathematical proofs is associated with the availability of computer verification programs. In favor of conceptual proofs, it is stated (A. Pelc) that the number of steps in the supposed formal logical conclusion when proving an “interesting” theorem exceeds the cognitive abilities of a person. The latter circumstance leads the controversy beyond the actual topic of mathematical proof into the epistemological sphere of discussions of “mentalists” and “mechanists” on the question of the supposed superiority of human intelligence over the machine, initiated by R. Penrose in his interpretation of the Second Theorem of Goedel, among whose supporters, as it turned out, was Goedel himself.

A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

The “risk society” has become a key 21st century theme due to the economic expansion and population explosion spurred by science and technology development during the 20th century. We must create societies resilient against risk to preserve well-being and continue sustainable development. Although the ideal would be to create a society free from disaster and crisis, resources are limited. To achieve a more resilient society using these resources, we must become wise enough to identify the risks threatening society and clarify how we are to prepare against them. The traditional engineering approach is limited by its aim to reduce damage reduction as functional system of hazard, exposure, and vulnerability by focusing on mitigative action. We must instead add two factors – human activity and time dependency after a disaster – to make society more risk-resilient. The Research Institute of Science and Technology for Society (RISTEX) of the Japan Science and Technology Agency (JST) seeks to create new social, public, and economic value by solving obvious problems in society. In promoting science and technology R&D for society, RISTEX supports the building of networks enabling researchers and stakeholders to cooperate in solving societal problems. Our initiatives use R&D employing knowledge in the field of the humanities and social sciences, combined with natural sciences and technologies. Based on these existing accumulated knowledge and skills, scientifically verifying issues and lessons learned from these disasters, RISTEX launched a new R&D focus area, entitled “Creating a Community-Based Robust and Resilient Society,” in 2012. This R&D focus is to develop disaster risk reduction systems making society robust and resilient in the face of large-scale disasters. Two crucial key words in this focus area are “community” and “links.” Specifically, we must reexamine community frameworks to facilitate how diverse elements of society – industry, academia, government, and citizens – can be linked and activated in overcoming complex widespread disasters. Our R&D focus is grounded in the reality of urban and regional areas, and fosters mutual multilayered cooperation. In this issue, which mark the half-way point in the six-year RISTEX R&D focus program, we present 13 papers of reports on R&D studies selected by RISTEX in fiscal years 1 and 2, reviews appraising the academic significance of these reports, and studies that introduce new findings obtained through experimental studies. Seven papers resulted from four projects in the first year, three dealing with postdisaster reconstruction. The first, the Land Conservation and Resilience after Flooding Disaster project, deals with assisting in farmland restoration following heavy rainfall. Based on a detailed activity survey and geographical analysis, the report discusses significant roles played by community and incorporated non-profit organizations collaborating with groups outside affected areas. Of the two reports on the Redevelopment of Tsunami Impacted Coastal Regions, one analyzes the reconstruction planning process of a district completing its group relocation relatively early among communities in coastal regions devastated by the Great East Japan earthquake and tsunami. The other describes the computer reconstruction of village swept away by the tsunami, workshops conducted to improve reconstruction accuracy and the process by which community identity is strengthened by sharing common memories. Reports on the Disaster Mitigation Project of Traditional Buildings discuss current and future prospects for comprehensive disaster mitigation efforts in preservation districts based on a questionnaire focusing on the social capital in preservation districts for groups of traditional buildings. They also present results of action research aimed at community building based on connecting the historic townscape with people and organizations. The last first-year project deals with Computer-Assisted Structuring of Disaster Information. Related papers propose the design of a database schema for effectively processing disaster management information and use of natural-language processing to assist in this process. They also discuss issues related to the construction of an online information processing system for facilitating information coordination at disaster response headquarters that must process vast amounts of information in disaster response efforts. Six papers resulted from four projects among those selected in the second year. A paper on Resilient Metropolitan Areas Creation proposes multiscale community-based disaster mitigation planning preparing for a Nankai megathrust earthquake based on the need for a diverse region-wide discussion. They also report on workshops conducted based on this approach. One of two reports on Edutainment Disaster Relief Training proposes a sustainable training model based on scientific analysis of disaster medicine training – the first such attempt in medical relief. It describes implementation of an actual drill. The other report points out the need to classify disaster medicine learners into several hierarchical levels and discusses elements necessary for developing training programs as medutainment based on a comprehensive review of domestic sources on educational approaches and disaster medicine. The report on Structuring an Autonomous Regional Disaster Prevention Community describes how safety measures adopted since the 2011 Great East Japan earthquake by fire companies suffering many casualties from the disaster are effective in regions at risk of disasters other than tsunamis such as landslides. The report the Life Recovery of Public Rented Temporary Housing Dwellers presents ethnography and interview survey results with residents of public rented temporary housing regarding elements of life recovery such the housing situation, income and livelihood. Many field specialists agree it is essential to integrate science and technology in promoting R&D helping reduce disaster risks while achieving a resilient society. We must now put this concept into practice to ensure that research results are implemented. In effective risk and crisis communication, we focus on key prerequisites of people and society. We also address social issues using accumulated knowledge and technologies in individual fields as a starting point and linking these to the launch of new social implementations for achieving a resilient society. We express our sincere thanks and appreciation to all of the authors and reviewers involved in this special issue for their invaluable contributions and support.

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18. Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. 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(2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. 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Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes. 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This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537 Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. De, … Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from romania. 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Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1–8. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14. Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356–369. https://doi.org/10.37010/duconomics.v1.5470 Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800 Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). 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Objective: As computer programming becomes increasingly important in the biomedical sciences and more libraries offer programming classes, it is crucial for librarians to understand how researchers use programming in their work. The goal of this study was to understand why biomedical researchers who enrolled in a library-sponsored workshop wanted to learn to program in R and Python.Methods: Semi-structured in-depth interviews were performed with fourteen researchers registered for beginning R and Python programming workshops at the University of California, San Francisco Library. A thematic analysis approach was used to extract the top reasons that researchers learned to program.Results: Four major themes emerged from the interviews. Researchers wanted to learn R and Python programming in order to perform their data analysis independently, to be an informed collaborator, to engage with new forms of big data research, and to have more flexibility in the tools that they used for their research.Conclusions: Librarians designing programming workshops should remember that most researchers are hoping to apply their new skills to a specific research task such as data cleaning, data analysis, and statistics and that language preferences can vary based on research community as well as personal preferences. Understanding the programming goals of researchers will make it easier for librarians to partner effectively and offer services that are critically needed in the biomedical community.

The evaluation of Research and Development (R&D) projects consists of many steps depending on the government funding agencies and the support program. It is observed that the reviewer evaluation reports have a crucial impact on the support decisions of the projects. In this study, a decision support system (DSS), namely R&D Reviewer, is developed to help the decision-makers with the assignment of the appropriate reviewer to R&D project proposals. It is aimed to create an artificial intelligence-based decision support system that enables the classification of Turkish R&D projects with natural language processing (NLP) methods. Furthermore, we examine the reviewer ranking process by using fuzzy multi-criteria decision-making methods. The data in the database is processed primarily to classify the R&D projects and the word embedding model NLP, “Word2Vec”. Also, we designed the Convolutional Neural Network (CNN) model to select the features by using the automatic feature learning approach. Moreover, we incorporate a new integrated hesitant fuzzy VIKOR and TOPSIS methodology into the developed DSS for the reviewer ranking process.

07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. 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Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.

Bibliothèque et Archives Nationales du Québec digitally scanned and converted to text a large collection of newspapers to create a resource of tremendous potential value to historians. Unfortunately, the text files are difficult to search reliably due to many errors caused by the optical character recognition (OCR) text conversion process. This digital history project applied natural language processing in an R language computer program to create a new and useful index of this corpus of digitized content despite OCR related errors. The project used editions of The Equity, published in Shawville, Quebec since 1883. The program extracted the names of all the person, location and organization entities that appeared in each edition. Each of the entities was cataloged in a database and related to the edition of the newspaper it appeared in. The database was published to a public website to allow other researchers to use it. The resulting index or finding aid allows researchers to access The Equity in a different way than just full text searching. People, locations and organizations appearing in the Equity are listed on the website and each entity links to a page that lists all of the issues that entity appeared in as well as the other entities that may be related to it. Rendering the text files of each scanned newspaper into entities and indexing them in a database allows the content of the newspaper to be interacted with by entity name and type rather than just a set of large text files. Website: http://www.jeffblackadar.ca/graham_fellowship/corpus_entities_equity/

06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9.06–35Gass, Susan (Michigan State U, USA; gass@msu.edu), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings. Language Learning (Blackwell) 55.4 (2005), 575–611.06–36Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512.06–37Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology. 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The program Reverse Mathematics (RM for short) seeks to identify the axioms necessary to prove theorems of ordinary mathematics, usually working in the language of second-order arithmetic L 2 . A major theme in RM is therefore the study of structures that are countable or can be approximated by countable sets. Now, countable sets must be represented by sequences here, because the higher-order definition of ‘countable set’ involving injections/bijections to N cannot be directly expressed in L 2 . Working in Kohlenbach’s higher-order RM, we investigate various central theorems, e.g. those due to König, Ramsey, Bolzano, Weierstrass, and Borel, in their (often original) formulation involving the definition of ‘countable set’ based on injections/bijections to N. This study turns out to be closely related to the logical properties of the uncountably of R, recently developed by the author and Dag Normann. Now, ‘being countable’ can be expressed by the existence of an injection to N (Kunen) or the existence of a bijection to N (Hrbacek–Jech). The former (and not the latter) choice yields ‘explosive’ theorems, i.e. relatively weak statements that become much stronger when combined with discontinuous functionals, even up to Π 2 1 - CA 0 . Nonetheless, replacing ‘sequence’ by ‘countable set’ seriously reduces the first-order strength of these theorems, whatever the notion of ‘set’ used. Finally, we obtain ‘splittings’ involving e.g. lemmas by König and theorems from the RM zoo, showing that the latter are ‘a lot more tame’ when formulated with countable sets.

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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. 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The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). 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What do people in different cultures do when they encounter complex problems? Whereas some cross-cultural research exists about complex problem-solving predictors and performance, the process has rarely been studied. We presented participants from Brazil, Germany, the Philippines, and the United States with two computer-simulated dynamic problems, one where quick action was required – the WinFire simulation – and one where cautious action was required – the Coldstore simulation. Participants were asked to think aloud in their native language while working on these two tasks. These think-aloud protocols were digitally recorded, transcribed, and coded by coders in each country in terms of the steps involved in complex problem solving and dynamic decision making. For the current study, we developed a program to calculate transition frequencies from one problem solving step to another and analyzed only those protocols with more than 15 transitions. For WinFire, these were 256 think-aloud protocols from the four countries with a total of 12,542 statement, for Coldstore, these were 247 participants with a total of 15,237 statements. Based on previous, limited cross-cultural research, we predicted that after identifying a problem, Brazilians would make emotional and self-related statements, Germans would engage primarily in planning, Filipinos would gather additional information, and Americans would primarily state solutions. Results of latent transition analysis partially support these hypotheses, but only in the highly uncertain Coldstore situation and not in the more transparent WinFire situation. Transition frequencies were then also analyzed regarding community clusters using the spinglass algorithm in R, igraph. Results highlight the importance of process analyses in different tasks and show how cultural background guides people’s decisions under uncertainty.

The technical apparatus is, then, being made at home with the rest of our world. And that's a thing that's routinely being done, and it's the source of the failure of technocratic dreams that if only we introduced some fantastic new communication machine, the world will be transformed. Where what happens is that the object is made at home in the world that has whatever organisation it already has. -- Harvey Sacks (Lectures on Conversation Vol. 2., 548-9) Chatting, or having a conversation, has long been a favourite activity for people. It seemed so ordinary, if not to say trivial, that it has for almost equally long not been studied in any dedicated way. It was only when Harvey Sacks and his early collaborators started using the tape recorder to study telephone conversations that 'conversation' as a topic has become established (cf. Sacks, Lectures Vol. 1). Inspired by Harold Garfinkel, the perspective chosen was a procedural one: they wanted to analyse how conversations are organised on the spot. As Sacks once said: The gross aim of the work I am doing is to see how finely the details of actual, naturally occurring conversation can be subjected to analysis that will yield the technology of conversation. (Sacks, "On Doing 'Being Ordinary'" 411) Later, Sacks also started using data from audio-recorded face-to-face encounters. Most of the phenomena that the research on telephone conversation unearthed could also be found in face-to-face data. Whether something was lost by relying on just audio materials was not clear at the beginning. But with video-based research, as initiated by Charles Goodwin in the 1970s, one was later able to demonstrate that visual exchanges did play an essential role the actual organisation of face-to-face conduct. When using telephone technology, people seemed to rely on a restricted set of the interactional procedures used in face-to-face settings. But new ways to deal with both general and setting-specific problems, such as mutual identification, were also developed. Now that an increasing number of people spend various amounts of their time 'online', chatting with friends or whoever is available, it is time to study Computer-Mediated Conversation (CMC), as we previously studied face-to-face conversation and Telephone (Mediated) Conversation, using the same procedural perspective. We may expect that we will encounter many phenomena that have become familiar to us, and that we will be able to use many of the same concepts. But we will probably also see that people have developed new technical variations of familiar themes as they adapt the technology of conversation to the possibilities and limitations of this new technology of communicative mediation. In so doing, they will make the new technology 'at home in the world that has whatever organisation it already has.' Space does not allow a full discussion of the properties of text-based CMC as instantiated in 'chat' environments, but comparing CMC with face-to-face communication and telephone conversations, it is obvious that the means to convey meanings are severely restricted. In face-to-face encounters, many of the more subtle aspects of the conversation rely on visual and vocal productions and perceptions, which are more or less distinguishable from the 'text' that has been uttered. Following the early work of Gregory Bateson, these aspects are mostly conceived of as a kind of commentary on the core communication available in the 'text', that is as 'meta-communication'. While the 'separation' between 'levels' of communication, that these conceptualisations imply may distort what actually goes on in face-to-face encounters, there is no doubt that telephone conversations, in which the visual 'channel' is not available, and text-based CMC, which in addition lacks access to voice qualities, do confront participants with important communicative restrictions. An important aspect of text-based computer-mediated chatting is that it offers users an unprecedented anonymity, and therefore an unprecedented licence for unaccountable action, ranging from bland banality to criminal threat, while passing through all imaginable sexual 'perversities'. One upshot of this is that they can present themselves as belonging to any plausible category they may choose, but they will -- in the chat context -- never be sure whether the other participants 'really' are legitimate members of the categories they claim for themselves. In various other formats for CMC, like MUDs and MOOs, the looseness of the connections between the people who type messages and the identities they project in the chat environment seems often to be accepted as an inescapable fact, which adds to the fascination of participation1. The typists can then be called 'players' and the projected identities 'characters', while the interaction can be seen as a game of role-playing. In general chat environments, as the one I will discuss later, such a game-like quality seems not to be openly admitted, although quite often hinted at. Rather, the participants stick to playing who they claim they are. In my own text, however, I will use 'player' and 'character' to indicate the two faces of participation in computer-mediated, text-based chats. In the following sections, I will discuss the organised ways in which one particular problem that chat-players have is dealt with. That problem can be glossed as: how do people wanting to 'chat' on the Internet find suitable partners for that activity? The solution to that problem lies in the explicit naming or implicit suggestion of various kinds of social categories, like 'age', 'sex' and 'location'. Chat players very often initiate a chat with a question like: "hi, a/s/l please?", which asks the other party to self-identify in those terms, as, for instance "frits/m/amsterdam", if that fits the character the player wants to project. But, as I will explain, categorisation plays its role both earlier and later in the chat process. 'Membership Categorisation' in Finding Chat Partners The following exploration is, then, an exercise in Membership Categorisation Analysis (MCA; Hester & Eglin) as based on the ideas developed by Harvey Sacks in the 1960s (Sacks, "An Initial Investigation", "On the Analyzability of Stories", Lectures on Conversation Vol. 1). An immense part of the mundane knowledge that people use in living their everyday lives is organised in terms of categories that label members of some population as being of certain types. These categories are organised in sets, called Membership Categorisation Devices (MCDs). The MCD 'sex' (or 'gender'), for instance, consists of the two categories of 'male' and 'female'. Labelling a person as being male or female carries with it an enormous amount of implied properties, so called 'category-predicates', such as expectable or required behaviours, capacities, values, etc. My overall thesis is that people who want to chat rely mostly on categorical predications to find suitable chat partners. Finding a chat partner or chat partners is an interactive process between at least two parties. Their job involves a combination of presenting themselves and reading others' self presentations. For each, the job has a structure like 'find an X who wants a Y as a partner', where X is the desired chat character and Y is the character you yourself want to play. The set of XY-combinations varies in scope, of course, from very wide, say any male/female combination, to rather narrow, as we will see. The partner finding process for chats can be loosely compared with partly similar processes in other environments, such as cocktail parties, poster sessions at conferences, and telephone calls. The openings of telephone calls have been researched extensively by conversation analysts, especially Schegloff ("Sequencing", "Identification", "Routine"; also Hopper). An interesting idea from this work is that a call opening tends to follow a loosely defined pattern, called the canonical model for telephone openings. This involves making contact, mutual identification/recognition, greetings and 'how-are-you?'s, before the actual business of the call is tackled. When logging on to a chat environment, one enters a market of sorts, where the participants are both buyers and sellers: a general sociability-market like a cocktail party. And indeed some writers have characterised chat rooms as 'virtual cocktail parties'. Some participants in a cocktail party may, of course, have quite specific purposes in mind, like wanting to meet a particular kind of person, or a particular individual, or even being open to starting a relationship which may endure for some time after the event. The same is true for CMC chats. The trajectory that the partner-finding process will take is partly pre-structured by the technology used. I have limited my explorations to one particular chat environment (Microsoft Chat). In that program, the actual partner-finding starts even before logging on, as one is required to fill in certain information slots when setting up the program, such as Real Name and Nickname and optional slots like Email Address and Profile. When you click on the Chat Room List icon, you are presented with a list of over a thousand rooms, alphabetically arranged, with the number of participants. You can select a Room and click a button to enter it. When you do, you get a new screen, which has three windows, one that represents the ongoing general conversation, one with a list of the participants' nicks, and a window to type your contributions in. When you right-click on a name in the participant list, you get a number of options, including Get Profile. Get Profile allows you to get more information on that person, if he/she has filled in that part of the form, but often you get "This person is too lazy to create a profile entry." Categorisation in Room Names When you log in to the chat server, you can search either the Chat Room List or the Users List. Let us take the Chat Room List first. Some room names seem to be designed to come early in the alphabetically ordered list, by starting with one or more A's, as in A!!!!!!!!!FriendlyChat, while others rely on certain key words. Scanning over a thousand names for those words by scrolling the list might take a lot of time, but the Chat Room List has a search facility. You can type a string and the list will be shortened to only those with that string in their name. Many room names seem to be designed for being found this way, by containing a number of more or less redundant strings that people might use in a search. Some examples of room names are: A!!!!!!!!!FriendlyChat, Animal&Girls, Australia_Sydney_Chat_Room, christian evening post, desert_and_cactus_only, engineer, francais_saloppes, francais_soumise_sub_slave, german_deutsch_rollenspiele, hayatherseyeragmensürüyor, holland_babbel, italia_14_19anni, italia_padania_e_basta, L@Ros@deiVenti, nederlandse_chat, sex_tr, subslavespankbondage, Sweet_Girl_From_Alabama, #BI_LES_FEM_ONLY, #Chinese_Chat, #France, #LesbiansBiTeenGirls_Cam_NetMeeting, #polska_do_flirtowania, #russian_Virtual_Bar?, #tr_%izmir, #ukphonefantasy. A first look at this collection of room names suggests two broad classes of categorisation: first a local/national/cultural/ethnic class, and second one oriented to topics, with a large dose of sexual ones. For the first class, different kinds of indicators are available, such as naming as in Australia_Sydney_Chat_Room, and the use of a local language as in hayatherseyeragmensürüyor, or in combination: german_deutsch_rollenspiele. When you enter this type of room, a first function of such categorisations becomes apparent in that non-English categorisations suggest a different language practice. While English is the default language, quite a few people prefer using their own local language. Some rooms even suggest a more restricted area, as in Australia_Sydney_Chat_Room, for those who are interested in chatting with people not too far off. This seems a bit paradoxical, as chatting in a world-wide network allows contacts between people who are physically distant, as is often mentioned in chats. Rooms with such local restrictions may be designed, however, to facilitate possible subsequent face-to-face meetings or telephone contacts, as is suggested by names like Fr@nce_P@ris_Rencontre and #ukphonefantasy. The collection of sexually suggestive names is not only large, but also indicative of a large variety of interests, including just (probably heterosexual) sex, male gay sex, female lesbian or bi-sexuality. Some names invoke some more specialized practices like BDSM, and a collection of other 'perversities', as in names like 'francais_soumcateise_sub_slave', 'subslavespankbondage', 'golden_shower' or 'family_secrets'. But quite often sexual interest are only revealed in subsequent stages of contact. Non-sexual interests are, of course, also apparent, including religious, professional, political or commercial ones, as in 'christian evening post', or 'culturecrossing', 'holland_paranormaal', 'jesussaves', 'Pokemon_Chat', 'francais_informatique', and '#Russian_Philosophy_2918'. Categorisation through Nicknames Having selected a room, your next step is to see who is there. As chatting ultimately concerns exchanges between (virtual) persons, it is no surprise that nicknames are used as concise 'labels' to announce who is available on the chat network or in a particular room. Consider some examples: ^P0371G , amanda14, anneke, banana81, Dream_Girl, emma69, ericdraven, latex_bi_tch1 , Leeroy, LuCho1, Mary15, Miguelo, SomeFun, Steffi, teaser. Some of these are rather opaque, at least at first, while others seem quite ordinary. Anneke, for instance, is an ordinary Dutch name for girls. So, by using this nick name, a person at the same time categorises herself in two Membership Categorisation Devices: gender: 'female' and language: 'Dutch'. When using this type of nick, you will quite often be addressed in Dutch, for instance with the typically Dutch chat-greeting "hoi" and/or by a question like "ben jij Nederlandse?" ("are you Dutch?" -- female form). This question asks you to categorise yourself, using the nationality device 'Dutch/Belgian', within the language category 'speaker of Dutch'. Many other first names like 'amanda' and 'emma', do not have such a language specificity and so do not 'project' a specific European language/nationality as 'anneke' does. Some French names, like 'nathalie' are a bit ambiguous in that respect, as they are used in quite a number of other language communities, so you may get a more open question like "bonjour, tu parle francais?" ("hi, do you speak French?"). A name like 'Miguelo' suggests a roman language, of course, while 'LuCho1' or 'Konusmaz' indicate non-European languages (here Chinese and Turkish, respectively). Quite often, a first name nick also carries an attached number, as in 'Mary15'. One reason for such attachments is that a nick has to be unique, so if you join the channel with a nick like 'Mary', there will mostly be another who has already claimed that particular name. An error message will appear suggesting that you take another nick. The easiest solution, then, is to add an 'identifying detail', like a number. Technically, any number, letter or other character will do, so you can take Mary1, or Mary~, or Mary_m. Quite often, numbers are used in accord with the nick's age, as is probably the case in our examples 'Mary15' and 'amanda14', but not in 'emma69', which suggests an 'activity preference' rather than an age category. Some of the other nicks in our examples suggest other aspects, claims or interests, as in Dream_Girl, latex_bi_tch1, SomeFun, or teaser. Other examples are: 'machomadness', 'daddyishere', 'LadySusan28', 'maleslave', 'curieuse33', 'patrickcam', or 'YOUNG_GAY_BOY'. More elaborate information about a character can sometimes be collected from his or her profile, but for reasons of space, I will not discuss its use here. This paper's interest is not only in finding out which categories and MCDs are actually used, but also how they are used, what kind of function they can be seen to have. How do chat participants organise their way to 'the anchor point' (Schegloff, "Routine"), at which they start their actual chat 'business'? For the chatting environment that I have observed, there seems to be two major purposes, one may be called social, i.e. 'just chatting', as under the rubric 'friendly chat', and the other is sexual. These purposes may be mixed, of course, in that the first may lead to the second, or the second accompanied by the first. Apart from those two major purposes, a number of others can be inferred from the room titles, including the discussion of political, religious, and technical topics. Sexual chats can take various forms, most prominently 'pic trading' and 'cybersex'. As becomes clear from research by Don Slater, an enormous 'market' for 'pic trading' has emerged, with a quite explicit normative structure of 'fair trading', i.e. if one receives something, one should reciprocate in kind. When one is in an appropriate room, and especially if one plays a female character, other participants quite often try to initiate pic trading. This can have the form of sending a pic, without any verbal exchange, possibly followed by a request like 'send also'. But you may also get a verbal request first, like "do you have a (self) pic?" If you reply in a negative way, you often do not get any further reaction, or just "ok." A 'pic request' can also be preceded by some verbal exchanges; social, sexual or both. That question -- "have a pic?" or "wanna trade" -- can then be considered the real starting point for that particular encounter, or it can be part of a process of getting to know each other: "can i c u?" The second form of sexual chats involves cyber sex. This may be characterised as interactionally improvised pornography, the exchange of sexually explicit messages enacting a sexual fantasy or a shared masturbation session. There is a repertoire of opening moves for these kinds of games, including "wanna cyber?", "are you alone?" and "what are you wearing now?" Functions of Categorisations Categorisations in room names, nicks and profiles has two major functions: guiding the selection of suitable chat partners and suggesting topics. Location information has quite diverse implications in different contexts, e.g. linguistic, cultural, national and geographical. Language is a primordial parameter in any text-based activity, and chatting offers numerous illustrations for this. Cultural implications seem to be more diffuse, but probably important for some (classes of?) participants. Nationality is important in various ways, for instance as an 'identity anchor'. So when you use a typically Dutch nick, like 'frits' or 'anneke', you may get first questions asking whether you are from the Netherlands or from Belgium and subsequently from which region or town. This may be important for indicating reachability, either in person or over the phone. Location information can also be used as topic opener. So when you mention that you live in Amsterdam, you often get positive remarks about the city, like "I visited Amsterdam last June and I liked it very much", or "I would die to live there" (sic) from a pot-smoking U.S. student. After language, age and gender seem to be the most important points in exploring mutual suitability. When possible partners differ in age or gender category, this quite often leads to questions like "Am I not too old/young for you?" Of course, age and gender are basic parameters for sexual selection, as people differ in their range of sexual preferences along the lines of these categories, i.e. same sex or opposite sex, and roughly the same age or older/younger age. Such preferences intersect with straight or kinky ones, of which a large variety can be found. Many rooms are organised around one or another combination, as announced in names like '#LesbiansBiTeenGirls_Cam_NetMeeting', 'Hollandlolita' or '#Lesbian_Domination'. In some of these, the host makes efforts to keep to a more or less strict 'regime', for instance by banning obvious males from a room like '#BI_LES_FEM_ONLY'. In others, an automated welcome message is used to lay out the participation rules. Conclusion To sum up, categorisation plays an essential role in a sorting-out process leading, ideally, to small-group or dyadic suitability. A/S/L, age, sex and location, are obvious starting points, but other differentiations, as in sexual preferences which are themselves partly rooted in age/gender combinations, also play a role. In this process, suitability explorations and topic initiations are intimately related. Chatting, then, is text-based categorisation. New communication technologies are invented with rather limited purposes in mind, but they are quite often adopted by masses of users in unexpected ways. In this process, pre-existing communicational purposes and procedures are adapted to the new environment, but basically there does not seem to be any radical change. Comparing mutual categorisation in face-to-face encounters, telephone calls, and text-based CMC as in online chatting, one can see that similar procedures are being used, although in a more and more explicit manner, as in the question: "a/s/l please?" Footnote These ideas have been inspired by Schaap; for an ethnography focussing on the connection between 'life online' and 'real life', see Markham, 1998. References Hopper, Robert. Telephone Conversation. Bloomington: Indiana UP, 1992. Hester, Stephen, and Peter Eglin, eds. Culture in Action: Studies in Membership Categorisation Analysis. Washington, D.C.: UP of America, 1997. Markham, Annette H. Life Online: Researching Real Experience in Virtual Space. Walnut Creek, London, New Delhi: Altamira P, 1998. Sacks, Harvey. 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"Identification and Recognition in Telephone Conversation Openings." Everyday Language: Studies in Ethnomethodology. Ed. George Psathas. New York: Irvington, 1979. 23-78. ---. "The Routine as Achievement." Human Studies 9 (1986): 111-52. ---. "Sequencing in Conversational Openings." American Anthropologist 70 (1968): 1075-95. Slater, Don R. "Trading Sexpics on IRC: Embodiment and Authenticity on the Internet." Body and Society 4.4 (1998): 91-117. Ten Have, Paul. Doing Conversation Analysis: A Practical Guide. Introducing Qualitative Methods. London: Sage, 1999. Citation reference for this article MLA style: Paul ten Have. "Computer-Mediated Chat: Ways of Finding Chat Partners." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/partners.php>. Chicago style: Paul ten Have, "Computer-Mediated Chat: Ways of Finding Chat Partners," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/partners.php> ([your date of access]). APA style: Paul ten Have. (2000) Computer-mediated chat: ways of finding chat partners. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/partners.php> ([your date of access]).

Objective. To analyze the features of local antibiotic resistance monitoring at hospitals in the Russian Federation. Materials and Methods. The study involved a survey of 305 institutions. The duration of data collection was 1 year (March 2020 – April 2021). The responses received were analyzed using the «R» programming language. Special packages were used for data processing and calculation of confidence intervals. Results were assessed by descriptive analysis with calculation of absolute and relative frequencies, and 95% confidence intervals according to the Wilson method. Frequencies were compared using Fisher’s exact test. The significance level α was set at 0.05. Results. Hospitals at various levels of organization participated in the survey. Data on local epidemiology of antibiotic resistance was available for 54.1% of institutions. The use of computer tools to automate the collection and analysis of antibiotic resistance monitoring data was noted by 26.23%. The implementation of an antimicrobial management system in the work of a medical center was confirmed by 25.3%. Data on identification of pathogens and antibiotic susceptibility test were available in the LIS/MIS – 12.46%. Over 70% of participants indicated that they update interpretation criteria annually. Storage of the AST results for more than 1 year was implemented by over 90% of hospitals. Availability of local antimicrobial therapy protocols was confirmed by 34.75% of the respondents. Conclusions. Access to data on the local epidemiology of antimicrobial resistance was unavailable for most specialists. Insufficient use of special tools to automate the collection and evaluation of antimicrobial resistance data has been identified. Implementation of an antimicrobial stewardship program and development of local antimicrobial therapy protocols were in a limited number of institutions. The data obtained indicate significant problems in the systemic organization of local antibiotic resistance monitoring.

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[Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.

AbstractThe “Souls-like” role-playing video game genre was inadvertently created due to the influence of the “Souls franchise”. However, each game has different twists which can be new gameplay mechanics, graphical style, etc. while maintaining the core elements of the “Souls franchise”. The goal of this study is to understand which gameplay mechanics are more liked by comparing reviews of these games to each other. Thus, different game design elements and game mechanics are investigated in 21 “Souls-like” video games to see how the users reacted to them and whether they positively reviewed them. All (993,932) reviews were scraped from the Steam webpage regarding these games in the middle of April 2021 using the steam_reviews Python package. These reviews contain the playtime at review, whether a positive or negative rating is given, and a textual component among others. Overall, 11 various game design elements and game mechanics were set up for the investigation: the setting, graphical dimensions as well as style, level design, and whether there are difficulty settings, multiplayer features, upgradeable weapons/armor, equipment durability, in-game map, extra penalties upon death, and a classic level-up system. Based on data distributions, either the t-test or the Mann-Whitney-Wilcoxon test was used for the analysis. The syuzhet package, which uses Natural Language Processing methods, was used in the statistical program package R along with the NRC Emotion Lexicon to evaluate the textual parts. According to the results, a slight-to-moderate correlation exists between positive reviews and the users’ playtimes: more playtimes mean a larger chance of having positive reviews. Significant differences also exist in the percentages of positive reviews among these games: Hollow Knight is the most liked game. Out of the investigated 11 factors, significant differences exist among all of them: drawn graphics (96.48%) and 2D style (95.61%) are the two most liked factors, while pixel graphics (87.11%) and a futuristic setting (86.74%) are the two least liked ones. Almost every factor can significantly affect all eight basic emotions (anger, anticipation, disgust, fear, joy, sadness, surprise, trust). The exceptions are graphical dimensions, weapon/armor upgradability, in-game map, and extra penalties upon character death as no significant differences exist in case of trust (p = 0.85), anger (p = 0.24), sadness (p = 0.21) and disgust (p = 0.095), respectively when the average sentiments per review were examined. Future “Souls-like” game design and development can be influenced by the results as game developers can more easily choose from the factors they want to implement or whether they want them at all in their games.

Involuntarily celibate men (Incels) form online communities in which they “often bemoan their lack of a loving relationship with a woman while simultaneously dehumanizing women and calling for misogynistic violence” (Glace et al., 2021, p. 288). Several studies investigate this dehumanization and misogyny including (gendered) hate speech in online comments from Incels (e.g., Glace et al., 2021). However, not all online comments from Incels contain misogyny or gendered hate speech. To get a better understanding of the phenomenon of Incels, it would be better to not only focus on these problematic comments. Thus, we propose a new construct called “Online Incel speech”, which is defined as the sum of all online comments from Incels that are related to Inceldom, that is, being or becoming an Incel. In an approach to provide an extensive system of categorization, Grau Chopite (2022) synthesized codebooks from several studies on Incels (see example studies table note) and put it to an empirical test. She found that most Incel comments found online can be categorized into three subdimensions. The first two subdimensions cover framing by Incels, namely how Incels frame the subjective causes of becoming an Incel and how they frame the subjective emotional consequences of being an Incel. Both subdimensions can also be interpreted as part of a subjective theory (sensu Groeben et al., 1988) of Inceldom. In contrast to this, the third subdimension does not consist of framing, but of observable verbal behaviors, which are often linked to gendered hate speech. When trying to categorize online comments from Incels, former studies often applied the construct “Hybrid Masculinities” (e.g., Glace et al, 2021). This construct from Bridge and Pascoe (2014) suggests that “some men develop masculinities which appear to subvert, but actually reaffirm, White hegemonic masculinities” (Glace et al., 2021, p. 289). Glace et al. (2021) structure the construct into three subdimensions, namely (1) discursive distancing (claiming distance from hegemonic masculine roles without actually relinquishing masculine power), (2) strategic borrowing (appropriating the cultures of nondominant groups of men), and (3) fortifying boundaries (continually using hegemonic standards to constrain masculinity and demeaning men who fail to meet them). However, the construct only covers a part of Inceldom, which Glace et al. (2021) indirectly acknowledge by adding two inductive categories, that is, hostile sexism (shaming and degrading women) and suicidality (reporting suicidal thoughts, feelings, and intentions). Field of application/theoretical foundation: The construct “Online Incel speech” was coined by Grau Chopite (2022), and there are currently no other studies making use of it. However, there are studies (e.g., Vu & Lynn, 2020; also see the entry “Frames (Automated Content Analysis”) based on the framing theory by Entman (1991) where the subdimension “subjective causes” would correspond to Entman’s “causal interpretation frame”, while the “subjective emotional consequences” would correspond to Entman’s “problem definition frame”. The “subjective causes” also correspond to the “discursive distancing” and the “emotional consequences” to “suicidality” in the construct of Hybrid Masculinities. The third subdimension “verbal behavior” corresponds to gendered online hate speech (e.g., Döring & Mohseni, 2019), but also to “hostile sexism” and “fortifying boundaries” in the construct of Hybrid Masculinities. References/combination with other methods: The study by Grau Chopite (2022) employs a quantitative manual content analysis using a deductive approach. Studies based on the construct of Hybrid Masculinities also employ manual online content analyses or manual thematic analyses, but those are often qualitative in nature (e.g., Glace et al., 2021). Framing is also often assessed with manual content analyses (e.g., Nitsch & Lichtenstein, 2019), but newer studies try to assess it computationally (e.g., Vu & Lynn, 2020). Hate speech is often assessed with manual content analyses (e.g., Döring & Mohseni, 2019) and surveys (e.g., Oksanen et al., 2014), but some newer studies try to assess it computationally (e.g., Al-Hassan & Al-Dossari, 2019). As Online Incel Speech is related to framing and gendered hate speech, it seems plausible that manual content analyses of Online Incel Speech could be combined with computational analyses, too, to enable the investigation of large samples. However, computational analyses of subtle forms of verbal behavior can be challenging because the number of wrong categorizations increases (e.g., for sexism detection see Samory et al., 2021; for hate speech detection see Ruiter et al., 2022). Example studies: Example study Construct Dimensions Explanation Reliability Online Incel speech Grau Chopite (2022) Subjective Causes of Inceldom Race/Ethnicity having certain racial features and/or belonging to a certain ethnic κ = .55;AC1 = .80 Mental Health suffering from any mental health issue κ = .58;AC1 = .90 Employment difficulties with getting and/or maintaining employment; experiencing dissatisfaction in the workplace κ = .85;AC1 = .98 Family having family issues (e.g., an abusive family member) κ = .66;AC1 = .98 Subjective Emotional Consequences of Inceldom Hopelessness expressing hopelessness κ = .37;AC1 = .89 Sadness expressing sadness κ = .26;AC1 = .91 Suicidality expressing suicidality κ = .24;AC1 = .95 Anger expressing anger κ = .44;AC1 = .87 Hatred expressing hatred κ = .40;AC1 = .83 Verbal Behavior of Incels Using Gendered Hate Speech Against Women hostile sexism against women and misogynistic speech κ = .80;AC1 = .87 Adopting Social Justice Language claiming unfairness/ injustice of being discriminated by society or groups (e.g., other men, other races) κ = .48;AC1 = .82 Claiming Lack of Masculine Traits lacking masculine traits (e.g., muscles, a big penis) κ = .62;AC1 = .86 Shaming Other Men shaming of other men directly by calling them terms related to being “effeminate” or “unmanly” κ = .71;AC1 = .91 Claiming Lack of Female Interest being unable to attract women or being rejected by women κ = .61;AC1 = .87 Hybrid Masculinities Glace et al. (2021) Discursive Distancing Lack of Female Interest claiming a lack of ability to attract female romantic companionship and sexual interest n/a Lack of Masculine Traits claiming a lack of traditionally attractive masculine physical traits n/a Strategic Borrowing Race and Racism appropriating the culture of racial and ethnic minority men n/a Social Justice Language using the language of the marginalized to diminish one’s own position of power n/a Fortifying Boundaries Soyboys deriding non-Incel men as weak and desperate n/a Cucks deriding non-Incel men as being cheated or exploited by women n/a Hostile Sexism Women are Ugly deriding women for being unattractive n/a Slut-Shaming deriding women for having sex n/a False Rape Claims claiming that women make false rape claims (e.g., when approached by an Incel) n/a Women’s Only Value is Sex claiming that women’s only value is their sexuality n/a Women are Subhuman dehumanizing women n/a Suicidality Due to Incel Experience attributing suicidal thoughts, feelings, and intentions to Incel status n/a The “Clown World” claiming that the world is meaningless and nonsensical n/a Note: The codebook from Grau Chopite (2022) is based on the codebook and findings of Glace et al. (2021) and other studies (Baele et al., 2019; Bou-Franch & Garcés-Conejos Blitvich, 2021; Bridges & Pascoe, 2014; Cottee, 2020; Döring & Mohseni, 2019; D’Souza et al., 2018; Marwick & Caplan, 2018; Mattheis & Waltman, 2021; Maxwell et al., 2020; Rogers et al., 2015; Rouda & Siegel, 2020; Scaptura & Boyle, 2019; Williams & Arntfield, 2020; Williams et al., 2021). Gwet’s AC1 was calculated in addition to Cohen’s Kappa because some categories were rarely coded, which biases Cohen’s Kappa. The codebook is available at http://doi.org/10.23668/psycharchives.5626 References Al-Hassan, A., & Al-Dossari, Hmood (2019). Detection of hate speech in social networks: A survey on multilingual corpus. In D. Nagamalai & D. C. Wyld (Eds.), Computer Science & Information Technology. Proceedings of the 6th International Conference on Computer Science and Information Technology (pp. 83–100). AIRCC Publishing. doi:10.5121/csit.2019.90208 Baele, S. J., Brace, L., & Coan, T. G. (2019). From “Incel” to “Saint”: Analyzing the violent worldview behind the 2018 Toronto attack. Terrorism and Political Violence, 1–25. doi:10.1080/09546553.2019.1638256 Bou-Franch, P., & Garcés-Conejos Blitvich, P. (2021). Gender ideology and social identity processes in online language aggression against women. In R. M. DeKeyser (Ed.), Benjamins Current Topics: Vol. 116. Aptitude-Treatment Interaction in Second Language Learning (Vol. 86, pp. 59–81). John Benjamins Publishing Company. doi:10.1075/bct.86.03bou Bridges, T., & Pascoe, C. J. (2014). Hybrid masculinities: New directions in the sociology of men and masculinities. Sociology Compass, 8(3), 246–258. doi:10.1111/soc4.12134 Cottee, S. (2021). Incel (e)motives: Resentment, shame and revenge. Studies in Conflict & Terrorism, 44(2), 93–114. doi:10.1080/1057610X.2020.1822589 Döring, N., & Mohseni, M. R. (2018). Male dominance and sexism on YouTube: Results of three content analyses. Feminist Media Studies, 19(4), 512–524. doi:10.1080/14680777.2018.1467945 D'Souza, T., Griffin, L., Shackelton, N., & Walt, D. (2018). Harming women with words: The failure of Australian law to prohibit gendered hate speech. University of New South Wales Law Journal, 41(3), 939–976. Entman, R. M. 1991. Framing U.S. coverage of international news: contrasts in narratives of the KAL and Iran Air incidents. Journal of Communication, 41(4), 6-7. Glace, A. M., Dover, T. L., & Zatkin, J. G. (2021). Taking the black pill: An empirical analysis of the “Incel”. Psychology of Men & Masculinities, 22(2), 288–297. doi:10.1037/men0000328 Grau Chopite, J. (2022). Framing of Inceldom on incels.is: A content analysis [Master’s thesis, TU Ilmenau]. Psycharchives. doi:10.23668/psycharchives.5626 Groeben, N., Wahl, D., Schlee, J., & Scheele, B. (Eds.). (1988). Das Forschungsprogramm Subjektive Theorien: eine Einführung in die Psychologie des reflexiven Subjekts. Francke. Retrieved from https://nbn-resolving.org/urn:nbn:de:0168-ssoar-27658 Marwick, A. E., & Caplan, R. (2018). Drinking male tears: language, the manosphere, and networked harassment. Feminist Media Studies, 18(4), 543–559. doi:10.1080/14680777.2018.1450568 Mattheis, A. A., & Waltman, M. S. (2021). Gendered hate online. In K. Ross & I. Bachmann (Eds.), The Wiley Blackwell-ICA international encyclopedias of communication. The international encyclopedia of gender, media, and communication (pp. 1–5). John Wiley & Sons Inc. doi:10.1002/9781119429128.iegmc019 Maxwell, D., Robinson, S. R., Williams, J. R., & Keaton, C. (2020). “A short story of a lonely guy”: A qualitative thematic analysis of involuntary celibacy using Reddit. Sexuality & Culture, 24(6), 1852–1874. doi:10.1007/s12119-020-09724-6 Nitsch, C. & Lichtenstein, D. (2019). Satirizing international crises. The depiction of the Ukraine, Greek debt and migration crises in political satire. Studies in Communication Science (SComS), 19(1), 85-103. doi:10.24434/j.scoms.2019.01.007 Oksanen, A., Hawdon, J., Holkeri, E., Näsi, M., & Räsänen, P. (2014). Exposure to online hate among young social media users. In N. Warehime (Ed.), Soul of Society: A focus on the lives of children & youth (p. 253-273). doi:10.1108/S1537-466120140000018021 Rogers, D. L., Cervantes, E., & Espinosa, J. C. (2015). Development and validation of the belief in female sexual deceptiveness scale. Journal of Interpersonal Violence, 30(5), 744–761. doi:10.1177/0886260514536282 Rouda, B., & Siegel, A. (2020). I’d kill for a girl like that”: The black pill and the Incel uprising. International Multidisciplinary Program in the Humanities, Tel Aviv University. Retrieved from https://www.academia.edu/43663741/_Id_kill_for_a_girl_like_that_The_Black_Pill_and_the_Incel_Uprising Ruiter, D., Reiners, L., Geet D’Sa, A., Kleinbauer, Th., Fohr, D., Illina, I., Klakow. D., Schemer, Ch., & Monnier, A. (2022). Placing m-phasis on the plurality of hate. A feature-based corpus of hate online. Preprint. Retrieved from https://doi.org/10.48550/arXiv.2204.13400 Samory, M., Sen, I., Kohne, J., Flöck, F., & Wagner, C. (2021). “Call me sexist, but...”: Revisiting sexism detection using psychological scales and adversarial samples. Proceedings of the International AAAI Conference on Web and Social Media, 15(1), 573-584. Retrieved from https://ojs.aaai.org/index.php/ICWSM/article/view/18085 Scaptura, M. N., & Boyle, K. M. (2019). Masculinity threat, “Incel” traits, and violent fantasies among heterosexual men in the United States. Feminist Criminology, 15(3), 278–298. doi:10.1177/1557085119896415 Vu, H. T., & Lynn, N. (2020). When the news takes sides: Automated framing analysis of news coverage of the Rohingya crisis by the elite press from three countries. Journalism Studies. Online first publication. doi:10.1080/1461670X.2020.1745665 Williams, D. J., & Arntfield, M. (2020). 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This paper on cultural loops will begin slightly off-track, drawing on lessons that can be learned from a very basic non-terminating program, written in basic programming language: 100 Print "an infinite loop is" 110 Goto 100 Run an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is ... The output will continue looping through this cycle ad infinitum. Suppose that somebody has entered this program into a computer and entered a "Run" command as illustrated above. This somebody has then left the room and we enter a moment later. What we appear to be looking at is, strictly speaking, an "infinite loop," a programming sequence that has no condition for termination except for activation of the self same sequence. The screen has been filled with seemingly endless repetitions of the same string: "an infinite loop is" (or is it "is an infinite loop," or "loop is an infinite," or "infinite loop is an"?). In any case, we do not know that the loop is endless, nor even that this is a loop. Perhaps we could imagine that after so many repetitions the output will change. Perhaps we imagine that our absent programmer is really hard up for ways to pass the time and has spent countless hours entering repetitions of the same string into just one single line of programming: 100 Print "infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is an infinite loop is ... After several hours, perhaps the programmer finally tired of the exercise and finished off: ... an infinite loop is really a finite loop that thinks it can last forever and ever amen." For this matter, we might also wonder, as we watch the text scrolling up the screen, whether all of the preceding text has followed this exact pattern. Perhaps we just happened to stumble into the room at that moment, reflected in the current output, when our absent programmer decided to interrupt typing up a treatise on infinite loops with a banal illustration of what might constitute a loop of this sort. Wait for just a second or two more and surely the output will be different. Of course, in the present instance, we will be waiting for a very long time for any kind of change to appear in the output—how long is infinity again, does anybody know? Perhaps there is folly in trying to second guess the next piece of output produced by a program, particularly when the evidence on the screen provides no genuine clues to the structure of the program for which it is the output. At this point I hear the cries of dissent. How can I possibly say that the output of this program provides no clues to the structure of the program? After all, are we not faced here with output that, at the very least, appears to be endlessly repetitive? Without being drawn into a detailed discussion about the phenomenology of repetition, it is fair to say that, yes, when faced with the output on the screen as we enter the room, a reasonable expectation is that this output is several repetitions of a non-terminating series of repetitions. As each string is preceded and followed by the same string, the evidence suggests that the strings running off both the top and bottom of the screen have been preceded by and will be followed by the same string, according to the pattern. Yet I maintain that we can never be absolutely certain that the next thing that will appear on the screen will be yet another repetition of the same string. We cannot know the mind of the creator with sufficient certainty to predict this with perfect accuracy. Certainly, anybody who presumes that the string of strings on the screen is part of some non-repeating body of text is less likely to be right than the person who sees the pattern and guesses that the program for which this text is the output is an infinitely looping one. We need only to stop the program and bring it up on the screen to confirm the latter's suspicions to be correct. With this very strategy, however, we also illustrate the correctness of the claim I have made. In order to know with certainty what the program will be likely to output next, at some point we are required to terminate it and look at the program itself rather than its output. In other words, we need to stop the output if we want to know what will be put out next. The irony of this situation is of course that we cannot know from any series of outputs within an infinite loop that the loop is in fact infinite (or even that it is a loop), without first terminating the loop to look beyond its repeating output. An infinite loop is indeed a finite loop that we think can last forever and ever, amen. Douglas Hofstadter makes a similar point about the relationship between infinity and the finite parameters of strange loops in Gödel, Escher, Bach: An Eternal Golden Braid (1979). Strange loop phenomena emerge "whenever, by moving upwards (or downwards) through the levels of some hierarchical system, we unexpectedly find ourselves right back where we started" (10). A sense of paradox is associated with strange loops because they bring our notions of the finite and the infinite into conflict. Some object (A) always seems to contain or be the root cause of some other object (B) in a finite relationship, yet B also seems to contain or be the root cause of A, a paradox of infinite indeterminacy. Yet the paradox emerges because we are blinded from looking beyond what appears to be a fully self-contained system of determinations, even if we are unable to resolve the paradox of whether A determines B or vice versa. As we move upwards or downwards through the hierarchies in the system, we presume that we will move closer to its limit in either direction, yet we find ourselves perpetually drawn to reproduce the same steps within the hierarchy. For this reason, Hofstadter also refers to strange loops as tangled hierarchies (passim). The tangle is what draws us to repeat the same system of determinations endlessly, but Hofstadter points out that any system includes a protected or "inviolate level" which always remains "unassailable by the rules on other levels, not matter how tangled their interactions may be among themselves" (688). In the work of M.C. Escher, in particular, Hofstadter finds the most powerful visual realisations of strange loop phenomena: in Ascending and Descending, monks walk up and down staircases that loop around to join each other; in Waterfall, water falls into a pool that leads to an aqueduct flowing down to the waterfall that empties into the same pool; and in Drawing Hands, there are two hands that appear to be drawing each other. In each of these cases, however, the resolution of the apparent paradox is in realising the hand of Escher at work beyond the hierarchy: [In Drawing Hands,] levels which ordinarily are seen as hierarchical—that which draws and that which is drawn—turn back on each other, creating a Tangled Hierarchy. But the theme ... is borne out, of course, since behind it all lurks the undrawn but drawing hand of M.C. Escher, creator of both LH and RH. (689) The non-terminating program with which I began this paper provides a variation on this theme, since the output provides evidence of an infinite loop lurking in the structure of the program. A termination of the loop to look beyond the output will confirm this. Yet beyond the program is of course the programmer and, not necessarily the same person, the person who entered the "run" command to execute the program. In other words, there are several inviolate levels to consider in dealing with computer programs. The program itself contains the inviolate rules determining repetitions in the output. Beyond the program is the programmer. We might also consider the programming language and limitations of the technology mediating between the programmer and the program that is written, but I want to press ahead expeditiously. Beyond the programmer, there is also an executor, somebody who activates the program, making possible the generation of output. Perhaps we could refer to these two inviolate levels as those of the creator and the generator. In his examination of the strange loop of Escher's Drawing Hands, Hofstadter points out the hand of the creator lurking within the inviolate level beyond the frame of the picture. We might add that as a work of art, the picture is not a free-floating object presented to us in any unmediated way. The image circulates within an array of cultural institutions and contexts, all of which mediates our access to it, and which might be thought of here as the conditions for the generation of the image. Consider, for example, that we had never seen Drawing Hands before reading Hofstadter's book. We would have to take Hofstadter's word on the matter, that this drawing had been done by this Dutchman named Escher. Hofstadter—or, to be more precise, the book which carries his name as its authorial signature—has made possible our access to the image. Furthermore, it is within the context of a discussion about strange loops and such matters that we are asked to look at the image. Now, suppose we were to put the book down and think little of it for some time, perhaps because we are not very mathematically minded and we sort of got muddled up a bit by some of the other parts of Hofstadter's book. Years later, we find ourselves in an art gallery, and there is a special exhibit of Escher's work. We stumble upon the original, stare at it for a moment, then realise that we have seen it before. Suddenly, Hofstadter's discussion springs to mind and we are reminded of strange loops and we think smugly, ah, this is no paradox, since the hand of Escher existing at an inviolate level has drawn both the left and right hands which appear to be drawing each other. This situation leads to a strange cultural loop, since our reception of an original artwork has been already shaped by something we have seen elsewhere, in this instance, a copy of that exact same artwork. The point is of course that cultural products circulate within precisely just these sorts of loops all of the time. Indeed, I maintain that such loops constitute culture. Allow me to explain. What makes an object an example of a culture is its capacity to resonate with features that it has in common with other objects created within the same culture. Words such as genre, movement, poetics or style (among others) refer to ways in which original works of art remain tied together within structures of repetition of core features. In a similar vein, archaeologists excavating a dig and finding numerous pots will look for repeated patterns, shapes, and techniques to determine cultural affiliations. The strange loop emerges around the vexed question of origins: is a culture made up of repeated patterns on pots, or does a culture determine repetitions of patterns on pots? At this point it should be pertinent to bring cultural theory into play. According to the theoretical anthropology developed by Clifford Geertz in The Interpretation of Cultures (1975), culture can be defined as "a stratified hierarchy of meaningful structures" (7). The ethnographic method that he calls "thick description" is designed to enable anthropologists to sort out these structures from the concrete complexes of behaviour that are observed in the field. He takes as a reference point a question posed by the philosopher Gilbert Ryle: when is the closing of one eyelid a wink and when is it a twitch? As Stephen Greenblatt summarises the point, the distinction is in the shared code, a distinction that "is secured by the element of volition that is not itself visibly manifest in the contraction of the eyelid; a thin description would miss it altogether" (Practicing 23). To compare this situation with the situation I described earlier, we can imagine thick description as a method for second guessing cultural output by moving from the perceived pattern to expectations about the mind and method of the creator. The thickness of the description inheres in its intent to take fuller account of the conditions for the generation of this cultural output. Yet in practice, the method sometimes seems to rigidify. For example, Greenblatt's own literary criticism—referred to most commonly as New Historicism, although he himself prefers the name Cultural Poetics—is often accused of flattening out culture. The method typically proceeds by considering together a literary text and the text of some contemporary domestic circumstance or event (a legal extract, a travel journal, a royal decree or such like), so as to find patterns pointing to the system of meanings underlining both texts. Being unable to terminate the infinite loop of cultural production, whereupon all texts echo all other texts in something akin to what Michel Foucault called the "fantasia of the library," the new historicist tries to work backward from the conventions of textual production to the cultural matrix beneath. While Greenblatt frequently argues that a cultural poetics recognises the agency of the individuals who produce these texts, the core issues of methodology have at base been recently defined in terms of the inviolability of the base level of determination—the archive: If every trace of a culture is part of a massive text, how can one identify the boundaries of these units? What is the appropriate scale? There are, we conclude, no abstract, purely theoretical answers to these questions. To a considerable extent the units are given by the archive itself—that is, we almost always receive works whose boundaries have already been defined by the technology and generic assumptions of the original makers. (Practicing 14) Here again the tension emerges between the infinite and the finite in the attempt to come to terms with unidentifiable boundaries of the units of culture. The resolution, curiously enough, is a loop at the core of Greenblatt's cultural poetics: the structure of the archive determines for us the units of perception within which we view traces of culture, to determine the structure of the archive. Thus, from the perspective of Greenblatt's cultural poetics, the stratified hierarchy of meaningful structures constituting culture is a tangled hierarchy. Lurking at the inviolate level is, of course, Greenblatt himself. Greenblatt, Geertz and many others who practice these methods for reading culture as a text recognise this inviolate level openly. In the introduction to his landmark work, Renaissance Self-Fashioning (1980), Greenblatt confesses, "the resonance and centrality we find in our small group of texts and their authors is our invention" (6). This confession leads me one step closer to my final point here. Even as the method of cultural poetics tends at times to flatten culture out to nodes of production arising from a single, static archive, and threatens to forget the agency of cultural producers, the method itself relies entirely on the creative and constitutive role of the observer. Greenblatt's literary and cultural criticism functions in a way that bears striking resemblance to the flights of fancy we undertook in the opening passages of this paper, looking at a pattern of output and trying to imagine what the structure of production would be like behind this output. Like the archaeologists staring at patterns on pots, cultural theorists could sometimes be forgiven for overlooking the question of agency altogether. One of the reasons for this is that we tend to think of agency in terms of a capacity to effect change, rather than in terms of the repetition of existing patterns and structures. "Structure" and "agency" might seem to be mutually opposed terms in discussions of cultural production. Yet the lesson we might be able to learn from these discussions of strange loops and cultural production is that agency is just as necessary to shaping the cultural matrix as it is to the realisation of this system in the production of culture. When we find patterns, we are exercising the wholly productive force of the imagination. Beyond creators, generators, programs, archives and so on, there is the observer whose capacity for making sense of texts is what ultimately gives to culture its contours, patterns and limits. Furthermore—what remains to be discussed in another forum—this constitutive capacity is something that is present in everyday practice, not simply in the realms of anthropology or cultural studies. The person sitting in front of the television, for example, is in much the same situation as when we stared at the computer screen waiting to see if the output would change. The decisions we make about whether we recognise patterns, locate meaningful structures and so on are similar to cultural reception or consumption, which I maintain is as productive as creation or generation. It is the decisions we make that insinuate infinity when we observe a loop. As we observed at the outset here, the infinity of the loop is not inherent in the structure of the output but in the way we choose to make sense of the patterns, what we imagined to have preceded the present text and to be likely to come after. To illustrate the comparison between observation of an infinite loop and agency in the field of cultural production, in conclusion, we need only to go back again to where we started here, but I leave that task up to the reader. References Foucault, Michel. Language, Counter-Memory, Practice: Selected Essays and Interviews. Trans. D.F.Bouchard and S.Simon. Ithaca: Cornell University Press, 1977. Gallagher, Catherine and Stephen Greenblatt. Practicing New Historicism. Chicago: University of Chicago Press, 2000. Geertz, Clifford. The Interpretation of Cultures: Selected Essays. London: Hutchinson, 1975. Greenblatt, Stephen. Renaissance Self-Fashioning: From More to Shakespeare. Chicago: University of Chicago Press, 1980. ---. Learning to Curse: Essays in Early Modern Culture. New York: Routledge, 1992. Hofstadter, Douglas R. Gödel, Escher, Bach: An Eternal Golden Braid. Sussex: Harvester Press, 1979. Citation reference for this article MLA Style Johnson, Laurie. "Agency" M/C: A Journal of Media and Culture 5.4 (2002). [your date of access] < http://www.media-culture.org.au/mc/0208/agency.php>. Chicago Style Johnson, Laurie, "Agency" M/C: A Journal of Media and Culture 5, no. 4 (2002), < http://www.media-culture.org.au/mc/0208/agency.php> ([your date of access]). APA Style Johnson, Laurie. (2002) Agency. M/C: A Journal of Media and Culture 5(4). < http://www.media-culture.org.au/mc/0208/agency.php> ([your date of access]).