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Journal articles on the topic 'Composing stories'
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Hutchinson, Derek A., and M. Shaun Murphy. "Composing Lives Alongside." International Journal of Bias, Identity and Diversities in Education 6, no. 2 (July 2021): 1–14. http://dx.doi.org/10.4018/ijbide.2021070101.
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Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.
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Stroble, Elizabeth. "Success Classroom Stories—Composing à la Koch." Social Studies 78, no. 4 (August 1987): 183. http://dx.doi.org/10.1080/00220973.1944.11019852.
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Browning, Joseph. "Mimesis stories: composing new nature music for theshakuhachi." Ethnomusicology Forum 26, no. 2 (May 4, 2017): 171–92. http://dx.doi.org/10.1080/17411912.2017.1350113.
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Chung, Simmee. "A Reflective Turn: Towards Composing a Curriculum of Lives." LEARNing Landscapes 2, no. 2 (February 2, 2009): 123–38. http://dx.doi.org/10.36510/learnland.v2i2.299.
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This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, intergenerational stories of teachers, children and parents stories in co-composing a curriculum of lives.
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Myung-Hye Huh and 이장호. "Feedback on Peer Feedback in EFL Composing: Four Stories." Journal of English Language and Literature 57, no. 6 (December 2011): 977–98. http://dx.doi.org/10.15794/jell.2011.57.6.004.
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Estefan, Andrew, Nancy J. Moules, and Catherine M. Laing. "Composing Sexuality in the Midst of Adolescent Cancer." Journal of Pediatric Oncology Nursing 36, no. 3 (March 22, 2019): 191–206. http://dx.doi.org/10.1177/1043454219836961.
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A cancer diagnosis heralds the onset of significant life changes. The various experiences of diagnosis, treatment, and recovery from cancer during adolescence and young adulthood are complex and disruptive. Emphasis on treatment and recovery often overshadows other social and developmental imperatives for adolescents and young adults. Acknowledging, exploring, and crafting one’s own sexual identity is a significant milestone achieved during this time, and it is one that is interrupted by the arrival and treatment of cancer. There is value in understanding how adolescents and young adults compose sexuality amid cancer experiences, and how this composition contributes to their ongoing stream of life experiences after recovery. As part of a larger study of sexuality and adolescent cancer, we undertook a narrative inquiry with Anna and Mark, two young adults who experienced cancer during adolescence. Over 14 months, we met with Anna and Mark, drawing on different narrative inquiry approaches to explore their past and ongoing experiences and to build negotiated stories of those experiences. We explored resonant threads between the stories, which help show the depth and complexity of sexuality as it is experienced in the midst of and after cancer. Two resonant threads are discussed: inward and outward looking, and sexuality and survival. The inquiry reveals the richness of self-composition amid competing stories of cancer treatment, disruptions to family and socialization, survivorship, what it means to be a young man or woman in the world, and the sense of a developing sexual self.
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Daneshzadeh, Amir. "Analysis of James Joyce Short Stories." International Letters of Social and Humanistic Sciences 54 (June 2015): 115–22. http://dx.doi.org/10.18052/www.scipress.com/ilshs.54.115.
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Collection of short stories of James Joyce in a book under the title of “Dubliners” (1914) is a collection composing of 15 short stories, which topic of all of them is living in Dublin (stories about death, love, live in school, etc.). Short story of “sisters” narrates feelings of a boy about death of a priest. The first woman, who is afraid of love, a mother in law speaks about ambition and destroys her daughter. It ispainful narrative of a single man, who leaves the woman he loves and the woman finds in the time of her death that he has been in his loneliness all his life. Accordingly, it could be mentioned that the author has selected in his short stories a style that Flober has been its establisher. Hence, stories in the collection of Dubliners have been strongly image-based and have been less relied on storied actions. (Stein et al, 2008)The present study has analyzed two short stories of the mentioned collection under the titles of “The Dead Persons” and “The sisters\s”. In this analysis, the author has considered internal modes and feelings of characters of the story. Process of analyzing the two works has been firstly related to analysis of every story separately and then has been related to goals and destinies of creator of the work and totally his collection of short stories. Finally, the study has considered investigation and analysis of short stories of James Joyce, which analysts and critics of his works have presented it and it is that Dubliners should be considered as an origin and generality. Considering stories of this artist separately can’t be a competent work, since as it is obvious in this collection, the author has been tended to achieve a specific goal through considering a certain order for these stories.
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McClay, Jill Kedersha, Margaret MacKey, Mike Carbonaro, Duane Szafron, and Jonathan Schaeffer. "Adolescents Composing Fiction in Digital Game and Written Formats: Tacit, Explicit and Metacognitive Strategies." E-Learning and Digital Media 4, no. 3 (September 2007): 273–84. http://dx.doi.org/10.2304/elea.2007.4.3.273.
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This article reports on a study of 23 tenth-grade students who created fiction in digital game and written formats. The researchers observed them at work, analysed their stories in both formats, and interviewed selected students to learn what affordances and constraints they demonstrate and/or articulate in such authoring. The students used ScriptEase, a software tool that supports the creation of digital stories, based on the game engine of Neverwinter Nights (Bioware). The authors consider the theoretical literature about narrative and games, focusing especially on indicators of verbal tense and mood. They discuss the overlaps and differences between digital and written stories, drawing in particular on the work of two students, and they conclude with implications for theoretical understandings of contemporary narratives in multiple formats and implications for literacy education.
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Bengezen, Viviane C., Edie Venne, and Janet McVittie. "The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education." Revista Brasileira de Linguística Aplicada 19, no. 4 (December 2019): 765–800. http://dx.doi.org/10.1590/1984-6398201914855.
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ABSTRACT In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.
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Kritzinger, Jacobus P. K. "Three Love Stories, Three Caves, Three Suicides." Scrinium 13, no. 1 (November 28, 2017): 159–69. http://dx.doi.org/10.1163/18177565-00131p14.
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In her commentary on Jerome’s Vita Malchi, in the section called ‘Literary form and texture’ Gray discusses the existing literature on which Jerome drew in composing Vita Malchi. She provides a detailed account of the sources and possible influences on Jerome under the headings Christian literature, biblical quotations and allusions, and secular literature. In a previous article, I have indicated multiple references and allusions to both classical sources and the Bible in this work of St Jerome. In this article the focus falls on a possible allusion to the story of Pyramus and Thisbe, a source which has not previously been considered amongst the possible influences on Vita Malchi. The love stories of Aeneas and Dido and Pyramus and Thisbe are compared to and contrasted with the story of Malchus and his ‘wife’.
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Tomlinson, Barbara. "Cooking, Mining, Gardening, Hunting: Metaphorical Stories Writers Tell About Their Composing Processes." Metaphor and Symbolic Activity 1, no. 1 (March 1986): 57–79. http://dx.doi.org/10.1207/s15327868ms0101_4.
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Hutabarat, Lisbet. "THE APPLICATION THINK TALK WRITE LEARNING MODEL TO IMPROVE COMPOSING SHORT STORIES." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 4, no. 2 (January 2, 2021): 122–26. http://dx.doi.org/10.30998/jh.v4i2.530.
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Abstract: This study aims to apply the think talk write learning model to improve Indonesianlearning outcomes in composing short stories in Class IX.1 SMP Negeri 10 Kota Bekasi. Thesubjects were students of class IX.1 SMP Negeri 10 Kota Bekasi total of 40 students. The method usedwas classroom action research. Methods of data collection using tests, observations, interview, anddocumentation. The results obtained by the test result data evaluation of learning that have increasedeach cycle, the test results obtained pre-cycle average value of 73,30 with mastery learning 47,50%,which has increased in the cycle I average value of 78,55 with mastery learning 72,50%, which hasincreased in the cycle II average value of 81,10 with mastery learning 92,50%. The conclusion of thisstudy is through the learning model of think talk write can improve Indonesian learning outcomessubject of compile short stories in class IX.1 SMP Negeri 10 Kota BekasiKey Words: Indonesian Language, Short Story, Think Talk Write
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Hamilton, Ali, Donald Rubin, Michael Tarrant, and Mikkel Gleason. "Digital Storytelling as a Tool for Fostering Reflection." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 1 (April 30, 2019): 59–73. http://dx.doi.org/10.36366/frontiers.v31i1.443.
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Reflection is an essential process for optimizing student learning outcomes in study abroad. Composing digital stories is a promising strategy for achieving high quality reflection. In this project we developed and explicated a rubric for assessing how students used the d igital storytelling format to reflect on their study abroad experiences. We analyzed undergraduates’ digital stories for evidence of both (a) disciplinary thinking in the field of sustainability and (b) intercultural understanding. Qualitative findings sug gest that the digital story format offers students an opportunity to weave together digital artifacts that they often are already collecting. The process of creating digital stories both promotes and displays reflection. We also present an adapted rubric f or assessing targeted learning outcomes manifest in digital stories produce d by learners studying abroad. Applying the rubric revealed variability among students in achieving the aims of a digital story reflectionassignment.
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Österholm, JH, and L.-C. Hydén. "Autobiographical occasions in assessment meetings involving persons with dementia." Qualitative Social Work 17, no. 1 (June 7, 2016): 41–64. http://dx.doi.org/10.1177/1473325016653466.
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It has often been argued that identities have a strong connection to stories and storytelling and thus that life stories should be used to individualize care for people with dementia. A problem with this view is that storytellers are seen as individuals, freely reflecting on, composing, and telling life stories. This view becomes especially problematic when persons with dementia tell stories in institutional contexts where certain information is requested and necessary for decision-making. The aim of this study is to investigate how autobiographical stories are used and what functions they have in assessment meetings involving persons with dementia. Fifteen assessment meetings were audio-recorded and transcribed. Narratives were extracted and analyzed by coding who the narrator or narrators were, what the narrator(s) accomplished by telling this story, and what the consequences were for the ongoing meeting. It was found that all interlocutors told stories about the person with dementia. These stories were found to have three functions: (1) to justify why care services were needed; (2) to describe experiences about previous care; and (3) to provide a good working climate. Thus, not all autobiographical stories are the person's story. For care managers in their everyday work it is important to be aware of this and not only be satisfied with a story that suits the organization's needs. Furthermore, stories told in assessment meetings often positioned the person as dependent on others, which could undermine the identity and sense of self of the person with dementia.
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Bosch, Maura. "Hearing Music with the Ears of a Composer." Leonardo Music Journal 26 (December 2016): 32–34. http://dx.doi.org/10.1162/lmj_a_00964.
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The author, a composer, compares the experience of composing music to the experience of “just” listening and finds the point where these two meet: in the moment of hearing a new sound. The author provides examples as described by other composers and finds a consistency in the way they recall their experiences. Their stories indicate the direction for further study of this rare but highly formative type of musical experience.
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Kim, Deoksoon, Merijke Coenraad, and Ho Ryong Park. "Digital storytelling as a tool for reflection in virtual reality projects." Journal of Curriculum Studies Research 3, no. 1 (June 6, 2021): 101–21. http://dx.doi.org/10.46303/jcsr.2021.9.
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Reflection is essential for learning and development, especially among middle school students. In this paper, we describe how middle school students can engage in reflective learning by composing digital stories in a project-based learning environment employing virtual reality. Adopting multiple case study methods, we examined the digital stories of five students, together with classroom observations and interviews about their experiences, in order to explore how digital storytelling can allowed students to reflect upon their experiences in a year-end capstone program. Creating digital stories allowed students to 1) reflect on their learning experiences teaching younger students with virtual reality, 2) present their reflections in multiple modalities, and 3) make connections between their present experiences and the past and future. This study demonstrates how digital storytelling can enable multimodal reflection for middle school students, particularly within technology-focused project-based learning environments.
Keywords: digital storytelling; project-based learning; reflection; middle school learners
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Garrison, Kristen. "The Stories We (Should) Tell: Microhistorical Accounts of Current-traditional Rhetoric and Composing Communities." Review of Communication 9, no. 4 (October 2009): 317–21. http://dx.doi.org/10.1080/15358590903151153.
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Gervás, Pablo. "Composing narrative discourse for stories of many characters: A case study over a chess game." Literary and Linguistic Computing 29, no. 4 (August 20, 2014): 511–31. http://dx.doi.org/10.1093/llc/fqu040.
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Kim, Deoksoon, and Fang Jia. "“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders." Journal of Curriculum Studies Research 2, no. 2 (November 28, 2020): 144–69. http://dx.doi.org/10.46303/jcsr.2020.14.
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Digital storytelling is a short form of multimedia production that can foster digital literacy and facilitate subject matter learning. This study describes how middle school students learned about mental health by composing digital stories, showing how this also influenced their attitudes toward mental health in their own lives. Using a qualitative multiple-case method, we explored three immigrant students’ digital storytelling in a psychology class. We use a visual grammar derived from systemic functional linguistics to analyze their digital stories, examining representational, relational, configurational, and social functions. Our analysis shows how students chose design elements to reflect their learning about and reactions to mental illness. We analyze how students projected relationships with the audience and how these projected relationships both reflected and influenced their learning and personal development. We conclude that digital storytelling can be an excellent pedagogical tool that allows students to engage both in subject matter learning and self-reflection.
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Parton, Simon. "An equal opportunity: Using technology to engage young people in Welsh music making." Journal of Popular Music Education 5, no. 1 (April 1, 2021): 149–53. http://dx.doi.org/10.1386/jpme_00051_1.
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Through his work as a self-employed music tutor based in the coastal city of Swansea, the author has found that many young people can regard making music as a difficult or even impossible thing to achieve ‐ whether this means playing guitar, producing music, composing a song, writing lyrics or singing. This article examines some of the techniques employed by the author to break down a range of social and personal barriers in students, using technology as a creative medium. It also outlines some of the success stories of participants who have engaged in his teaching programme.
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Ezza, El-Sadig Yahya, Eman Abdulrahman Alhuqail, and Summaya Wahab Elhussain. "Technology-based instructional intervention into an EFL writing classroom." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 507–19. http://dx.doi.org/10.18844/cjes.v11i4.3904.
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The aim of this study is to highlight the role of technology-based instructional intervention in enhancing the composing competence of struggling student writers at Majma’ah University (MU) in Saudi Arabia. Such instructional choice issues from the belief that the students have experiences and stories to share through writing. In the current intervention, a total of 26 participants enrolled in a short essay course offered by the Community College and the College of Education optionally participated in the study. They were equally divided into experimental and control groups, respectively. While the experimental group received both traditional and online instruction, using the MU Learning Management System, the control group received traditional instruction only. The experimental group outperformed the control group in the post-intervention test. Evidence from the quantitative and qualitative data attests to the assumption that instructional technology could significantly enhance learners’ composing skills. Thus, the English programme administrators are strongly recommended to post and conduct most writing classes online.
Keywords: Intervention, SRSD, rubrics, revision, drafting, self-revision.
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Scheub, Harold. "A Collection of Stories and Its Preservation in the Digital Age." History in Africa 34 (2007): 447–51. http://dx.doi.org/10.1353/hia.2007.0017.
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There is never an end to stories.“The art of composing oral narratives,” said Nongenile Masithathu Zenani, a Xhosa storyteller,is something that was undertaken by the first people, long ago, during the time of the ancestors. When those of us in my generation awakened to earliest consciousness, we were born into a tradition that was already flourishing. Narratives were being performed by adults in a tradition that had been established long before we were born. And when we were born, those narratives were constructed for us by old people, who argued that the stories had initially been created in olden times, long ago. That time was ancient even to our fathers; it was ancient to our grandmothers, who said that the tales had been created years before by their grandmothers. We learned the narratives in that way, and every generation that has come into being has been born into the tradition. Members of every generation have grown up under the influence of these narratives.In the late 1960s and in the 1970s, I made a number of research trips to southern Africa for the purpose of studying the oral traditions of the Xhosa, Zulu, Swati, and Ndebele peoples. The Xhosa and Zulu live in South Africa, the Swati in Swaziland, and the Ndebele in the southern part of Zimbabwe. During each of those trips many of the performances and discussions were taped. I witnessed thousands of performances.
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Nurfaidah, Resti. "KRITIK ADJIDARMA DALAM EMPAT CERPEN: TENTANG GENDER DAN KELIYANAN." SUAR BETANG 12, no. 2 (January 13, 2018): 117. http://dx.doi.org/10.26499/surbet.v12i2.24.
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Seno Gumira Ajidarma is well-known as a multitalented popular figure in Indonesia. He is an artist, a humanist, a writer, an academician, and others. His works are always in excellent quality. They need an incredible depth level of intrinsic aspect exploration. Previous studies have shown that criticism against government of the New Ordermassively appears on Ajidarma’s writting. However, the criticism is well-hidden behind his expertise in word processing and stories composing or other excellent quality works. This research is aimed into Ajidarma's social critique in the following four short stories: “Pelajaran Mengarang”, “Sepotong Senja untuk Pacarku”, “Telinga”, dan “Maria” which are focused on the concept of gender and Other's conflict. Based on the concepts of the Holmes gender and the Other of Callavaro, as well as several supporting references, it comes into the following outcomes: gender conflicts are connected to inferiority and superiority; the non-acceptancy of certain criteria and many causes make the inferior is victimizedwith the arbitrariness of the ruler in such forms: doctrine, alienation, discrimination, detention, torture, even murder; inferiority is resembling the present situation and conditions in this country
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Chalupský, Petr. "When William Met Mary: The Rewriting of Mary Lamb’S and William-Henry Ireland’S Stories in Peter Ackroyd’S The Lambs Of London." Studia Anglica Posnaniensia 47, no. 4 (December 1, 2012): 177–95. http://dx.doi.org/10.2478/v10121-012-0018-4.
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Abstract Peter Ackroyd’s London novels represent a distinctive component in his project of composing a literary-historical biography of the city. Understanding London as a multilayered palimpsest of texts, Ackroyd adds to this ongoing process by rewriting the city’s history from new, imaginative perspectives. For this he employs approaches and strategies such as parody, pastiche, genre mixture, metafiction, intertextuality and an incessant mixing of the factual with the fictititious. The aim of this article is to explore the various ways in which he toys with historical reality and blurs the borderline between fiction and biography in The Lambs of London (2004), offering thus an alternative rendering of two unrelated offences connected with late eighteenth and early nineteenth century London literary circles: Mary Lamb’s matricide and William-Henry Ireland’s forgeries of the Shakespeare Papers.
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Kropotova, Anna Nikolaevna. "Development of coherent monologic speech of children of 5–6 years in the process of composing descriptive stories through mnemotables." Humanitarian, no. 2 (7) (May 5, 2018): 19–21. http://dx.doi.org/10.21661/r-471002.
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Wargo, Jon M. "Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 392–408. http://dx.doi.org/10.1177/1468798417712573.
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(Re)Entering data from a networked collaborative project exploring how sound operates as a mechanism for attuning towards cultural difference and community literacies, this article examines one primary grade classroom’s participation to investigate the rhythmic rituals of ‘emergent listening’ in early childhood literacy. Thinking with sound studies and more posthuman ways of knowing/being/doing, this article details how the sonic was felt not only as an actor on the scene of young children writing but also as an intra-active agent of what the teacher called ‘making space’ and community. Exploring ‘emergent listening’ through a diffractive entanglement of stories and concepts, this paper focus on two pieces of early writing: a digitally produced audio clip and a ‘body built’ (Ms Lionel’s words) tableau depicting the sensorial process and thinking behind children’s making moments. The findings highlight how particular actions of emergent listening generated new forms of embodied knowledge-in-motion. Encouraging educators to consider the modal affordances of sound and sonic composition, this article expands definitions of young children composing with material realia and explores how, as this article suggests, emergent listening opens up pedagogical spaces where creative energies are generated and mobilized to bring to fruition an ethico-onto-epistemological world view.
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Bray, Julia. "Reading “the exotic” and Organising the Production of Knowledge: al-Tanūkhī on Indians and Their Elephants." Asiatische Studien - Études Asiatiques 71, no. 3 (December 20, 2017): 833–56. http://dx.doi.org/10.1515/asia-2017-0003.
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AbstractAl-Muḥassin ibn ʿAlī al-Tanūkhī (327–384/939–994) included a number of items about Indian elephants and Indians in his compilations of stories and anecdotesNishwār al-muḥāḍara(“The table-talk of a Mesopotamian judge”) andal-Faraj baʿda al-shidda(“Deliverance follows adversity”), both of which approach the organisation of knowledge in novel ways and on a new scale. This paper lists the items, summarises their contents, and explains al-Tanūkhī’s interest in elephants in the light of an autobiographical narrative. It then surveys the ethnology of his Indian stories, which are often told by sailors or merchants, and compares them in content and style with the sailors’ tales inAkhbār al-Ṣīn wa-l-Hind(“Accounts of China and India”), with al-Bīrūnī’s observations inMā li-l-Hind(“India”), and with an alleged shift from factuality to fabulation said to be taking place at around this time, which is exemplified byʿAjāʾib al-Hind(“The Wonders of India”). Close reading shows how al-Tanūkhī’s portrayal of elephants as rational agents of divine providence is managed, and how exotic humans are proved to play their part in God’s plan like any others. Al-Tanūkhī’s response to “the exotic” leads us to question it as a category of enquiry in the light not only of cultural studies but also of its content and of the multiple Arabic literary fields to which apparent exotica may belong. The significance of the organisation ofFarajandNishwāris reassessed. We conclude that al-Tanūkhī’s purpose in composing the works was not to impart facts as such, exotic or otherwise, or cultural judgements, but to teach people how to read stories properly so as to understand the kind of truth they convey, an endeavour which may be compared to his contemporary al-Āmidī’s systematic approach to training his readers to become critical readers of poetry.
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Moradi, Hamzeh, and Hefang Chen. "Digital Storytelling in Language Education." Behavioral Sciences 9, no. 12 (December 9, 2019): 147. http://dx.doi.org/10.3390/bs9120147.
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Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the learning environment and educational prospects. However, one of the challenges of practitioners and researchers is preparing learners with the required skills for the effective use of modern technology in the process of learning. Researchers proposed that a combination of societal constructivism and technology-integrated learning is crucial for obtaining and accomplishing present-day academic goals. The present paper highlights the significance and intricacy of modern technology, specifically digital storytelling (DST), in education. It elaborates the most salient aspects of DST application in language education, considering phases and elements of effective digital stories, steps of composing a digital story, and a critical description on the implementation of DST and fosterage of academic performance.
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Saugmann, Rune. "Military techno-vision: Technologies between visual ambiguity and the desire for security facts." European Journal of International Security 4, no. 3 (October 2019): 300–321. http://dx.doi.org/10.1017/eis.2019.17.
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AbstractMilitary applications of technologies for enhancing or producing vision play a key role in composing contemporary security, as such technologies are deployed to make security sense of everyday sociality, of battlefields, and of much in between these extremes. In this article, I set out to recompose militarised techno-vision through the public detritus left by its heterogenous development, use, and appropriation. I argue that as an heterogenous and amalgamated object, military techno-vision can be composed by speaking the stories of its leftovers, and that this composition is characterised by and in turn characterises a longstanding dilemma between fact and vision – between the ambiguity that is constitutive of the human practices of visual perception and image-making, and the desire for machines that can produce visual ‘actionable intelligence’ that can underpin security decisions. Discourses, practices, and regimes of visibility are deployed alongside technologies to occlude the ambiguity of technological vision and sustain the imaginary of technologically altered vision as neutral production of military or security facts.
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Fajarini, Indah, M. Oky Fardian Gafari, and Abdurahman Adisaputera. "The Developmment of the Assessment's Instrument Based on Higher Order Thinking Skills To Measure Dimension of Persuasive Text Skills on Students Of Class VIII in Junior High School Muhammadiyah 7 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 2 (May 17, 2019): 175–86. http://dx.doi.org/10.33258/birle.v2i2.289.
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This research deals with the development of the assessment’s instrument based on higher order thinking skills to measure dimension of persuasive text skills on students of class VIII in junior high school Muhammadiyah 7 Medan. The type of this research is research and development. The sampling technique used in this study is purposive sampling technique. The result shows that the process of developing assessment instruments is based on Higher Order Thinking Skills on Indonesian language subjects in junior high school Muhammadiyah 7 Medan through 4 stages, there are: (1) Preparation of Tests, (2) Selection of Media (3) Selection of Formats (4) Initial design results by composing stories board, make layouts by paying attention to the color and composition and fill the layout with activities in the form of, activity 1 contains the mapping of KI, KD, and indicators, as well as 10 multiple choice questions and 5 description questions. Activity 2 contains the mapping of KI, KD, and indicators as well as 15 multiple choice questions and 5 description questions and scoring, answer keys, glossary and bibliography.
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Karlsson, Gunnar. "Drög að réttarsögu orðlistar á Íslandi." Lög og bókmenntir 18, no. 1 (June 13, 2018): 11–37. http://dx.doi.org/10.33112/ritid.18.1.2.
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Medieval Icelandic law contains no provisions about copyright. Authors used without hesitation narrative texts by others, but poets were paid for composing laudatory poems about kings and narrators for telling stories at their courts. The art of storytelling became a speciality of Icelanders, who were also hired to write biographies of Norwegian kings. It was considered reprehensible to use the poetry of others as one's own work. Two Norwegian poets may have got the cognomens skáldaspillir (Destroyer of poets?) and illskælda (Bad or Evil poet?) for plagiarism. An Icelandic poet composed a laudatory poem about a woman but changed it to fit another one, receiving a bitter revenge. In Icelandic sagas stanzas occur frequently and, unlike borrowings in prose, their authors are usually named. In the medieval law of Iceland it is forbidden to compose about people not only derogatory but also laudatory poetry. Conceivably it has been considered to give the author some kind of power over the person who was the subject of the poetry. Proper copyright, though, does not occur in Icelandic law until the beginning of the twentieth century.
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Muhonen, Sari. "Students' experiences of collaborative creation through songcrafting in primary school: Supporting creative agency in ‘school music’ programmes." British Journal of Music Education 33, no. 3 (July 15, 2016): 263–81. http://dx.doi.org/10.1017/s0265051716000176.
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The study reported in this article investigates students’ experiences (n=41) of their primary school songcrafting, examining the potential to support creative agency within school music education programmes. Songcrafting refers to a collaborative composing practice in which everyone is considered to be a capable creator of melodies and lyrics, and where negotiation, collaboration, and openness to the situation are essential. Through semi-structured individual interviews with students who had experienced songcrafting in the past, analysed with qualitative methods, it was found that the students' narration of songcrafting included meanings related to general agency, creative agency, musical participation within the classroom community, and documented and shared collaborative musical products, or ‘oeuvres’.The results of this study illustrate the various often unforeseeable meanings produced through participation in collaborative musical activities. Furthermore, they highlight the potential to enrich meaningful teaching practices and pedagogy through the examination of students' experiences, and exploring the potentials in narrating one's musical stories. These findings suggest that music education practices could benefit from the inclusion of a broader range of opportunities for the students to create their own music, and the sensitive facilitation of collaborative music creation processes.
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Limpo, Teresa, and Rui A. Alves. "Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training." Journal of Learning Disabilities 51, no. 4 (May 10, 2017): 381–98. http://dx.doi.org/10.1177/0022219417708170.
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Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7–8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction—with or without transcription training—resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students’ composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students’ writing ability and prevent future writing problems but also to minimize struggling writers’ difficulties and support them in mastering writing.
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Van Lieburg, Fred. "The Dutch book trade, Christian Enlightenment and the national bibliography. The catalogues of Johannes van Abkoude (1703-60) and Reinier Arrenberg (1733-1812)." Quaerendo 31, no. 1 (2001): 3–16. http://dx.doi.org/10.1163/157006901x00209.
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AbstractIn the 'genealogy' of Dutch national bibliographies there follows - after the Catalogus universalis by Broer Jansz and lists published by Johannes Janssonius van Waesberge between 1675 and 1684 - a hand-written booksellers catalogue by Pieter van der Aa in Leiden. It was copied, augmented and published in 1743 by his pupil Johannes van Abkoude. Publication was accompanied by conflicts with several rivals, like Bernardus Noordbeek in Amsterdam and Nicolaas Goetzee in Gorinchem. Van Abkoude defeated his colleagues' disputes thanks to the quality and public function of his work. It was not only intended for booksellers, but also for book lovers, especially for persons with a theological interest. Reinier Arrenberg, coming from a comparable religious lay culture, developed into a follower of the Christian but tolerant Dutch Enlightenment. Inspired by learned people and other socially involved individuals he himself promoted 'the education of the people' by composing, translating and publishing stories for young and old. His revised new edition of Van Abkoude's catalogue is characterised by the removal of all small publications, such as pamphlets, popular literature and religious or political controversial writings for the reason that they were no longer commercially important. The booksellers catalogues reflected the eighteenth-century developments of levelling up book prices and marketing copyrights. As precursors of national bibliographies the catalogues of Van Abkoude, Arrenberg and De Jong will keep their value.
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Seely Flint, Amy, Rebecca Rohloff, and Sarah Williams. "“I like the first slide. I like how we put it like that [words and pictures on a diagonal]:” composing multimodal texts in a grade four classroom." English Teaching: Practice & Critique 20, no. 3 (June 18, 2021): 277–97. http://dx.doi.org/10.1108/etpc-12-2019-0173.
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Purpose Young children often enter formal schooling with a range of digital experiences, including using apps on tablets and engaging with interactive educational toys. The convergence and increased accessibility of digital resources has made it more convenient for young children to navigate multiple modes (e.g. words, images, sound and movement) as they construct meaning across many different texts. The purpose of the study is to examine affordances and choices when students compose multimodal texts. Design/methodology/approach Three lines of inquiry support this study: the social construction of writing practices, multiliteracies and multimodality and intertextuality. Data analysis used an iterative two-tiered process of reading, rereading and coding students’ multimodal compositions and supplemental field notes (Creswell, 1998; Strauss and Corbin, 1998). Findings Analysis of the 23 multimodal compositions revealed three significant findings related to choice and affordances of multimodal texts: the popularity of Minecraft as a topic choice based on the social interactions of students; semiotic concurrence and semiotic complementarity and sophisticated use of literary techniques (e.g. nonlinear structures, shifting point of view, asides and emojis) across the multimodal stories, particularly those that carried Minecraft themes. Originality/value Students’ intentionality with the modes in their compositions suggested they were fully aware of the “complexity, interrelatedness and interdependence between image [animation and sound] and language” (Shanahan, 2013, p. 213).
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Reed, Rachel, Margaret Barnes, and Jennifer Rowe. "Women’s Experience of Birth: Childbirth as a Rite of Passage." International Journal of Childbirth 6, no. 1 (2016): 46–56. http://dx.doi.org/10.1891/2156-5287.6.1.46.
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BACKGROUND: Within midwifery, there is a move toward reclaiming and promoting physiological birth. Because midwifery is woman-centered in nature, it is essential that the experience of birth is understood from the woman’s perspective. To date, there has been little research focusing exclusively on women’s experience of physiological birth.AIM: The aim of this study was to explore women’s experiences of physiological birth.METHOD: A narrative approach was taken, and in-depth face-to-face interviews were used to gather birth stories. The participants were 10 women who had recently experienced a physiological birth. Data were analyzed to identify themes occurring across the narratives.FINDINGS: The findings are presented within the explanatory framework of childbirth as a rite of passage composing of three phases: separation, liminal, and incorporation. During birth, women separated from the external world and sought to minimize external and internal distractions. In the liminal phase, they entered “their own world” and experienced an altered state of consciousness. After their baby was born, they reintegrated with the external world and incorporated their birth experience into their sense of self.CONCLUSION: The findings of this study suggest that women’s experiences during physiological birth are multidimensional and not aligned with biomedical descriptions of physically defined stages of labor. Birth was an empowering and transformative experience for the women in the study. The rites of passage framework may assist with developing a discourse about birth that resonates with women’s experiences.
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Cherciu, Ion. "Cercetarea monografică a portului popular românesc în cadrul Școlii Sociologice de la București. Momentul Lucia Apolzan." Anuarul Muzeului Etnograif al Transilvaniei 30 (December 20, 2016): 22–35. http://dx.doi.org/10.47802/amet.2016.30.02.
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In the interwar Romanian culture, the Sociological School of Bucharest led by D. Gusti had a unique approach of the folk culture which was seen as a living organism in constant movement and evolution. Folk creations - musical and literary, peasant costume and artefacts etc. are no longer treated as "museum or archive objects ", but as living and interdependent parts composing a giant gear – the social corpus. Therefore, not only songs, but also singing, not only stories, but the storytelling etc. will be studied, precisely – and especially – the "social functions" of those creations. For the peasant costume, not the pieces themselves will be studied, as before, but their "making" and "wearing". From this perspective which considerably broadens the research horizon, the work of Lucia Apolzan is not just an exemplary thematic monograph on folk costume and domestic industry in Țara Moților, but also a fundamental book, unique in Romanian ethnography and culture. The secret of this success lies in the "monographic approach" of the topic and in the author's attachment to the investigated area, meaning that thorough ethnographic research greatly benefits from contribution of other disciplines, such as history, geography, political economy, oral tradition etc., and from the constant observation of the "social relations" involved in making and using of the peasant costume. Capturing, for the first time, the specific, intimate dialectical relations that underlie the existence and the "evolution" of the folk costume, and "encoding" them in "basic rules", general and always valid for the investigated field require, as the author believes, a "reconsideration" and "upgrading" of this work, victim itself of times of sad memory for the Romanian culture; this is particularly so since, after "the moment Lucia Apolzan", the descriptivism and aestheticism, back in force, as working methods and means of expression in the scientific discourse, have continuously dominated most works about the folk costume in our country.
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Holub, Volodymyr, and Nadiia Holub. "FORMATION OF THE COMMUNICATIVE SPEECH SKILLS FOR PRIMARY SCHOOL AGE CHILDREN IN THE CONDITIONS OF INCLUSIVE EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 171–82. http://dx.doi.org/10.31499/2307-4906.1.2021.228837.
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The state of the problem under study in the psychological and methodological literature is analyzed in the article. The content of the definitions: “communicative skills”, “communicative-speech skills” and “communicative-speech development” has been clarified. The developmental features of communication and speech skills for primary school children in inclusive educational conditions are considered. The methodological techniques for the formation and development of communicative-speech skills in inclusive classes of elementary school are determined.Effective types of corrective assistance for children with special educational needs in the lessons of the subject “I explore the world”are the actualization of the motive of communicative action, the creation of emotional play situations, the organization of attention and increased speech control, and a decrease of the volume and the rate of work. For children of primary school age with special educational needs, long-term types of assistance are advisable for the formation of arbitrary forms of communication activity.In order to develop communicative speech skills, it is recommended to use in classrooms such methodological techniques as working with a terms dictionary, explaining the meaning of concepts, introducing new terms into one’s own statements, analyzing natural objects, composing stories on a given topic using the studied concepts.Organizational forms and methodological techniques for the formation of communicative speech skills are analyzed – a system of differentiated tasks, conversations based on illustrative material, role-playing games, group work, research projects, excursions, multimedia methods etc. The pedagogical conditions for the formation of communicative speech skills for primary school age children in inclusive classes at the lessons of the subject “I explore the world” are determined and characterized.In order to develop the communicative speech skills of schoolchildren studied in an inclusive learning environment, it is necessary to provide the early inclusion of primary schoolchildren with special educational needs in the process of systematic correctional and developmental work.
Keywords: communicative speech skills, speech development, communicative speech development, inclusive education, inclusive class, special educational needs, pedagogical conditions, primary school age children, educational process.
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Bui, Gavin, and Xueya Luo. "Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks." Studies in Second Language Learning and Teaching 11, no. 3 (September 13, 2021): 377–400. http://dx.doi.org/10.14746/ssllt.2021.11.3.4.
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Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
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Tourage, Mahdi. "Kernel of the Kernel, Concerning the Wayfaring and Spiritual Journey of the People of Intellect, A Shi`i Approach to Sufism." American Journal of Islam and Society 21, no. 2 (April 1, 2004): 134–36. http://dx.doi.org/10.35632/ajis.v21i2.1807.
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Kernel of the Kernel is a recension by Ayatullah Sayyid Muhammad HusyanHusayni Tihrani (d. 1995) of the oral teachings of Allamah MuhammadHusayn Tabatabai (d. 1982), one of the most prominent Iranian ‘ulama of thetwentieth century. The main text has chapters entitled “Kernel of the Kernel,”“Description of the Realms Preceding the Realm of Khulus,” “UndifferentiatedDescription of the Path and Methods of Wayfaring toward God,” and “Differentiated Description of the Path and Methods of Wayfaring towardGod.” Kernel of the Kernel concludes with a general index, an index ofQur’anic verses and ahadith, an index of the sayings of the Shi`i Imams, andan appendix of notes on saints and scholars cited in the text that contains briefbiographies of 37 people.The book consists of Allamah Tabatabai’s teachings, which are augmentedby an interesting commentary/introduction by the editor, AllamahTihrani. Its core part is further prefaced by the translator’s (Muhammad H.Faghfoory) introduction and informative notes on Allamah Tihrani’s life andwork. Seyyed Hossein Nasr’s foreword is the external shell that puts the text’sgeneral esoteric trajectory and the characters involved in composing it in context.Nasr’s foreword, the translator’s notes, and the editor’s introduction areinterspersed with teachings and stories of the lives of the Shi`i sages and scholarsof the past several centuries. This makes the text of interest to students ofSufi hagiography in general, and of Shi`i intellectual life in particular.Kernel of the Kernel is in the genre of the Shi`i tradition of explicatingthe stages of the spiritual path and the doctrinal foundations of wayfaring.Allamah Tihrani begins by discussing the complementary relationshipbetween Islam’s exoteric and esoteric aspects, and argues that the straightpath means combining both of these aspects. As much as contemplation,intellection, logic, reason, and rational argumentation are praised, it is bysubmitting the heart that inward witnessing is achieved. This complementaryrelationship is the book’s underlying theme. Thus, the discussions on“the spiritual traveler” and “immersion in the Divine essence of the Lord,”for example, are balanced with such topics as “the station of being presentin the world of multiplicity while simultaneously witnessing and experiencingthe realms of Divine Lordship.” The text follows with a descriptionof the inner meanings of Islam, faith, migration, spiritual struggle, submission,and ritual practices. At every step of the spiritual path, the authoraffirms the complementary nature of the relationship between wayfaring inthe spiritual realm and being in this world. The last chapter is a condenseddescription of the path and the methods of wayfaring ...
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Dahal, Sunita, and Rajan Suwal. "Seismic Behavior Analysis of Composite Buildings with Respect to RCC Buildings." Journal of the Institute of Engineering 15, no. 1 (January 31, 2019): 54–61. http://dx.doi.org/10.3126/jie.v15i1.27705.
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Steel concrete composite construction has gained wide acceptance worldwide as an alternative to pure steel and pure concrete construction. The use of steel in construction industry is very low in Nepal compared to many developing countries. There is a great potential for increasing the volume of steel in construction, especially in the current development needs. Not using steel as an alternative construction material and not using it where it is economical is a heavy loss for the country. Use of composite material is of particular interest, due to its significant potential in improving the overall performance through rather modest changes in manufacturing and constructional technologies. Steel concrete composite construction means the concrete slab is connected to the composite beam with the help of shear connectors so that they act as a single unit. In the present work, steel concrete composite (both full and half composite) with RCC options are considered for comparative study of seismic behavior of 10 multistoried commercial buildings (4-storied, 5-storied, 6-storied, 7-storied, 8-storied, 9-storied, 10-storied, 12-storied, 16-storied and 20-storied which is situated in earthquake zone V and for earthquake loading, the provisions of IS:1893 (Part1)-2002 is considered. For modeling of composite and RCC structures, SAP2000 software is used. Steel-concrete composite construction system is an efficient, economical and innovative method for seismic resistance of multi storied buildings. Equivalent static method of seismic analysis is used in the analysis of models. Comparison of parameters like time period, axial force, shear force, bending moment, deflection, storey drifts, base shear, storey stiffness is done for full composite (beam-column both composite), half composite (column composite) and RCC structures. The results are compared and found that composite structure is better in several aspects.
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Pombo, Fátima, and Hans Thyge. "The power of imagination." Sophia Journal 5, no. 1 (December 1, 2020): 72–81. http://dx.doi.org/10.24840/2183-8976_2019-0005_0001_06.
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Fátima Pombo (FP) and Hans Thyge (HT) FP The motto of your Design Studio is that ‘it all starts with the power of imagination. Every design should tell a story, on its own and as part of a bigger context’. What is the meaning for you of such statement? HT Let me tell you a story that enlightens the meaning you are asking for. Many years back I was driving down to the Cologne furniture fair with two employees. We were driving late evening and started to discuss a new competition we were invited to take part of. It was about an ergonomic chair made of plywood for the contract market. In the night we discussed advantages and principles. After some talks back and forth, we suddenly discovered an interesting static principle, which could move the pivot point of the backrest up in the lumbar area. Immediately we felt that we had discovered something compelling while driving in the dark without pen and paper. The interesting thing was that we had elaborated an idea using our imagination and the spoken language even the matter was about three-dimensional form. The day after I flew to Poland after a long day at the fair, and I quickly sketched the principle down on the back of my ticket. The idea remained intact and worked after some experiments with prototypes. We often talk about “The power of imagination” which has become the motto of our small design studio. Design is about being able to imagine and sense stories and elements carried out in materials, with colours and surfaces. Theoretically there is no difference between writing a book, composing a piece of music or designing a chair. Whether it is the pencil or the very sophisticated 3D modelling programs we are using to elaborate our ideas, it always comes down to our ultimate ability to see and feel the object for our inner eye. Without that, designing becomes a superficial act dethatched from our personal life. A genius violinist once was asked where he got the ability to play so beautiful and he answered: “It is the sum of my life and all I see and experience everyday”. Our power of imagination is a sum of the cultural input we are experiencing, or in other words all which our senses see and feel through our life. It is not only the capability of playing the notes or designing a chair……the character and ingenuity of the expression is a matter of who we are, which will always be reflected in the things we create. [...]
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Chrulew, Matthew, and Rick De Vos. "Extinction: Stories of Unravelling and Reworlding." Cultural Studies Review 25, no. 1 (September 25, 2019): 23–28. http://dx.doi.org/10.5130/csr.v25i1.6688.
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Extinction challenges our thinking and writing. Such overwhelming disappearance of ways of being, experiencing and making meaning in the world disrupts familiar categories and demands new modes of response. It requires that we trace multiple forms of both countable and intangible loss, the unravelling of social and ecological communities as a result of colonialism and capture, development and defaunation and other destructive processes. It brings forth new modes of commemoration and mourning, and new practices of archiving and survival. It calls for action in the absence of hope, and for the recognition and nourishment of new generativities: new modes of assemblage and attachment, resurgence and reworlding, commoning, composting and caring for country.
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Geller, Jeffrey L. "After Silence: Rape and My Journey Back Composing Myself: A Journey Through Postpartum Depression Becoming Anna: The Autobiography of a Sixteen-Year-Old Passage Through Trinidad: Journal of a Surgical Sex Change Eclipses: Behind the Borderline Personality Disorder Call Me Crazy: Stories From the Mad Movement." Psychiatric Services 50, no. 5 (May 1999): 708–13. http://dx.doi.org/10.1176/ps.50.5.708.
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Cai, Tian, Charles Steinfield, Hastings Chiwasa, and Tadala Ganunga. "Understanding Malawian farmers' slow adoption of composting: Stories about composting using a participatory video approach." Land Degradation & Development 30, no. 11 (June 2, 2019): 1336–44. http://dx.doi.org/10.1002/ldr.3318.
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Zwi, Karen, and Sarah Mares. "Stories from unaccompanied children in immigration detention: A composite account." Journal of Paediatrics and Child Health 51, no. 7 (July 2015): 658–62. http://dx.doi.org/10.1111/jpc.12953.
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Abdullah, Nur Azam, and Erwin Sulaeman. "Aeroelastic Tailoring of Oscillating Supersonic Wing with External Stores." Applied Mechanics and Materials 464 (November 2013): 110–15. http://dx.doi.org/10.4028/www.scientific.net/amm.464.110.
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This paper presents aeroelastic tailoring optimization of a swept back supersonic wing with external stores using composite structure material for the wing skin. The analysis has been conducted to calculate the flutter speeds at several altitudes ranging from a negative altitude of-7,943 ft until 30000 ft. MSC Nastran software is used to determine the flutter speed. The objective is to get the lowest possible wing weight by varying the wing skin composite fly angle and thickness as the optimization variables and by considering flutter speed as the optimization constraint. The constraint is imposed such that the flutter speed should be similar or higher than flutter speed of a previously investigated supersonic wing having similar planform but using aluminum as wing skin. The use of composite suggested that each composite layer thickness and fiber angle can be manipulated to achieve the target. The present results indicate that the weight of the composite wing skin can be reduced by 70 % compared to the aluminum wing skin while retaining similar or better flutter speed boundary envelope.
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Fradgley, Kimberley E., and Walter E. Niebauer. "London's “Quality” Newspapers: Newspaper Ownership and Reporting Patterns." Journalism & Mass Communication Quarterly 72, no. 4 (December 1995): 902–12. http://dx.doi.org/10.1177/107769909507200413.
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Departing from the usual philosophical analyses of European media, this study applied empirical methods to examine the relationship between the type of newspaper ownership and news reporting patterns of London's four major “quality” newspapers. Examination of front-page articles from composite weeks in three years showed that independently owned dailies covered stories that required more reportorial effort than did dailies owned by conglomerates. The independent dailies also had more staff-bylined articles, used more enterprise news sources, and covered more stories that involved conflict.
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Sánchez-Cobarro, Paloma de H., Francisco-Jose Molina-Castillo, and Cristina Alcazar-Caceres. "The Brand-Generated Content Interaction of Instagram Stories and Publications: A Comparison between Retailers and Manufacturers." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 3 (November 27, 2020): 513–24. http://dx.doi.org/10.3390/jtaer16030031.
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The last decade has seen a considerable increase in entertainment-oriented communication techniques. Likewise, the rise of social networks has evolved, offering different formats such as publication and stories. Hence, there has been a growing interest in knowing which strategies have the greatest social impact to help position organizations in the mind of the consumer. This research aims to analyze the different impact that stories and publications can have on the Instagram social network as a tool for generating branded content. To this end, it analyses the impact of the different Instagram stories and publications in various sectors using a methodology of structural equations with composite constructs. The results obtained, based on 800 stories and publications in four different companies (retailers and manufacturers), show that the reach of the story generally explains the interaction with Instagram stories. In contrast, in the case of publications, impressions are of greater importance in explaining the interaction with the publication. Among the main contributions of the work, we find that traditional pull communication techniques have been losing effectiveness in front of new formats of brand content generation that have been occupying the time in the relationship between users and brands.
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Librescu, Liviu, and Ohseop Song. "Dynamics of Composite Aircraft Wings Carrying External Stores." AIAA Journal 46, no. 3 (March 2008): 568–77. http://dx.doi.org/10.2514/1.25541.
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