Academic literature on the topic 'First Story Group'
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Journal articles on the topic "First Story Group"
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Baumann, James F., and Bette S. Bergeron. "Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements." Journal of Reading Behavior 25, no. 4 (December 1993): 407–37. http://dx.doi.org/10.1080/10862969309547828.
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This study investigated the effectiveness of instruction in story mapping as a means to promote first-grade students' comprehension of central story elements in children's literature. Participants were 74 children in four first-grade classrooms, which were randomly assigned to one of four groups: (a) a Story Mapping 1 (SM1) group, in which students were taught to construct story maps for unadapted, unabridged children's stories they had read; (b) a Story Mapping 2 (SM2) group, which involved the same instruction as SM1 but included using story maps to compose stories; (c) a Directed Reading-Thinking Activity (DRTA) comparison strategy group, in which students read the same stories according to a predict-verify procedure; or (d) a directed reading activity (DRA) instructed control group, in which students engaged in a noninteractive, guided reading of stories. Quantitative analyses were conducted on five whole-sample dependent measures: an important idea test on a parsed story, a wh-question test of central story elements, a summary selection task, an important story element recognition test, and a delayed wh-question test. Results revealed that (a) some form of active comprehension instruction (SM1, SM2, or DRTA) was superior to the control-group DRA on most measures, (b) story mapping (SM1 and SM2) students consistently outperformed DRA controls, (c) story mapping was superior to DRTA on some measures but not on others, and (d) SM1 and SM2 groups did not differ on any measure. Qualitative data from student interviews generally supported these findings. It was concluded that instruction in story mapping is an effective instructional strategy for promoting first-grade students' ability to identify central narrative elements in authentic children's literature.
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Bischoping, Katherine, and Zhipeng Gao. "Story sequencing and stereotyping." Narrative Inquiry 27, no. 1 (July 21, 2017): 85–108. http://dx.doi.org/10.1075/ni.27.1.05bis.
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Abstract Over the last decade, sometimes violent conflicts have erupted between generations in China over who should have a seat on a crowded bus. Through a small story approach to an extended sequence of Chinese bus stories, this study examines how elder-blaming comes to be instantiated in talk-in-interaction. The analysis elaborates Deppermann's finding that cooperative in-group bonding is not the sole reason that out-group stereotypes are instantiated: competition among interactants as they “top” one another’s stories also plays an important part. We nuance this, first, by pointing to actions that are simultaneously cooperative and competitive. Second, we foreground how the interactional troubles of our storytellers fundamentally revolve around issues of epistemic accountability and, in turn, are assuaged by cooperative epistemic acts, in which stereotyping and story "topping" entwine.
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McKeough, Anne, Lynn Davis, Nicole Forgeron, Anthony Marini, and Tak Fung. "Improving story complexity and cohesion." Narrative Inquiry 15, no. 2 (December 22, 2005): 241–66. http://dx.doi.org/10.1075/ni.15.2.04mck.
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The aim of the present study was to analyze the relative effectiveness of two first grade instruction programs: a developmental program that focused on the structural and social-psychological components of stories and their cohesion and a process oriented approach. A total of 43 children participated in daily sessions over 3 months (experimental group N = 22, comparison group N = 21). Measures of conceptual language and oral narrative were obtained and participants' protocols were analyzed for plot and coherence. Statistical analyses showed that the developmental method was more effective than the process approach in advancing the complexity and cohesion of children's narratives. To explore the interactions between instruction and learning, a time series analysis was conducted with seven randomly selected experimental group participants. These results showed that gains did not follow a linear pattern and that performance was shaped by the cognitive complexity of task demands. Implications for the development of narrative thought and classroom instruction are discussed. (Narrative, Instruction, Development)
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Herbert, Katherine E. D., Angela Massey-Garrison, and Esther Geva. "A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders." Journal of Learning Disabilities 53, no. 1 (October 14, 2019): 36–47. http://dx.doi.org/10.1177/0022219419881625.
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This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English learners (ELs; n = 108) in general, and in groups of EL1s and ELs with typically developing and poor reader profiles. In relation to their EL1 or EL reference group, students were classified in Grade 4 as typical readers ( n = 72), poor decoders ( n = 53), or poor comprehenders ( n = 26), with EL1s and ELs proportionally represented in each group. The effects of language, grade level, and reading group on story-writing measures were examined. Both EL1s and ELs developed story-writing skills in a similar manner, showing significant growth between Grades 4 and 6. Typically developing ELs attained age-appropriate story-writing levels. Poor decoders and poor comprehenders showed similar profiles of strengths and weaknesses, regardless of whether English was their first or second language. Both poor reader groups had significant difficulties in story-writing, struggling with the mechanics of writing, sentence structure, and story organization. Findings are discussed in terms of the interconnected relationship between reading and writing profiles, and the importance of a comprehensive understanding of sources of learning difficulties in ELs and EL1s.
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Loshchilov, I. E. "The First Edition of the Vsevolod Ivanov’s “Armor Train 14, 69” (1922): The History of Early Reception." Studies in Theory of Literary Plot and Narratology, no. 1 (2019): 29–49. http://dx.doi.org/10.25205/2410-7883-2019-1-29-49.
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The article is devoted to the history of the reception of the first edition of the story of Vsevolod Ivanov “Armored train 14, 69”, created by the writer in 1921 and first published in the first issue of the magazine “Krasnaya Nov” in 1922. The first edition is known in two versions: magazine and book: the story came out as a separate edition in the summer of that year. Until 1932, the story was printed in the first book edition, with minor variations. The same edition formed the basis of the modern scientific publication (2018). After 1932, the text of the story, which retained its “classic” name, was repeatedly redone by the author with the participation of editors and censorship. The article collected information and quotes from reviews, reviews, and reviews primarily from 1922–1925. It is shown that the first critics paid special attention to the politics and ideology of the story and its author. Only a few of them appreciated the truly revolutionary poetics and aesthetics of the story, written by the author in line with the plot and narrative experiment of the literary group “The Serapion Brothers”, to which Vsevolod Ivanov joined immediately after moving from Siberia to Petrograd. In many responses, the story was compared with the novel by Boris Pilnyak “The Naked Year”, excerpts from which were printed in the same issue of the magazine. Party and proletcult criticism was satisfied with the propaganda potential of the story, its “usefulness” for agitation in favor of the Soviet regime. However, both in the Soviet Union and in exile they often drew attention to the fact that the "red" and "white" ("White Guard") lines developed in the early edition on an equal footing, in the plot counterpoint. In later editions, the feeling of equality of two lines gave way to an unequivocal advantage in favor of the “reds." The author’s ideology was often read as peasant or neo-people’s (“Scythian”, “Socialist Revolutionary”), which also caused doubts among the literary ideologists of the country of the victorious proletariat. A simplification of the psychological portrait of the characters was noted, which was fundamentally important for the “Serapion Brothers”. The most insightful judgments about the story belonged to the member of this literary group, critic and literature historian Ilya Gruzdev and futurist poet Alexei Kruchenykh. Both drew attention to the dialectical interaction of storylines with extra-plot elements (phonetic zaum, imitation of vernacular and accents, onomatopoeia, etc.).
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Oudenampsen, Merijn, and Bram Mellink. "Bureaucrats First." TSEG - The Low Countries Journal of Social and Economic History 18, no. 1 (June 23, 2021): 19–52. http://dx.doi.org/10.18352/tseg.1197.
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In the 1980s, a fundamental shift took place in Dutch economic policy: Keynesian demand-management was exchanged for a neoliberal supply-side approach. The single most influential account of this transformation has focused on consensus among corporatist policymakers as key to the reforms. It is the origin story of the Dutch ‘polder model’. The problem however, is that there is surprisingly little evidence for corporatist consensus in the 1980s. Instead of consensus, we argue that there has been a conflict of ideas between Keynesians and supply-siders. And instead of corporatism, we point to bureaucratic elites as a crucial factor in the Dutch policy shift. From the mid-1970s onwards, an influential group of senior public officials emerged that successfully advocated for a supply-side policy, inspired by the industrialization policies developed in the 1950s. In so doing, we believe the Dutch case exemplifies the pathbreaking role of administrative elites as highlighted by Skocpol, Weir and Heclo, rather than corporatist consensus.
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Li, Jiansheng, Xiaozhen Zhang, Hao Zheng, Qingqiu Lu, and Gang Fan. "Global Processing Styles Facilitate the Discovery of Structural Similarity." Psychological Reports 122, no. 5 (July 30, 2018): 1755–65. http://dx.doi.org/10.1177/0033294118787499.
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This study examined whether global processing style facilitates the discovery of structural similarity. In the two experiments, the participants were presented with three stories after being primed with global or local processing through a Navon task. The first story was the base story, and the other two stories shared either surface similarity or structural similarity with the base story. The results showed that, compared with the participants of the local processing and control groups, a substantially greater number of participants of the global processing group selected the story with structural similarity to the base story. This finding indicated that the global processing style can facilitate the discovery of structural similarity.
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Messer, Leah. "Sharing a Dream, Sharing a Story." Canadian Theatre Review 68 (September 1991): 37–38. http://dx.doi.org/10.3138/ctr.68.012.
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My weekend workshop with a group of Aboriginal women writers began on April 19th and ended April 21st, 1991. That weekend gave a renewed sense of strength for writing the stories that are both joyful and painful. It began with a feast blessed by an Indian woman elder (the first time I was witness to a woman doing blessings). A sharing of food is what allowed for the sharing of intimate thoughts and feelings that was to come later on.
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Aldalalah, Osamah Mohammad Ameen. "The Effectiveness of the Different Patterns of the Digital Story in the Development Linguistic Intelligence Skills and Mindfulness Among Jordanian Primary Students During the Corona Pandemic." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 19 (October 12, 2021): 4. http://dx.doi.org/10.3991/ijim.v15i19.22575.
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<p>The purpose of this study was to investigate effectiveness of the different pattern of the digital story in the development linguistic intelligence skills and Mindfulness in Jordanian primary students during the Corona pandemic. Quasi experimental factorial design was adopted in this research. The researcher designed two patterns of the digital story in the Arabic language course. The study sample consisted of 43 students and were randomly (simple random sample) selected. The study sample was divided into two groups. The first group consisted of 23 students who studied through a written digital story, as for the second group, it consisted of 20 students who studied through the digital audiovisual story. The dependent variables were the linguistic intelligence skills and Mindfulness. The researcher used two scales. The first is to measure linguistic intelligence skills, and the second is to measure mindfulness. Data were collected and appropriate statistical analysis performed. ANCOVA was used to determine the significant differences among the two groups. Analyses of covariance (ANCOVA) were performed to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students using the digital audiovisual story mode performed significantly better than those students using the written digital story in the linguistic intelligence skills, and mindfulness.</p>
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Novitasari, Nindya Tifa, and Ali Shodikin. "Pengaruh Penerapan Model Pembelajaran Logan Avenue Problem Solving (LAPS-Heuristik) terhadap Kemampuan Pemecahan Masalah pada Soal Cerita Barisan dan Deret Aritmetika." Jurnal Tadris Matematika 3, no. 2 (November 22, 2020): 153–62. http://dx.doi.org/10.21274/jtm.2020.3.2.153-162.
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The poor problem solving abilities of students is still a scourge in mathematics learning, mainly in terms of solving mathematical story problems. This is because in the case of story problems, students are required to understand the information and the questions in mathematical problems at the beginning in order to create a mathematical model which reflects the problem being solved. This study aimed to examine the achievement and improvement of students’ abilities in solving mathematical story problems about arithmetic sequences and series using LAPS-Heuristic learning model. The study method was the Intact-Group Comparison. The subjects were 43 students who were divided into two groups. The first group received conventional learning, while the other group received LAPS-Heuristic learning. The results showed that both achievement and improvement of students’ abilities in solving mathematical story problems who received LAPS-Heuristic learning model were better than in students’ abilities who received conventional learning.
Books on the topic "First Story Group"
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Group, PCL Construction, ed. The story of PCL: Our first 100 years. Edmonton: PCL Construction Group, 2005.
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Lutchmaya, Marie-Anne. Choosing houses: The first ever story about the African, Caribbean & Pacific Group of States. Brussels, Belgium: CSEAE Publications, 1985.
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Sayles, Wayne G. First to fall: The William E. Cramsie story. Lodi, Wis: Clio's Cabinet, 2008.
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Sayles, Wayne G. First to fall: The William E. Cramsie story. Lodi, Wis: Clio's Cabinet, 2008.
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Keith-Lucas, Alan. Bridging the gap: The story of Christian Haven Homes : the first 35 years. Shippensburg, PA: Companion Press, 1987.
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Donnelly, G. L. The Whitley boys: The story of No. 4 (Bomber) Group's operations in the first year of WWII. Walton on Thames: Air Research, 1998.
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Marcel, Jesse. The Roswell legacy: The untold story of the first military officer at the 1947 crash site. Franklin Lakes, NJ: Career Press, Inc., 2008.
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Joseph, Frank. The last of the Red Devils: The story of Edward Lindsay, the last surviving pilot of America's first bomber squadron in World War I. Lakeville, Minn: Galde Press, 2003.
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Perkins, M.-J. Jill. A story to tell-- on a road toward reconciliation: 1979-2000, an account of the first twenty-one years of life and work of the Aboriginal Support Group, Manly Warringah Pittwater. Narrabeen, N.S.W: Aboriginal Support Group - Manly Warringah Pittwater, 2002.
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Phillips, Derrick. Pilgrims Rock!: The True Story of the First Christian Rock Group. Independently Published, 2018.
Find full textBook chapters on the topic "First Story Group"
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Rosenstein, Donald L., and Justin M. Yopp. "The First Meeting." In The Group. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190649562.003.0006.
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Dan had been terrified of speaking in front of people for as long as he could remember. As a child, he avoided eye contact with teachers so they wouldn’t call on him in class and he insisted on non-speaking parts when he had to participate in school plays. In high school, he feigned stomachaches to avoid giving class presentations and never dared to run for student council. Over time, Dan’s fear of embarrassment shaped his personality. He was shy and introverted, and he stayed away from situations that invited scrutiny. Naturally, when Dan first heard about a new support group for recently widowed fathers, he thought there was no way he could join. Opening up to a room full of strangers about his wife’s illness and recent death was nightmare material. It was precisely the kind of situation he had spent a lifetime avoiding. Still, Dan knew that he needed some kind of help. He had been in bad shape in the months since his wife had died. He felt isolated in his grief and overwhelmed by the prospect of raising two children by himself. As Dan saw it, his kids not only lost their mother but were now stuck with a father whose ineptitude as a parent was only making things worse: a cruel “double-whammy.” Despite his fears, he decided to join the support group because he felt he owed it to his children to be a better parent. Dan set the bar low for that first night: show up, sit quietly, listen to the other fathers, and avoid drawing attention to himself. If asked to share his story, he would offer only the barest of details. If called on to participate in group discussion, he would keep his input to a minimum. As he pulled into the parking lot for the first meeting, Dan felt a familiar wave of anxiety. His stomach churned and his heart began to pound. He thought about turning back. Instead, Dan closed his eyes and tried to calm down. After ten minutes, he took a deep breath and stepped out of the car.
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Wong, Chiu-Yin, and Wendy A. Harriott. "Jen's Story." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented, 123–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch012.
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This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.
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Ķesteris, Andris, and Kristīne Plamše. "The Accession of Latvia to the EU." In The Accession Story, 207–24. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199215874.003.0013.
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Abstract The ten countries that joined the European Union on 1 May 2004 are seen today as a single group because they joined simultaneously—in the last wave of enlargement. This has not always been the case, although they all presented their candidacies to the EU almost simultaneously (around 1994–5), and free trade agreements, later replaced by association agreements, were concluded with one after the other. The division of the group occurred for the first time in July 1997 when the European Commission presented its opinions on the readiness of candidate countries to start accession negotiations.
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Gushee, Lawrence. "The First Season." In Pioneers Of Jazz, 95–131. Oxford University PressNew York, NY, 2005. http://dx.doi.org/10.1093/oso/9780195161311.003.0004.
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Abstract The reaction of Alexander Pantages to the band’s audition at his Pantages Theater is surely the stuff of showbiz legend. One imagines him exclaiming in a Greek-accented English: “You boys are terrific. I don’t care what kind of act you make up, I’ve got to have that music”1— only a slight dramatization of Baquet’s story as given in the preceding chapter. But we have yet to hear from a major witness to the band’s career, Henry Morgan Prince, who as “Old Joe” (or “Old Black Joe”) was the much-appreciated singer and dancer with the group. What follows, although composed as an objective account, summarizes a 1959 interview with Prince.
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Rosenstein, Donald L., and Justin M. Yopp. "Beyond Death and Dying." In The Group. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190649562.003.0007.
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In the late 1960s, LIFE magazine was one of the most widely read and influential periodicals in the world. Renowned for its photojournalism, the general-interest magazine covered all aspects of American life. The November 21, 1969, edition was no exception. It included a review of what would be The Beatles’ final studio album, a profile of Ohio State University head football coach Woody Hayes, and an advertisement for a commemorative book on that summer’s moon landing. It also featured an article on a little-known University of Chicago psychiatrist, Dr. Elisabeth Kübler-Ross, and her groundbreaking work with terminally ill patients. In an era when public discourse about death and dying was almost non-existent and when many physicians believed that a patient was better off not knowing his or her prognosis, Kübler-Ross was encouraging candid and open conversations with people about their impending deaths. Her innovative approach and courage to challenge the status quo drew the interest of LIFE editor Loudon Wainwright. His captivating story introducing Kübler-Ross and her new book, On Death and Dying, would forever change the national conversation about end-of-life and grief. The article described Kübler-Ross’s seminar teaching clinicians about the experiences of terminally ill patients. Physicians, nurses, chaplains, and medical students watched through a one-way mirror as she interviewed a twenty-two-year-old woman who had been diagnosed just two weeks earlier with leukemia, which at that time was almost always fatal. Large black-and-white pictures of the patient showed a vibrant and beautiful young woman with long hair and a wide smile. She looked nothing like someone close to death, which in some ways was the point. She talked about her diagnosis and understanding that leukemia would almost certainly kill her. Her willingness to openly discuss the prospect of her own death must have been astounding to those observing the interview. Kübler-Ross theorized that people facing their own mortality proceed through five stages prior to their death. In the first stage, the person is unable or unwilling to accept that he or she is going to die (Denial).
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Kellogg, Susan. "With Muted Voices Mesoamerica’s Twentieth- and Twenty-First-Century Women." In Weaving the Past, 90–126. Oxford University PressNew York, NY, 2005. http://dx.doi.org/10.1093/oso/9780195123814.003.0004.
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Abstract Rigoberta Menchú, as famous as she became by producing autobiographical texts and winning the 1992 Nobel Peace Prize, was not the first twentieth-century Mesoamerican indigenous woman to write her story. That honor belongs to doña Luz Jiménez (born Julia Jiménez González). She worked as a model for Diego Rivera and others among the international group of artists seeking to revolutionize Mexico’s art, society, and culture during the 1920s and 1930s, an example of the indigenismo (Indianism) of elite Mexican intellectuals. They celebrated Mexico’s native past yet tried to suppress indigenous identities and integrate native people and communities into the new national mainstream.
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Gottschalk, Peter. "Identity, Narrative, and Group Memory." In Beyond Hindu And Muslim, 65–102. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195135145.003.0004.
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Abstract Just as no one map can adequately demonstrate all the geographic features of a particular terrain, so no one description can hope to depict completely the full spectrum of identities that comprise an individual’s sense of himself or herself. The previous chapter provided a broad overview of the geographic, social, economic, religious, and historical context of the Arampur area and the associated range of identities of its residents. This chapter develops the heuristic tool by which we will disclose and analyze various group identities in the final two chapters. First, this chapter considers the village as a focus of study. Second, it evaluates Paul Ricoeur’s notion of group self-definition according to shared interests, the past as one of those shared interests, and the essential role of narrative in defining an identity based on those interests. Third, in an effort to create a single field of study that brackets historiographic notions of veracity in favor of local truth claims, the chapter presents the concept of group memory as a single, descriptive term for these diverse narratives. Fourth, it demonstrates the utility of this term and the range of narrative styles through an analysis of four versions of a commonly told local story.
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Krumer-Nevo, Michal. "‘I’m not that kind of person’: solidarity in a group intervention." In Radical Hope, 229–38. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447354895.003.0018.
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This is the concluding chapter of Part Four. It is based on the story of the first meeting of a group intervention in which a man threatened to set himself and his children on fire as an act of protest in order to receive better housing. His threat challenged the establishment of solidarity that was so crucial at that stage. The response of the social worker is analysed in terms of giving recognition to service users and standing by them.
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Kildea, Paul. "Boyd Neel: The Story of an Orchestra (1950)." In Britten on Music, 85. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780198167143.003.0031.
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Abstract It gives me great pleasure to introduce this account of the Boyd Neel Orchestra by its gifted and energetic founder and conductor. Such an account is welcome, for in its seventeen years of existence this orchestra has gained an important position in our musical life. The Boyd Neel Orchestra was the first in Great Britain and among the first in the world to establish on the musical scene the small self-contained orchestral ensemble. To their efforts largely is due the fact that the public nowadays will accept the distinction between Great music and Big music, will realize that importance is not achieved by a large, thick sound and that a band of hundred is not five times as good as a group of twenty. And what a repertoire the orchestra has made known to us-not only music foreign to the limited, nineteenth century-ridden orchestral programmes of to-day, but also much familiar music which yet needs the thin clear lines of a small ensemble to make really musical sense. Let us composers, too, remember what Boyd Neel has done for us. Not only has he asked for and used new music but-here’s the difference-he has used it many times.1 If Boyd Neel and his orchestra like and believe in new music, they play it over and over again until the audience get used to it and begin to like it too; not for it a first performance and then the dusty shelf.
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Fiedler, Lutz. "Hal’a HaKibush! – Down with the Occupation." In Matzpen, 213–80. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474451161.003.0005.
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The chapter focuses on the developments in the period after the Six-Day War. Matzpen’s immediate rejection of the occupation and its solidarity with the occupied Palestinians placed the group at the extreme political fringes of Israeli society. Against this background, the chapter discusses how Matzpen’s members differed over possible solutions to the Israel-Palestine conflict and in their stance towards the Palestinian organizations (for example the DFLP), which caused several splits of the group. The chapter tells the story of Ilan Halevi, who sought to introduce a kind of Third-World nationalism into the group and later became the first Jewish representative of the PLO. It continues with the story of Udi Adiv, who first split from the group and later chose to go underground, entering the parallel world of Jewish-Palestinian armed resistance. The chapter ends with a discussion of political developments after the October 1973 War, when a new era of diplomacy in the Middle East also triggered a discussion on “state or revolution” within Matzpen. In November 1975 this led to a meeting between Moshé Machover and Said Hammami, the London representative of the PLO, where they discussed a two-state solution in the near and a shared country in the far future.
Conference papers on the topic "First Story Group"
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Lubāne, Inga, and Sandra Beatrice Sebre. "True, Partly False, and False Testimony of Child Witnesses: An Assessment of Credibility." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.04.
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The credibility of child witness testimonies is an important and controversial issue in forensic psychology. Children from an early age can testify in legal proceedings, while children are able to give false testimony for a variety of reasons. Research to date has focused on examining the differences between true and falsified children’s testimony, but little is known about assessing the credibility of testimony that is partly true but partly falsified. This paper presents a small sample quasi experimental study that explained the differences between true, partly falsified, and completely falsified children’s stories, and clarified the methodology for conducting a broader study. Study questions: what are the differences in credibility scores between true, partly falsified, and falsified children’s stories in this group of children; how do children understand the instruction to create a partly falsified story? Nine children aged 11 years (n = 9) participated in the study, three children in each study group. The children were interviewed about a real, partially falsified or completely contrived event, as well as taking the WISC-4 sub-test “Vocabulary”. The content of the narrative was assessed using the Criteria Based Content Analysis (CBCA). Results: CBCA averages did not differ between true-story and partly falsified story groups, while there were more children with higher CBCA scores in the true-story group than in the partly falsified story group. The CBCA averages were lower in the contrived story group compared to the first two groups. The children had difficulty spontaneously producing a false story during the interview. An association was found between CBCA scores and children’s level of verbal ability. The trends observed in the study group should be tested in a larger study with a larger number of participants.
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Feng, Xiaohan, and Makoto Murakami. "The Combination of Narrative News and VR Games: Comparison of Various Forms of News Games." In 3rd International Conference on Machine Learning & Applications (CMLA 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111516.
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The information explosion makes it easier to ignore information that requires social attention, and news games can make that information stand out. There is also considerable research that shows that people are more likely to remember narrative content. Virtual environments can also increase the amount of information a person can recall. If these elements are blended together, it may help people remember important information. This research aims to provide directional results for researchers interested in combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot prompts in news games. It also provides hints for the use of virtual environments as learning platforms in news games. The research method is to first derive a theoretical derivation, then create a sample of news games, and then compare the experimental data of the sample to prove the theory. The research compares the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game that presents the story in text (Group NVRIT) will be compared and analyzed. This paper describes the experiment. The results of the experiment show that among the four groups, the means that can make subjects remember the most information is a VR news game with a storyline. And there is a positive correlation between subjects' experience and confidence in recognizing memories, and empathy is positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and "presenting a story from text or video" on the percentage of correct answers differed depending on the type of question.
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Mendri, Ni Ketut, Atik Badi’ah, and Mohammad Najib. "Pop Up Toys as Story Play Therapy on the Level of Anxiety on General Anesthesia Surgery among Children around 6-12 Years Old." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.29.
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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general anesthesia surgery among children around 6-12 years old. Subjects and Method: This was an experimental study with pre-post test with control group design. This study was conducted in Yogyakarta Province hospital. Study subjects were children around 6-12 years old and will performed general anesthesia surgery. The data were collected using questioner and in-depth interview. The data were analyzed using Mann-Whitney test. Results: There was a decrease number of children with moderate level of anxiety after the intervention group using pop up toys as story play therapy from 30 children (81.1%) to 6 children (16.2%). While in the control group, a total of 25 children had moderate level of anxiety (87.6%) before the theraphy, and after therapy a total of 2 children also had moderate level of anxiety (5.4%), and they were statistically significant. Conclusion: Playing pop up toys story therapy has an effect on the level of anxiety among children around 6-12 years old and will performed general anesthesia surgery. Keywords: pop up toys story therapy, anxiety level, general anesthesia, school age children Correspondence: Ni Ketut Mendri. School of Health Sciences, Yogyakarta. Email: mendriniketut@yahoo.com DOI: https://doi.org/10.26911/the7thicph.03.29
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Zsiray, Barbara, and Ildikó Koós. "HOW RORY’S STORY CUBES CAN IMPROVE THE ABILITY OF STORYTELLING IN WRITING AND SPEAKING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end041.
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"Using board games in the classroom is an opportunity for experiential learning and teaching. The presentation is an example of how board games can be used in mother tongue teaching. Our previous questionnaire proves that 9–10-year-old children show a positive attitude towards board games, and its use in lessons helps to increase interactions between students. In addition, cooperation within the group was strengthened. We have reflected on this with a new project. Our goal is to examine how the popular board game, Rory's Story Cubes, can develop written and oral communication of 9–10-year-old students. In the first period, essays were written by the members of the experimental group and the control group, in which five previously specified words were used. The quantitative and qualitative indexes of the data were analysed by Mean Length Utterance (MLU) and the Hungarian adaptation of Developmental Sentence Scoring (KFM), and creativity was considered. In the second phase, the members of the experimental group took part in an activity process that lasted 15 weeks and was held twice a week. The games with the Story Cubes were carried out under the supervision of the methodical leader of the experiment and recorded with the video camera. The oral texts were analysed in the same way. In the last period of the process, the participants again wrote an essay. The results show that the consistent use of the given board game is beneficial for the semasiological and syntactic cohesion of the students' oral and written texts. The project's achievements may contribute to the widespread use of Rory's Story Cubes, thereby expanding the methodology of native language teaching."
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Huff, Earl. "Accessible E-Learning Through Story-based Participatory Design for Persons with Vision Impairments." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004229.
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Online learning (or e-learning) has seen a significant rise in popularity and ubiquity, especially during the COVID-19 pandemic, due to the convenience and flexibility for learners and cost-effectiveness to institutions. Advances in e-learning technologies, such as learning management systems (LMS), provide teachers and students with new modalities and formats for engagement in teaching and learning, respectively. However, there are growing concerns surrounding the accessibility of such technologies, especially LMSs, for learners with disabilities (LWD). Issues such as navigation, information access, and non-descriptive web graphics present barriers that severely impact the learning progression of LWDs. While past work has examined solutions for improving existing LMS accessibility, there are still barriers present that limit the complete online experience for LWDs, such as working with complex user interfaces (UI). We argue for more research that looks at design and interaction requirements from the perspectives of both teachers and learners to fully understand what it would take to design more usable and accessible LMSs. Our work details a participatory design (PD) study conducted with two user groups: one for teachers and one for students with vision impairments (i.e., blindness, low vision). Since we are working with blind and visually impaired (BVI) participants, we utilized a method called co-constructing stories that combines verbal storytelling with PD. This approach allows us to 1) gain a better understanding of the experiences of using LMS technology from our design groups and 2) provide a more accessible experience in collaborative technology design. Each group participated in three design workshops. The first workshop included developing a story where the participants were the main characters in a scenario using a conceptual LMS that they would imagine and come up with initial features and design requirements. In the second design workshop, the groups collaboratively refined the initial features and designs and developed additional design ideas. The third workshop was done in one-on-one sessions where participants would engage in a think-aloud session, navigating and using a prototype LMS we developed with their input.The teachers brought up their experiences teaching online courses to BVI students. They desired the ability to customize the course pages, such as typography, font size, UI control sizes, and color. Students wanted better semantics of the UI for improved translation of the web page components from their screen readers and a more simplistic layout. The think-aloud sessions yielded satisfactory results as both groups found the initial prototype to be accessible, easy to use, and an improvement over existing LMSs. While there were some suggestions for improvements, our work showed the effectiveness of empowering teachers and LWDs to co-design technology. We believe this work may benefit instructional designers, researchers, and educational technology developers looking to design more accessible e-learning systems to accommodate a broad range of disabilities.
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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.
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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Bulgachev, Roman, Michael Cromarty, Lee Milburn, and Kevan Davies. "Self-Verification Programme – A Success Story of Major Accident Risk Management via Bowtie Barrier Model." In SPE/IADC International Drilling Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/204132-ms.
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Abstract bp's Wells Organization manages its operational risks through what is known as the ‘Three Lines of Defense’ model. This is a three-tiered approach that starts with self-verification as the first line of defense which Wells assets apply to prevent or mitigate operational risks. The second line is conducted by its Safety and Operational Risk function using deep technical expertise. The third line of defense is provided by Group Audit. This paper will discuss the Wells self-verification programme evolution from its first implementation; results, lessons learned, and further steps planned as part of the continuous improvement cycle will be also shared. The company's Wells organization identified nine major accident risks which have the potential to result in significant HSE impacts. Examples include loss of well control, offshore vessel collision and dropped objects. The central Risk team developed bowties for these risks, with prevention barriers on cause legs and mitigation barriers on consequence legs. Detailed risk bowties are fundamental to Wells self-verification, adding technical depth to allow more focused verification to be performed when compared with the original bowties, as verification is now conducted using checklists targeting barriers at their component level – defined as critical tasks and equipment. Barriers are underpinned by barrier enablers – underlying supporting systems and processes such as control of work, safe operating limits, inspection and maintenance and others. Checklists are standardized and are available through a single, global digital application. This permits the verifiers, typically wellsite leaders, to conduct meaningful verification conversations, record the resulting actions, track them to closure within the application and gain a better understanding of any cumulative impacts, ineffective barriers and areas to focus on. Self-verification (SV) results are reviewed at rig, region, Wells and Upstream levels. Rigs and regions analyze barrier effectiveness and gaps and implement corrective actions with contractors at the rig or region level. Global insights are collated monthly and presented centrally to Wells leadership. Common themes and valuable learnings are then addressed at functional level, shared across the organization or escalated by the leadership. The self-verification programme at the barrier component level proved to be an effective risk management tool for the company's Wells organization. It helps to continuously identify risks, address gaps and learn from them. Recorded assessments not only provide the Wells organization with barrier performance data, but also highlight opportunities to improve. Leadership uses the results from barrier verification to gain a holistic view of how major accident risks are managed. Programme evolution has also eliminated duplicate reviews, improved clarity of barrier components, and improved sustainability through applying systematic approach, standardization, digitization and procedural discipline.
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Pace, Giuseppe. "Underground Built Heritage as catalyser for Community Valorisation. Underground4value." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/ksku1784.
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This paper is about how framing an innovative approach for community empowerment by organising networks and consortia for preparing proposals in different research programme frameworks. In the beginning, there was as study for classifying underground spaces and using them as a solution for a sustainable over ground urban development. By advancing in the proposals preparation, the team developed a completely different vision. The underground space was more and more seen as a place for building local identity and sense of belonging, progressing from a functional to a cultural value, from a site conservation to a community valorisation approach, by giving centrality to the people and their needs. As first step, the project faced the challenge of regenerating urban areas by realising Underground Built Heritage potential for local communities and experimenting a methodological approach on sustainability transition. Just like a story, the paper describes the evolution of the approaches, and the implementation of the activities, also if unsuccessful in the competition. The consortium grew and matured, a network based on strong analysis and revision, whose members developed an impressive social capital and learned by any failure. Piece by piece, this network was able to achieve the success, and to start a COST Action, the CA 18110 “Underground Built Heritage as catalyser for Community Valorisation”. The Action, funded for establishing and implementing an expert network, promotes balanced and sustainable approaches to preserve the Underground Built Heritage (UBH) and, at the same time, to realise the potential of the underground space in urban and rural areas for regeneration policies. The paper finally explains how a wellmotivated group of people can transform a network activity, with a little budget, in a research and on field project and how such a network can provide innovative tools for engaging and empowering local communities.
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Sjölinder, Marie, and Jonas Söderberg. "Designing a Future City – Applying Design Fiction with High School Students." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002723.
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This work was conducted in the framework of Viable Cites, which is a national strategic innovation program in Sweden with a focus on the change towards climate-neutral and sustainable cities. Viable Cities is catalyst for new ways of collaboration between cities, industry, academia, research institutes and the civil society. The overall goal is to provide support to the cities to convert to a way in line with national and international climate goals. The work described in this paper was one project within this framework. The project consisted of the City of Enköping, RISE Research Institute of Sweden and Europan with is an Pan-European architect organization witch organise a biennial competition for young architects. As a part of this project, a collaboration was conducted together with Westerlundska gymnasiet, a high school in Enköping. The overall goal was to engage young people, and to get their ideas about how to achieve a sustainable environment and to develop sustainable products and services. It is this group that both will be forced to handle the decisions that are made today, and they are also the generation that knows best how the want to live their lives in the future. The aim with this work was both to get ideas and suggestions from high school students about how they wanted their future city to be designed, and to explore how high school students could apply and use the method “Design Fiction” when conducting work with designing future cities.According to Bleeker (2009), Design Fiction is a mix of science fact, design and science fiction. It combines the traditions of writing and story telling with the material crafting of objects. It is a creative process that encourages human imagination and give support in telling stories that provoke and raise questions (Bleeker, 2009). Design Fiction is a method to explore future possible scenarios or contexts. A concept could be described in several ways by using narratives and prototypes. The story can be told and the concept can be visualized in many different ways (Wakkary et al, 2013).In the project there were about 20 students from the school’s technology program. They had all chosen architecture as their special focus during their last year. The students both participated in a Design Fiction workshop and organsied Design Fiction workshops themselves with first-year students as participants. Results from the workshops and insights related to the design process are presented in this paper.ReferencesBleecker, J. (2009). Design Fiction: A short essay on design, science fact and fiction. Near Future LaboratoryWakkary, R., Desjardins, A., Hauser, S., & Maestri, L. (2013). A Sustainable Design Fiction: Green Practices . ACM Transactions on Computer-Human Interaction, Vol. 20, No. 4, Article 23, Publication date: September 2013.
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Adil, Mukanov. "From Field Trial to Full-Scale Deployment of Pulse Waterflooding on Mature Oil Fields. Incremental Oil at No Cost." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216329-ms.
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Abstract Pulse or cyclic waterflooding is a well-known technique to optimize water injection schematics, that requires virtually neither capital nor operational expenditures. Therefore, it is very attractive for marginally mature oil fields to stabilize and even boost oil production with the aim of improving economics. So, the paper demonstrates successful case studies from the South-Turgai Basin in Kazakhstan. Pulse waterflooding was implemented by increasing the injection volumes of one group of injectors and choking or shutting down another, thereby, sending periodic pulses in a sandstone formation. The pulses created translate into a fast pressure drop in high permeability and a slow pressure drop in low layers, causing a pressure differential and fluid crossflow. So, it was designed for stratified heterogeneous reservoirs, where we couldn't properly displace oil from poor zones. The theory was put into practice in the KK field trial area, and unexpectedly, we achieved profound improvements in production performance. Thus, the next step was to upscale the activity on other sites. As a result of the first trial, more than 150 Mbbl of oil increment was obtained. That was promising, and the second field went through the same procedure. Pulse waterflooding was applied to the north and south parts, divided by the extensive gas cap of the A field. Most producers in both parts exhibit a clear trend of not only stabilization but also gradual growth. That was mainly reached due to an increase in fluid rates and no changes or event reduction in watercut. Previously, the average oil rate in the south had steadily declined at a 26% annual rate, but after that, it increased for the first time in 10 years. A similar picture is observed in the north, where a 22% annual decline turned into a rate stabilization and then increase. Eventually, the total oil increment is 21 400 tons or 166 Mbbl. Pulse waterflooding proved to be an efficient EOR technique. If wisely applied, waterflooding optimization by playing with rates of injection patterns can lead to considerable sweep efficiency and, in turn, recovery factor. Finally, the most critical aspect of this story is that 166 Mbbl of oil increment costs zero for the operating company. That becomes the best option in terms of economics and the extension of fields’ lives.