Journal articles on the topic 'First Story Group'
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1
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.
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Sheng, Li, Huanhuan Shi, Danyang Wang, Ying Hao, and Li Zheng. "Narrative Production in Mandarin-Speaking Children: Effects of Language Ability and Elicitation Method." Journal of Speech, Language, and Hearing Research 63, no. 3 (March 23, 2020): 774–92. http://dx.doi.org/10.1044/2019_jslhr-19-00087.
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Purpose We compared the narrative production in Mandarin-speaking children at risk (AR) for developmental language disorder (DLD) and typically developing (TD) controls to address two goals: (a) further our understanding of the Mandarin DLD phenotype and (b) examine the role of elicitation method in differentiating AR from TD. Method Twenty-one AR children and 21 age- and nonverbal IQ–matched peers produced two stories from the Multilingual Assessment Instrument of Narrative, first following an adult model (i.e., story-retell) and then without a model (i.e., story-tell). Group and task effects were analyzed on macrostructure and microstructure measures. Results For general macrostructure score and sentence complexity, children in the AR group performed more poorly than TD children on the more challenging story-tell task and showed decreased scores from retell to tell tasks. In addition, children in the AR group showed poorer performance on number of different words. Productivity and grammaticality measures did not show group differences. Discussion Consistent with previous findings, grammaticality and productivity were relatively preserved but story macrostructure, lexical diversity, and sentence complexity were vulnerable in Mandarin-speaking children with or AR for DLD. Having an adult model benefited both groups in sentence complexity and story macrostructure and potentially helped maintain the performance in TD children as they engaged in the more challenging story-telling task.
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Gilmore, Paul, and Allan Skelly. "Paul’s Story: Chapter 5: Now and the future." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 6, no. 3 (September 2008): 11–12. http://dx.doi.org/10.53841/bpsfpid.2008.6.3.11.
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After two years of individual sessions Paul is able to join a group of men with learning disabilities all of whom are struggling with relationships. He makes for a reserved group member, but when he says something to another group member it is often laden with deep insight and kindness. He begins to notice that he can be in a group without being identified as too stupid to care about and insulted, and that psychological problems often come about through dilemmas in relationships. He becomes a master of simile for fluctuating mental state. Eventually the group suggests that he write a book about his life. To his relief, he finds that his mother, who has been suffering with bouts of vomiting for years, has a gastric reflux which is not life-threatening. For the first time in his life, he considers a planned move to an independent flat.Notice that he now locates the causes of stress to be from the behaviour of others rather than driven by an internal illness.He meets a friend. It is the first time for years that he has not felt lonely. He continues to have mild conflicts with the neighbours, and also feels suspicious about local people who drive too close to his bicycle. He loses confidence in his ability to work but manages to engage with a service intended to support him to employment.Paul ends his story with a note of pessimism about the promises from services. He warns other people with disabilities to be careful but not to tolerate abuse. He remains unsure if he will ever regain employment, but he feels empowered, at the age of 44, to move out of the family home. He is unsure if he will ever stop needing counselling and medical appointments. At the same time he remains hopeful and appreciates the relationships that he has.
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Griffith, W. P. "Bicentenary of Four Platinum Group Metals." Platinum Metals Review 47, no. 4 (October 1, 2003): 175–83. http://dx.doi.org/10.1595/003214003x474175183.
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The years 2002 to 2004 mark the bicentenaries of the discoveries of rhodium, palladium, iridium and osmium. Two remarkable people were responsible for their discoveries – William Hyde Wollaston (1766–1828) the discoverer of rhodium and palladium, and his friend Smithson Tennant (1761–1815) the discoverer of iridium and osmium. This and a subsequent paper will seek to retell the stories of their discoveries, and to indicate the growing usefulness of the metals throughout the nineteenth century to their importance today. In this first part we will discuss Wollaston and his discoveries. Part II, to be published in a later issue, will complete the story with Tennant’s discoveries of the more intractable elements iridium and osmium.
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Grams, Gwen, Stacia Finch, and Ching-Fan Sheu. "Social Exchange Theory: Content and Context Effects on the Wason Selection Task." Psychological Reports 76, no. 3 (June 1995): 1051–55. http://dx.doi.org/10.2466/pr0.1995.76.3.1051.
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This study manipulated the context or background story accompanying a Wason Selection Task. The content of the story and the instructions were the same in the control and two experimental conditions. The control group was given a standard version of the Wason Selection Task. In the first experimental group, context was altered to include a “catch-cheaters” frame as outlined in social exchange theory. In the second experimental group, the “vividness” of this information was enhanced to make the manipulation more “available.” Significant differences were found between the control and experimental conditions, but not between the “catch-cheaters” and “enhanced catch-cheaters” groups.
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Mohammad Ali Al-Bayaydah. "The Effectiveness of Using the Parallel Story Approach in Deepening the Islamic Identity in Schools of Karak Governorate." SIASAT 8, no. 1 (December 28, 2022): 17–32. http://dx.doi.org/10.33258/siasat.v8i1.140.
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The study aimed to reveal the effectiveness of using the parallel story approach in deepening the Islamic identity in the schools of the Education Directorates in Karak Governorate. The sample of the study consisted of (87) students from the seventh grade who were randomly selected from one of the schools of the Directorate of Education in Karak during the first semester of the academic year 2022/2023. The parallel story approach was used in teaching the first experimental group, while the traditional method was used in teaching the students of the control group. To achieve the aim of the study, the tool prepared by the researcher was used, which is a test to find out the level of success in acquiring Islamic values, and four units of study were used from the Islamic Education curriculum for the seventh grade, and its contents were reformulated into four types of Islamic stories, taking into account the rules of writing the story. The study showed statistically significant differences at the level of (α = 0.05) between students' performance in imagination skills due to the teaching strategy used, in favor of the parallel story approach. It made a number of recommendations.
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Beyhatın, Fatma, and Olcay Özdemir. "Effects of Story Map Method on Listening and Reading Comprehension of 1st Grade Elementary School Students." International Journal of Education and Literacy Studies 11, no. 3 (July 31, 2023): 136–44. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.136.
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The purpose of this study is to examine the effect of the story map on elementary school first-grade students’ listening and reading comprehension levels and their attitudes towards reading in literacy teaching process. It was conducted on 69 students studying in the first-grade in an elementary school in the Western Black Sea region and assigned by matching. In the research, “Quasi-experimental Design”, one of the quantitative research methods, was used. During the data collection process, the Reading Attitude Scale with “Garfield Picture” for 1-6th-Grade Students to Turkish was implemented in the experimental and control groups as a pretest and post-test. While the story map was implemented in the lessons in the experimental group, the implementation process was completed by teaching the lesson without any implementation in the control group. The texts in which listening and reading comprehension questions were implemented included 26 narrative texts in the elementary school 1st-grade Turkish book. The data collected with the “Listening and Reading Comprehension Achievement Test” and Reading Attitude Scale with “Garfield “Picture for 1-6th-Grade Students to Turkish implemented after the experimental procedure were evaluated with the SPSS 20 statistical software. At the end of the study, it was concluded that the experimental group, in which the story map was implemented before the listening and reading comprehension questions, was more successful in comprehension than the control group. When the effects of the story map on the attitude towards listening and reading comprehension were examined, a positive improvement was found in listening and reading comprehension in the experimental group.
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PETERSEN, DOUGLAS B., BRENNA THOMPSEN, MARK M. GUIBERSON, and TRINA D. SPENCER. "Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment." Applied Psycholinguistics 37, no. 3 (July 20, 2015): 703–24. http://dx.doi.org/10.1017/s0142716415000211.
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ABSTRACTThis study investigated the extent to which results of English narrative intervention interacted cross-linguistically with Spanish for 73 bilingual children. We employed a quasi-experimental design, using matched-pairs random assignment for children with typically developing language and a nonrandom block design for children with language impairment. At pretest and posttest we elicited three different English and Spanish narrative retells. We conducted two 25-min, individualized narrative intervention sessions in English with the treatment group, focusing on causal subordination and story grammar. The results indicated that the English narrative intervention was efficacious for both causal subordination and story grammar. They also indicated that the typically developing children had significantly greater cross-linguistic transfer of causal subordination and story grammar than did the children with language impairment.
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Kanina, Ilham, and BRIGUI Hind. "Investigating the Impact of Short Story Use on Students’ Speaking Skill Development: A Case Study of Idriss I High School." Journal of English Language Teaching and Applied Linguistics 6, no. 1 (January 18, 2024): 50–54. http://dx.doi.org/10.32996/jeltal.2024.6.1.6.
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This study focuses on the use of short stories to enhance Moroccan public high school students’ speaking skills. Its objective is to investigate the impact of utilizing short stories to teach English in fostering learners’ speaking abilities. In order to attain this objective, we conducted an experiment in which we used a pretest-posttest design on 40 high school students who were divided into two groups. The selection of the first group (Group1), composed of 20 students, and the selection of the second group (Group2) composed of 20 students. The first group taught speaking utilizing short stories, whilst the second group taught speaking using the traditional way of their English classes. The study lasted 3 weeks and included two sessions per week from March to April 2023. The results of the study showed that the use of short stories had a very important impact on the enhancement of the student's speaking ability. As a result, the employment of short stories in teaching speaking was praised for helping students develop their communication performance.
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Li, Xiang Hui, and Myeong Sam Kim. "An Educational Method for Creation of Animation Story Using AI through Self-Directed Learning." Korea Institute of Design Research Society 8, no. 3 (September 30, 2023): 342–51. http://dx.doi.org/10.46248/kidrs.2023.3.342.
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In this study, the possibility of an animation story education method using AI was identified. First, as a theoretical background, we identified Keller's ARCS theory, animation story creation and education methods, self-directed learning, and generative AI as a learning motivation design model. Additionally, a new method of creating animation stories using generative AI was proposed. In the experiment, 40 subjects were divided into 20 groups of two each, and one person was randomly selected and divided into a control group and an experimental group to conduct a comparative experiment. And the results were verified with t-test. Based on Keller's ARCS theory, a learning motivation theory, through the concepts of attention and relevance, the number of instructors' instruction was used as the main parameter. The experimental results extracted valid results using AI for 12 groups and invalid results for 8 groups. The results of the study showed that the number of teachers' guidance in the traditional method, which was the comparison group, was high, and in the experimental group using AI, it was relatively low. Therefore, we proposed a new creation method that reduces teacher intervention by integrating animation story, teaching method, and AI use in the animation story creation education method, and secured its possibility.
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Booth, Ken. "International Relations: The Story So Far." International Relations 33, no. 2 (June 2019): 358–90. http://dx.doi.org/10.1177/0047117819851261.
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‘The Story So Far’ is the conclusion of the first centenary Special Issue of the journal International Relations. The issue marks 100 years since the birth of the academic discipline of International Relations (IR), whose institutional moment was the endowment establishing the Department of International Politics at the University College of Wales, Aberystwyth, at the end of 1918, and its subsequent opening in April 1919. The collection of articles marking this unique event consists of reflections by a group of leading scholars on themes of continuity and change at the international level of world politics in that century. The present article considers these reflections in the context of problematising our attempts to understand the long history and complex dynamics of international relations.
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Day, Dennis, and Susanne Kjærbeck. "Membership categorization and storytelling." Categorization in multilingual storytelling 10, no. 3 (October 22, 2019): 359–74. http://dx.doi.org/10.1075/ps.18010.day.
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Abstract In this paper, we demonstrate how the collaborative and sequential unfolding of a story ties into the constitution of a membership categorization device which we have glossed as ‘us and them’. The data come from a focus group activity where first and second generation immigrants to Denmark have been asked to discuss their situation in Denmark. Using Ethnomethodological Conversation and Membership Categorization Analysis, we present one story which involves a story-teller and his family and an elderly Danish couple living in the same block of flats. In the telling of the story, co-participants align and affiliate, and disalign and disaffiliate, at sequentially relevant junctions. We will argue that not only do such phenomena indicate listenership and possible agreement to the moral of the story in its telling, but also to the morally implicative categorical work involved in the story’s telling.
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Veneziano, Edy, Marie-Thérèse Le Normand, Marie-Helène Plumet, and Juliette Elie-Deschamps. "Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention." First Language 40, no. 3 (February 12, 2020): 225–50. http://dx.doi.org/10.1177/0142723720901614.
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Previous studies of narrative development based on wordless picture stories indicate that before 7–8 years most children provide descriptive narratives with little inferential content such as explanations and attribution of mental states to the story characters. These components find greater expression in studies where children participated in conversations focused on the causes of the events. In the present study, 84 French-speaking children, from kindergarten to second grade, narrated the Stone story (a wordless five-picture story whose plot is based on a misunderstanding between two characters) before and after a short conversational intervention (SCI) focused on the causes of the events, as well as one week later when they also narrated a new story. Thirty additional children served as the Control group: instead of the SCI they played a Memory game with a set of cards containing the pictures of the Stone story. Children in the SCI group increased the inferential content of the narrative produced after the SCI, thus confirming with a larger sample findings obtained in previous studies. Moreover, results provide new evidence that the immediate improvements in inferential content were still present after a week’s delay and could also be applied to a new story. All narratives produced after the SCI were also longer and contained more markers of causality. The effect was stronger in first and second graders than in kindergarten children. By contrast, no significant improvements were found in the children of the Control group on any of the measures. Such results highlight the effectiveness of the SCI in promoting children’s narrative skills, its usefulness in their assessment, and have important implications for a better understanding of narrative development.
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Jitprapaikulsan, Jiraporn, Pritikanta Paul, Smathorn Thakolwiboon, Shivam Om Mittal, Sean J. Pittock, and Divyanshu Dubey. "Paraneoplastic neurological syndrome: an evolving story." Neuro-Oncology Practice 8, no. 4 (February 24, 2021): 362–74. http://dx.doi.org/10.1093/nop/npab002.
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Abstract Paraneoplastic neurological syndrome (PNS) comprises a group of neurological disorders that result from a misguided immune response to the nervous system triggered by a distant tumor. These disorders frequently manifest before the diagnosis of the underlying neoplasm. Since the first reported case in 1888 by Oppenheim, the knowledge in this area has evolved rapidly. Several classic PNS have been described, such as limbic encephalitis, paraneoplastic cerebellar degeneration, encephalomyelitis, opsoclonus-myoclonus, sensory neuronopathy, Lambert-Eaton Myasthenic syndrome, and chronic gastrointestinal dysmotility. It is now recognized that PNS can have varied nonclassical manifestations that extend beyond the traditional syndromic descriptions. Multiple onconeural antibodies with high specificity for certain tumor types and neurological phenotypes have been discovered over the past 3 decades. Increasing use of immune checkpoint inhibitors (ICIs) has led to increased recognition of neurologic ICI-related adverse events. Some of these resemble PNS. In this article, we review the clinical, oncologic, and immunopathogenic associations of PNS.
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Helton, Sonia M. "I Thik the Citanre will Hoder Lase: Journal Keeping in Mathematics Class." Teaching Children Mathematics 1, no. 6 (February 1995): 336–40. http://dx.doi.org/10.5951/tcm.1.6.0336.
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After telling a story about Bruno Bear using jelly beans, the teacher held up a pint jar and a small plastic butter container and asked a group of first-grade students to estimate which object would hold the least amount.
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Nouvet, Elysée, Christina Sinding, Catherine Graham, Jennie Vengris, Ann Fudge Schormans, Ailsa Fullwood, and Melanie Skeene. "What are you (un)doing with that story?" Qualitative Social Work 18, no. 3 (October 9, 2017): 514–29. http://dx.doi.org/10.1177/1473325017735884.
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This paper contributes to growing inter-disciplinary discussion on what and how arts-informed community-engaged research can add to critical engagements with social inequalities. It is based on workshops facilitated by an inter-disciplinary university research group with the Women’s Housing Planning Collaborative Advisory in Hamilton, a funded housing project and self-advocacy group in a mid-sized Canadian city. In theoretically informed and carefully crafted exercises, workshop participants performed stories they felt compelled to tell in order to secure resources and empathy from social service professionals. These performances made visible the draining nature and practical limitations of interactions between clients and social service professionals in which only particular affective postures and stories of need qualify clients as worthy of concern. The women then used first-person narrative and image theatre to evoke the worlds they are imagining for themselves and others in their advocacy work. Drawing on feminist, post-colonial, anthropological, and performance studies literature, we describe and analyze how the workshops methods of dramatic ‘play’ enable nuanced, powerful, and collectively energizing critical engagements with painful norms of social (mis)recognition.
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Reilly, Judy. "How to Tell a Good Story: The Intersection of Language and Affect in Children's Narratives." Journal of Narrative and Life History 2, no. 4 (January 1, 1992): 355–77. http://dx.doi.org/10.1075/jnlh.2.4.04how.
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Abstract This article reports two studies in which the developmental relationship be-tween affective and linguistic expression is explored by comparing the comple-mentary skills of storytelling (performance) and story construction (structure). In the first study, children of the two age groups (3- to 4-year-olds and 6- to 8-year-olds) were shown a picture book, Frog, Where Are You? (Mayer, 1979) and then asked to tell the story. Analyses of the data revealed a striking dif-ference in both story structure and storytelling performance. The older group consistently produced stories of greater length and complexity than those of the younger group; with respect to storytelling performance, however, 3- and 4-year-olds used significantly more affective elements of good storytelling than did the 7- and 8-year-olds. In a second study, ten 7- and 8-year-olds and ten 10- and 11-year-olds retold the same story, but to a 3-year-old. In this con-text, the 10- and 11-year-olds used significantly more affective devices, both linguistic and paralinguistic, than did the 7- and 8-year-olds. Considering both cognitive and discourse perspectives, the developmental implications of these findings are discussed.
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Togyer, Eleanora. "Reading the ‘wordless unease’ in Margaret Atwood’s ‘Death by Landscape’." Short Fiction in Theory & Practice 13, no. 1 (March 1, 2023): 7–21. http://dx.doi.org/10.1386/fict_00070_1.
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This article examines the way Margaret Atwood’s short story ‘Death by Landscape’ (1991) engages with the representational strategies of Canada’s celebrated Group of Seven artists. I situate my reading of Atwood’s work first within aesthetics, focusing on her subtle problematization of the masculine ideology and wilderness aesthetic of the Group of Seven. I argue that Atwood unsettles the dominant, virulently male tradition of representation of the wilderness by uncovering an alternative female narrative through an ekphrastic engagement with the paintings. By doing so she not only dismantles the concept of wilderness both as a physical space that women have limited access to and as an imaginary construct; but at the same time she also reconfigures the structure and the content of wilderness stories, and in fact the concept of wilderness itself. Atwood offers a counter-discursive revision of the male adventure and maturation story by deconstructing and restructuring traditional narrative practices to render the female experience visible. This article hopes to show that Atwood expands the possibilities of the adventure story and wilderness writing and creates room for a female version of the maturation story with a fundamentally different aesthetic.
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YILMAZ, Gürkan. "On the Religious Sacrifice Motif in the Book of Dede Korkut Qurban of Dede Korkut." Journal of Media,Culture and Communication, no. 23 (May 23, 2022): 26–33. http://dx.doi.org/10.55529/jmcc23.26.33.
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Dede Korkut Stories, which are the products of the transition from epic to folk tale, are the building blocks of oral tradition. Traditions, customs, beliefs, geographical conditions, wars with their enemies and extraordinary events of the Oghuz is told throughthe story. In addition to encountering many motifs in the work, there is also a sacrifice motif. are encountered. There are third sacrifices motif at the Dede Korkud Stroies, which consist of twelve stories. First, the sacrifice motif in The Story of Dirse Han’s Son Boðaç Han is seen as an animal, in the second, the sacrifice motif is seen as a group of male animals in the Kam Püre Son Bamsý Beyrek Story, and in the third, in the story of Kazan Bey’s Son Uruz Being Captive, the son uses the analogy of sacrificing himself for his father. In this study, the sacrifice motif in the mentioned stories has been examined.
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Feng, Xiaohan, and Makoto Murakami. "Combining of Narrative News and VR Games: Comparison of Various Forms of News Games." Signal & Image Processing : An International Journal 12, no. 05 (October 31, 2021): 1–19. http://dx.doi.org/10.5121/sipij.2021.12501.
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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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Donovan, Carol A. "Children’s Development and Control of Written Story and Informational Genres: Insights from One Elementary School." Research in the Teaching of English 35, no. 3 (February 1, 2001): 394–447. http://dx.doi.org/10.58680/rte20011725.
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The purpose of this study is to describe the intermediate forms of children’s informational and story compositions across the elementary grades. Two hundred twenty-two informational texts and 222 story texts were collected from 2 classes of each grade level, K–5, in a suburban, middle- to upper-middle-class school in a large district. These texts were analyzed for sophistication in macro-level organization including global elements, grammars of story and information genres (e.g., setting, initiating event, etc. for story, and topic orientation, characteristic attributes, etc. for information), and global structures (e.g., visual diagrams of content relationships). Findings indicate that even the youngest children differentiated between the genres with over half of all kindergartners and first graders producing texts classified at some level of organizational complexity above labels and statements. By second grade all but a few children did so. The youngest writers’ readings of their productions of labels, genre-specific statements, and more complex information and story texts provide insights into the beginnings of written genre knowledge development for this suburban group of children. Texts produced across the grades offer additional insights into children’s developing control of story and informational writing. The intermediate forms are considered as a possible framework of story and informational writing development for children in this particular mainstream context.
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Wang, Min, Qiao Gan, and Julie Boland. "L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events." Chinese Journal of Applied Linguistics 44, no. 3 (September 1, 2021): 292–313. http://dx.doi.org/10.1515/cjal-2021-0019.
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Abstract This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language (L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode, participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time; for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.
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Wang, Min, Qiao Gan, and Julie Boland. "L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events." Chinese Journal of Applied Linguistics 44, no. 3 (September 1, 2021): 292–313. http://dx.doi.org/10.1515/cjal-2021-0019.
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Abstract This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language (L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode, participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time; for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.
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Baharu, Hijrah. "IMPROVING THE SKILLS OF STORY THROUGH THE APPLICATION OF THE GROUP INVESTIGATION LEARNING MODEL." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 2 (November 15, 2020): 195–208. http://dx.doi.org/10.26618/exposure.v9i2.4035.
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The purpose of this study was to improve storytelling skills through the application of the Group Investigation learning model to VII grade students of Muhammadiyah Limbung Middle School. With a total of 24 students. Data collection techniques used in this study are: (a) students' learning outcomes in English are collected by giving tests at the end of each cycle, (b) data about the teaching and learning process are collected using observation sheets. The data that has been c0ollected is analyzed quantitatively. The results of the analysis showed an increase in quantitative learning outcomes marked by an increase in the average score of students, from 69.16 in the first cycle to 78.12 in the second cycle of an ideal score of 100. Qualitatively, an increase in the quality of the learning process is a change in the attitudes of students marked by: (a) Increasing the frequency of student attendance, (b) The activeness of students in the learning process, (c) The more students pay attention to the teacher's explanation, (d) The more students who ask questions and answer assignments correctly, (e) Increasingly less students who ask for guidance and ask to be explained about a concept.
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NICOLADIS, ELENA, JAYA NAGPAL, PAULA MARENTETTE, and BRANDON HAUER. "Gesture frequency is linked to story-telling style: evidence from bilinguals." Language and Cognition 10, no. 4 (December 2018): 641–64. http://dx.doi.org/10.1017/langcog.2018.25.
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abstractIndividuals differ in how frequently they gesture. It is not clear whether gesture frequency is related to culture, since varied results have been reported. The purpose of this study was to test whether the frequency of representational gestures is linked with story-telling style. Previous research showed individual and cross-cultural differences in story-telling style, some preferring to tell a chronicle (how it happened) or an evaluative story (why it happened). We hypothesized that high gesture frequency might be strongly associated with using a chronicle style, since both rely on visuospatial imagery. Four groups of bilinguals, English as their second language (L2) participated. Their first language (L1) was one of: Mandarin, Hindi, French, or Spanish. Participants watched a cartoon and told the story, once in English, once in L1. The results showed group differences in the rate of gesture use: the Chinese and Hindi L1 participants gestured less frequently than the French and Spanish L1 participants. The participants from Asian cultures were more likely to tell an evaluative story and the Romance-language L1 participants a chronicle. We conclude that these culture/language groups differ in story-telling style. A chronicle style is associated with more gesture production than an evaluative style.
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Dalhousie, Sally. "The Fono's 'Alert Level 4' Story." Aotearoa New Zealand Social Work 35, no. 2 (June 20, 2023): 41–46. http://dx.doi.org/10.11157/anzswj-vol35iss2id786.
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During the 1970s and 1980s, Pacific people tended to seek medical care from Accident and Emergency centres only when they were in an acute condition. As a result, Pacific mortality rates were high and Pacific people were unnecessarily suffering with poorer health outcomes. By 1987, a group of Pacific community leaders in Auckland came together and formed The Fono (originally known as Pasifika Health Care), to provide a Pacific community-led health practice and improve access to high quality, culturally appropriate primary care services. By 2020, The Fono had nine sites with four medical clinics, three dental clinics, a vast range of public health and social services, and a trades training academy. Aotearoa New Zealand’s initial Covid-19 Alert Level 4 period was a time of intensive service delivery and significant innovation at The Fono. As a result, incubation projects were catapulted into life, transforming key aspects of the organisation. For The Fono, this transformation occurred on the following timeline: pre-Covid (time before Alert Level 4, before 26/03/2020); Covid (Alert Level 4 period, 26/03/2020–3/05/2020); post-Covid (the time after Alert level 4, 13/05/2020 onwards). This viewpoint outlines the projects that contributed to organisational change at The Fono with the first Covid wave in 2020.
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Cardoso, Paulo, Isabel Nunes Janeiro, and Maria Eduarda Duarte. "Life Design Counseling Group Intervention With Portuguese Adolescents." Journal of Career Development 45, no. 2 (January 11, 2017): 183–96. http://dx.doi.org/10.1177/0894845316687668.
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This article examines the process and outcome of a life design counseling group intervention with students in Grades 9 and 12. First, we applied a quasi-experimental methodology to analyze the intervention’s effectiveness in promoting career certainty, career decision-making, self-efficacy, and career adaptability in a sample of 236 students. Second, focus groups comprising 33 participants were conducted, examining participants’ perceptions of the intervention process and outcome. Our findings showed that the intervention had a significant effect on both career certainty and career self-efficacy, but it had no effect on career adaptability. Our results also showed that My Career Story (MCS) had a stronger effect on Grade 12 students. Focus group participants reported on the usefulness of MCS, as well as on its benefits, which include increased information as well as a sense of direction, self-discovery, connection, and increased self-awareness. Grade 9 participants expressed more difficulties in narrating self-experience than Grade 12 participants did. Implications for future research and practice are discussed.
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Boswell, Jacob. "“Post-Quantal Garden” Annotated." eTropic: electronic journal of studies in the Tropics 20, no. 2 (September 10, 2021): 240–50. http://dx.doi.org/10.25120/etropic.20.2.2021.3817.
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The Post-Quantal Garden is a work of speculative fiction based on J.G. Ballard’s short story “The Terminal Beach” first published in 1964. Set within Donna Haraway’s climate-changed Chthulucene, the work is intended as an elliptical rumination on the history of nuclear testing in the Pacific, bio-hacking, tropicality, and apocalyptic narrative. Moving between historical fact and speculative fiction, the story takes the form of a scholarly introduction to and contextualization of fictional passages from an imaginary journal supposedly found during the very real radiological clean-up of Enewetak Atoll. Enewetak, an atoll in the Marshall Islands group, was used by the US for nuclear testing and was the site of operation Ivy-Mike, the first fusion bomb test, and is the setting for Ballard’s Terminal Beach.
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Jeffers, Stephanie. "Becoming Aware of Compassionate Care Through a Patient's Story: Reflections From First-Year Nursing Students." Creative Nursing 25, no. 4 (November 1, 2019): 322–28. http://dx.doi.org/10.1891/1078-4535.25.4.322.
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The purpose of this qualitative descriptive study was to understand how faculty members can use literature to teach first-year nursing students about compassionate care and the nursing role. A group of first-year nursing students wrote letters to the author of a book that details his experiences following a catastrophic motor vehicle accident. Thematic analysis of the letters revealed three major themes: Lessons about Compassion through Literature; Changing Personal, Professional, and Educational Perspectives; and Connecting to the Story on a Personal Level. The data was interpreted with the use of Mezirow's Transformative Learning Theory (1997). The results of the study show that students' beliefs about the profession of nursing, the role of the nurse in providing compassionate care, and their own education, were transformed. Additionally, using literature was shown to be an effective teaching strategy.
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Lee, Kyungha, and Namjoo Han. "Analysis of science picture books produced by pre-early childhood teachers in connection with raising animals." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 13 (July 15, 2024): 649–64. http://dx.doi.org/10.22251/jlcci.2024.24.13.649.
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Objectives This study analyzed the themes of science picture books produced by pre-early childhood teachers in connection with their experience raising animals, the composition of stories and picture expressions included in the picture books, and identified problems that may arise when pre-early childhood teachers conduct early childhood science education. We sought to explore implications for early childhood science education classes at early childhood teacher training institutions. Methods We collected animal raising observation logs, individual story boards, production intentions, group story boards and picture books, and individual evaluation sheets from 15 third-year students in the Department of Early Childhood Education at a four-year university in the Gyeongbuk region, focusing on the text and pictures of individual story boards and science picture books. Themes and characteristics were analyzed, and analysis was conducted to find meaning in the individually written production intentions and evaluation sheets. Results First, most of the topics of the individual story boards and group picture books composed by pre-early childhood teachers appeared to deal with the growth process of animals, and topics related to the preciousness of life and love of nature were not included. Second, the pre-early childhood teachers composed stories and expressed them with pictures based on what they observed, but it was confirmed that some of the content and picture expressions contained scientific errors or were different from what was observed. Conclusions Picture book-making activities linked to raising animals are the same as writing observation logs, composing individual story boards, producing and sharing picture books for each group, and writing peer evaluation sheets. By providing opportunities for repeated reflective thinking, pre-early childhood teachers can check for errors in their practical knowledge. It is an effective teaching method that can help form correct scientific knowledge.
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Calavalle, Anna Rita, Riccardo E. Izzo, Romina Raimondi, Marco B. L. Rocchi, Davide Sisti, and Vilberto Stocchi. "Music and Physical Activity for L2 Vocabulary Acquisition in First Graders." Sport Science Review 23, no. 5-6 (December 1, 2014): 267–86. http://dx.doi.org/10.1515/ssr-2015-0005.
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Abstract The purpose of this work was to experiment a didactic method to enhance learning of L2 by using psychomotor development in a first class of an Italian primary school. Two fundamental questions were posed at the outset of the project: a) can activities based on psycho-motor tasks enhance target language vocabulary acquisition in a group of first graders?; b) can creating a reggae/hip-hop song, improve pronunciation and retention of basic target language vocabulary? The target sample, consisted of 66 children from first grade, was divided into two groups (control vs experimental group). The protocol contents were taught over a period of 20 weeks and were closely related to those of the program of English. The significance of score differences in the entrance test and the final test was quantified through the analysis of the variance. The analysis of the results showed an improvement in the experimental group compared to the control group with respect to the acquisition and retention of L2 vocabulary. On the other hand, the data regarding pronunciation of the target language vocabulary tell a different story, with no significant difference emerging between the two groups. This experimental project allowed us to verify how physical activity and play, used as the primary teaching tool, can enhance L2 learning in primary school.
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Hawley, Chelsea E., Julie C. Lauffenburger, Julie M. Paik, Deborah J. Wexler, Seoyoung C. Kim, and Elisabetta Patorno. "Three Sides to the Story: Adherence Trajectories During the First Year of SGLT2 Inhibitor Therapy Among Medicare Beneficiaries." Diabetes Care 45, no. 3 (January 18, 2022): 604–13. http://dx.doi.org/10.2337/dc21-1676.
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OBJECTIVE We aimed to understand the factors associated with sodium–glucose cotransporter 2 inhibitor (SGLT2i) adherence and longitudinal adherence trajectories in older adults with type 2 diabetes. RESEARCH DESIGN AND METHODS Using Medicare claims data (April 2013–December 2017), we identified 83,675 new SGLT2i users ≥66 years old with type 2 diabetes. We measured SGLT2i adherence as the proportion of days covered (PDC) during the first year of SGLT2i therapy. We used linear regression to assess the association between baseline covariates and PDC. Then we used group-based trajectory modeling to identify distinct longitudinal SGLT2i adherence groups and used a multivariable logistic regression model to examine the association between baseline covariates and membership in these adherence groups. RESULTS Unadjusted mean PDC was 63%. Previous adherence to statins had the strongest positive association with PDC (regression coefficient 6.00% [95% CI 5.50, 6.50]), whereas female sex (−5.51% [−6.02, −5.00]), and Black race/ethnicity (−5.06% [−6.03, −4.09]) had the strongest negative association. We identified three adherence trajectory groups: low (23% of patients, mean PDC 17%), moderate (32%, mean PDC 50%), and high (45%, mean PDC 96%) adherence. More patients in the high adherence group were previously adherent to statins (odds ratio 1.43 [95% CI 1.39, 1.48]), and more women (1.28 [1.23, 1.32]) and Black patients (1.31 [1.23, 1.40]) were in the low adherence group. CONCLUSIONS In a large population of older patients with type 2 diabetes, 45% were highly adherent during the first year of SGLT2i treatment. Female sex and Black race/ethnicity were most strongly associated with low adherence.
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Sørensen, Victoria E. Pihl. "“In Women’s Hands”." Kvinder, Køn & Forskning, no. 2 (November 22, 2023): 46–62. http://dx.doi.org/10.7146/kkf.v36i2.132611.
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Eugenics had popular appeal and expressions in early 20th-century Denmark. This article tells two stories of what eugenics looked like ‘in the hands’ of bourgeois Danish women as they promoted ‘racial hygiene’ through cultural production. The first story highlights the eugenic feminism of nationally acclaimed women’s rights advocate Thit Jensen through a reading of her play The Stork (1929). The second tells of the Copenhagen Housewife Association’s engagement with new media technology and race science through their eugenics radio Listener Group (1934). Read through a lens that pays especially close attention to race and class, I argue that this work identifies them as significant proponents of eugenic ideology and as contributors to the targeting of the poor and working class in the name of ‘racial hygiene’ – a decidedly racist project.
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Browne, Katherine E., and Trevor Even. "The ‘Culture of Disaster’ Student Immersion Project: First-Hand Research to Learn about Disaster Recovery after a Colorado Flood." International Journal of Mass Emergencies & Disasters 36, no. 3 (November 2018): 264–86. http://dx.doi.org/10.1177/028072701803600305.
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Wherever disaster occurs, there are opportunities for student learning. This case presents one such replicable project, with impacts on students’ lifelong learning and potentially transformative in shaping career choices to enter the disaster field. Specifically, it details the collaborative efforts of disaster anthropologist Kate Browne and anthropology graduate student and researcher Trevor Even to create a student learning opportunity about disaster recovery following a Fall 2013 flooding disaster in northern Colorado. Here, we attempt to tell the story of the project, including the unusually robust learning outcomes achieved by students, the content of student research, group analyses and findings, and the final collaborative student presentation of this work to city authorities and the Long Term Recovery Group heading up the recovery efforts.
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McMahone, Marty. "Broadening the Picture of Nineteenth-Century Baptists: How Battles with Catholicism Moved Baptists Toward Separationism." Journal of Law and Religion 25, no. 2 (2009): 453–86. http://dx.doi.org/10.1017/s0748081400001211.
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Discussions about the historical meaning of religious liberty in the United States often generate more heat than light. This has been true in the broad discussion of the meaning of the First Amendment in American life. The debate between “separationists” and “accommodationists” is often contentious and seldom satisfying. Both sides tend to believe that a few choice quotes that seem to disprove the other side's position prove their own. Each side is tempted to miss the more nuanced story that is reflected in the American experience. In recent years, this division has been reflected among those who call themselves Baptists. One group, best represented by the work of the Baptist Joint Committee for Religious Liberty, tends to argue that the Baptist heritage is clearly steeped in the separation of church and state. The other group, probably best represented by the Ethics and Religious Liberty Commission of the Southern Baptist Convention, tends to reject the term separation and sees value in promoting an American society that “affirms and practices Judeo-Christian values rooted in biblical authority.” This group tends to reject the separationist perspective as a way of defending religious liberty. They argue that Baptists have defended religious liberty without moving to the hostility toward religion that they see in separationism. Much like the broad story of America, the Baptist story is considerably more complicated than either side makes it appear.
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Jameel, Ali Sabah. "The Effects of Story Mapping and Hortatory Exposition Techniques on Students’ Compositions." Education Research International 2022 (May 6, 2022): 1–11. http://dx.doi.org/10.1155/2022/4300692.
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This study is aimed at investigating the following: First, the effects of the story mapping and the hortatory exposition techniques on students’ composition writing; second, EFL students’ attitudes towards writing in English; and lastly, the correlation between such attitudes and students’ writing achievements. The participants were 60 (33 male and 27 female) students from the 4th year of the Department of English, College of Arts, University of Anbar, Iraq, who were divided into a control group and an experimental group. The experiment was conducted during the second semester of the academic year 2020–2021. A pretest, a posttest, a preattitudinal questionnaire, and a postattitudinal questionnaire were used to collect the data. The results revealed that the mean scores of the students in the experimental group were higher than that of the students in the control group, indicating a significant positive effect of the use of the story mapping and the hortatory exposition techniques in teaching writing. Additionally, the results of the postquestionnaire revealed that the students developed positive attitudes towards writing in English, which were negative before the implementation of the experiment. Finally, the results revealed a correlation between students’ attitudes towards writing in English and their achievements such that as the attitudes improve, the achievements increase half as much.
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Dunne, Mary, Linda Halton, Breeda Herlihy, Anne Madden, and Niamh O'Sullivan. "Motorways to boreens: the story of the Irish Health Sciences Libraries Group virtual journal club." Journal of Health Information and Libraries Australasia 2, no. 3 (December 20, 2021): 71–80. http://dx.doi.org/10.55999/johila.v2i3.88.
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Boreens (from the Gaelic bóthairín meaning little road) are the narrow roads that twist through the Irish countryside. Travel is slower than the busy major roads that cut straight through, but these routes enable the traveller to easily change course as options arise and to discover hidden opportunities for exploration. It is in this context that we share how we moved from the idea of a journal club for health librarians to the reality of an active knowledge sharing group. Through the story of the governing committee and our first three presenters, we explain what is required to drive this kind of club. At the beginning there were so many options and decisions it felt like moving quickly along a busy motorway, often changing lanes to avoid snarl-ups, and watching out for tolls. However, as we settled in for the long haul, we decided to take our own quieter but ultimately more interesting route. We found that if you are clear about your destination, ensure you have sufficient resources, plan carefully but are flexible about how you get there, then you may just enjoy the journey.
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Hope, Wayne. "REVIEW: Corporate media news." Pacific Journalism Review : Te Koakoa 10, no. 2 (September 1, 2004): 5–7. http://dx.doi.org/10.24135/pjr.v10i2.800.
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ON 3 October 2004, APN News and Media, owners of the New Zealand Herald launched a Sunday paper. The Herald on Sunday arrived as a major competitor for the Fairfax-owned Sunday Star-Times and Sunday News. The first issue featured a group photo of eager-looking new staff. Missing from their news coverage, however, was a timely story about media ownership and democracy. Ten days earlier, journalists at the weekday New Zealand Herald had announced plans for court action against their employers. APN had refused to extend the New Zealand Herald collective agreement to workers on the Sunday edition. This story began on July 30 with APN’s decision to launch the new paper.
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Smári, Jakob, Helga Sigurjónsdóttir, and Ingibjörg Sæmundsdóttir. "Thought Suppression and Obsession-Compulsion." Psychological Reports 75, no. 1 (August 1994): 227–35. http://dx.doi.org/10.2466/pr0.1994.75.1.227.
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It was argued that obsession-compulsion might affect the consequences of thought suppression. A group of 35 female students who were first submitted to thought suppression and then to an expression instruction were compared with a group of 38 female students submitted twice to an expression instruction. The emotional character of a target story read by subjects was systematically varied between subjects, and obsession-compulsion was included as a third between-subjects factor. No evidence of rebound or of initial enhancement was found when reported story-related thoughts were compared across instructional conditions. There was an interaction between obsession-compulsion and initial instruction on attempts to avoid target thoughts during the first period. Contrary to expectations obsession-compulsion was related to fewer attempts at suppression in the suppression and more in the expression conditions. Similarly, there was a trend for obsession-compulsion to be related to more frequent target thoughts in the expression and less in the suppression conditions. These findings are discussed in relation to the role of perceived responsibility in obsession-compulsion for thought as a determinant of thought processes of obsessive-compulsive people.
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Stroganov, Mikhail V. "Animated story of Kolobok. 1936–2020." ТЕАТР. ЖИВОПИСЬ. КИНО. МУЗЫКА, no. 1 (2022): 131–55. http://dx.doi.org/10.35852/2588-0144-2022-1-131-155.
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The fairy tale Kolobok [The Gingerbread Man] belongs to the group of archaic cumulative fairy tales. Their entire content was reduced to recounting the phenomena of reality, living beings or objects. This type of thinking continues to be relevant for any person during early childhood. But in the modern world, such worldview does not exist and cannot be represented in figurative forms. Meanwhile, the cartoon interpretations of the Kolobok plot claim to be adequate in the transfer of folk pedagogy and morality. It considered to be their high dignity. However, not a single film adaptation conveys the content of the fairy tale in its natural environment. Thus the assessment of the film adaptation should not depend on its compliance with the original work. The fairy tale Kolobok is one of the most popular fairy tales; a large number of animated films have been created on this plot for both children and adults. But since the idea of cumulation is incomprehensible to a modern person, the directors fill the plot of the tale with new solutions and meanings. Children’s film adaptations teach to be careful and not trust the first person they meet, obey their parents and not run away from home. Adult film adaptations deal with the tragedy of human life, the complex relationship between man and power, ironically mention social turmoils. It does not matter whether the positive or destructive nature the new film has, but the most important thing is artistically convincing solution to the problem.
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Vladušić, Slobodan V. "BIOGRAFIJA I ŽIVOTNA PRIČA." Nasledje, Kragujevac XVIII, no. 50 (2021): 115–27. http://dx.doi.org/10.46793/naskg2150.115v.
Full textAbstract:
In the first part of the text, we analyze the genre of biography. Our criticism of biography branches out into two directions: first, we argue that biography no longer reflects the connec- tion between the author’s biographical data and his/her work, which impacts the gradual sep- aration of biographical research from hermeneutics. As a result, this opens the possibility that in the future, a literary text can be neglected as the object of research. Biographical research could then shift its focus from the figure of an aesthetically relevant author to the figure of the author as a representative of a specific group. The second direction of our criticism deals with the fact that the biography genre deems all biographical data equally valuable. In order to solve both of the above-listed problems of writing biographies, we offer the genre of a life story in the text as a supplement to the genre of biography. A life story establishes a hierarchy of life experiences in order to determine which of these experiences have the status of meta-experi- ences which, further on, impact the author’s entire life, as well as his/her poetics. The second part of the text exemplifies the difference between biography and life story in Crnjanski, by relating the poetics of his poetry collection Lirika Itake [Lyrics of Ithaca] to his life story and the meta-experience of his father’s death.