Journal articles on the topic 'HO. e-books'

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

A Review of: Lau, K. P., Chiu, D. K. W., Ho, K. K. W., Lo, P., & See-To, E. W. K. (2017). Educational usage of mobile devices: Differences between postgraduate and undergraduate students. The Journal of Academic Librarianship, 43(3), 201-208. https://doi.org/10.1016/j.acalib.2017.03.004 Abstract Objective – To discover how undergraduate (UG) and graduate (G; “postgraduate” [PG] in the original article) students of library and information science (LIS) use mobile devices and to understand preferences and perceived barriers to educational use. Design – Survey questionnaire. Setting – University in Japan. Subjects – Ninety undergraduate students (30 male, 60 female) and 30 graduate students (13 male, 17 female). Nineteen additional recruits were excluded from the study due to incomplete surveys. Almost all subjects (>98%) were born between 1982 and 2002. Methods – Subjects were recruited without incentives from one LIS department. An online survey was conducted with the purpose of gathering information on how often devices were used for various activities, perceived barriers to mobile learning (m-learning), and demographic data. The survey was modeled on a 2015 study of LIS students in Hong Kong, Japan, and Taiwan (Ko, Chiu, Lo, & Ho, 2015). The Mann-Whitley U test was used to investigate possible significant differences between UG and G responses. Main Results – 94.2% of participants had smartphones with Internet access; both UG and G subjects reported weekly to daily use for social communications (email, short message service [SMS], chat, and social media) and for querying search engines. Both UG and G subjects reported using finance and banking services less than once a month. Other activities (shopping, finding locations, entertainment, sports, tools and productivity software, casual reading, academic reading, accessing reference materials, accessing libraries) for both groups fell within the range of less than once per month to weekly use. Unlike G subjects, UG subjects reported significant (p < 0.05) engagement with social media and marginal (p < 0.10) engagement with accessing libraries, and productivity tools. In terms of educational use, neither UG nor G subjects reported daily m-learning behaviors, instead reporting monthly to weekly browsing of online information and social networking sites, with far less (i.e., less than once a month) engagement with professional articles, e-books, learning management platforms, and several other activities (listening to podcasts, viewing videos, “other”). UG subjects reported significant marginal (p < 0.10) engagement with “other” materials, unlike G subjects. Library catalogs and databases were less likely to be used when compared to reference sources, with UG and G subjects reporting monthly or less use for these. When asked if they would use mobile library services, respondents answered “maybe interested if available”, with UG subject reporting significant marginal (p < 0.10) engagement vs. G subjects for several of these services. Regarding productivity activities, both UG and G subjects reported monthly or less use of note taking, word processing, and scheduling tools. For communication and sharing activities, subjects reported monthly or less activity for communicating with classmates, using email for study-related issues, posting to discussions on learning management platforms, posting or commenting about their studies on social networking sites, sending photos or videos to social media, moving document files, and scanning Quick Response (QR) codes. UG subjects were marginally (p < 0.10) more engaged in communicating with classmates than G subjects. Barriers to m-learning were not considered “high” barriers, with “low” to “medium” barriers for both UG and G subjects being small screen size, non-mobile format, difficulty typing, challenges with authentication, no Wi-Fi, difficulty reading, lack of specialized apps, and slow loading times. Conclusion – This study provides a snapshot of how participants used mobile devices at the time the survey was conducted. Both UG and G subjects used their devices for social communication more than for educational purposes.

The major objective of this study to compare the use of e -resources by students from Arts, Social Science and Science stream and compare preferences of the Use of e - resources by students of Arts, Social Science and Science stream of Raipur city. The study was based on survey method. Among various techniques of Survey Method, Questionnaire Technique was used for the study. Accordingly a Self structured questionnaire was designed to collect data from the regular UG and P G students of various college of Raipur city. The major findings of the study shows that The calculated value is 2 (df=2) = 5.32 and Table value is 5.991 so Ho Hypothesis is Accepted and Ha Hypothesis is rejected it means there are no Significant difference in Use of e - journals between Students of Arts, social Science and Science Stream. and e -book was found to be the most preferred e-resource by students of Arts, Social Science and Science students of Raipur city.

The paper examined capital market performance as a panacea for economic growth in Nigeria from 1986-2016. A number of related literatures have shown that the Nigerian capital market variables studied has satisfactory market performance and has contributed to economic growth. Yet some researchers observed that the capital market has not significantly mobilized and effectively channeled substantial capital to the real sector of the economy. What could have been the reason for the divergences? The study was anchored on the demand following hypothesis. Secondary data were sourced from Central Bank of Nigeria Statistical Bulletin and Nigeria Stock Exchange fact-book of various editions. The paper adopted the ex-post facto research design while ordinary least square regression techniques was used to process the data gathered using E-views 9.0 software. The null hypotheses (Ho) were tested at 5% level of significance. The findings of the paper revealed that there is negative and insignificant relationship between capital market and the variables studied. The paper conclude that liquidity of the capital market is pivotal for economic growth in Nigeria while the study recommended that all tiers of government should be encouraged to fund their realistic long term developmental program through the Nigeria capital market.

“Plant Propagation” is a CD-based course that covers seed propagation, divisions, layering, cuttings, and grafting. It is multimedia at its best—hundreds of photos, illustrations, and videos show close-up details of each propagation method and create a fresh and enjoyable way to test the viewer's knowledge. Although designed for the amateur gardener, it is detailed enough to be used as a supplemental text in college-level plant propagation courses. Additional features include: 1) an extensive Resources section that lists additional book and internet resources, scientific names of all the plants discussed in the course, and sources for tools; 2) an extensive Glossary, including audio of the correct pronunciation of 50 terms; 3) a Basics section that reviews the different types of plant propagation, plant biology, and horticultural concepts, such as potting media, lighting, and plant growth regulators; and 4) a short discussion of the use of tissue culture for plant propagation. “Plant Propagation” is available for $40 from Purdue Extension's online education store at http://www.ces.purdue.edu/new/. It's also available by calling (888) EXT-INFO or e-mailing media.order@purdue.edu. The product code is CD-HO-3.A free preview of the course is available online at http://www.hort.purdue.edu/plantprop/webversion/Intro.html. If you have questions about the course content, please contact the authors directly: Mary Welch Keesey (marywk@purdue.edu) or (317) 630-3257 and B. Rosie Lerner (rosie@purdue.edu) or (765) 494-1311.

Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed. Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning References: Ansari, A., & Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23–32. https://doi.org/10.1016/j.ecresq.2016.09.003 Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x Danovitch, J. H. (2019). Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81–90. https://doi.org/10.1002/hbe2.142 Davies, T. (2016). Mind change: How digital technologies are leaving their mark on our brains. New Media & Society, 18(9), 2139–2141. https://doi.org/10.1177/1461444816652614 Davis, A. N., Carlo, G., Gulseven, Z., Palermo, F., Lin, C.-H., Nagel, S. C., Vu, D. C., Vo, P. H., Ho, T. L., & McElroy, J. A. (2019). Exposure to environmental toxicants and young children’s cognitive and social development. Reviews on Environmental Health, 34(1), 35–56. https://doi.org/doi:10.1515/reveh-2018-0045 Dias, M. J. A., Almodóvar, M., Atiles, J. T., Vargas, A. C., & Zúñiga León, I. M. (2020). Rising to the Challenge: Innovative early childhood teachers adapt to the COVID-19 era. Childhood Education, 96(6), 38–45. https://doi.org/10.1080/00094056.2020.1846385 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297 Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601 Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2018). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3960 Hrastinski, S., Cleveland-Innes, M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills: Tutoring online tutors. British Journal of Educational Technology, 49(1), 127–136. https://doi.org/10.1111/bjet.12525 Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. 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British Journal of Educational Technology, 47(4), 601–617. https://doi.org/10.1111/bjet.12247 Joubert, I., & Harrison, G. D. (2021). Revisiting Piaget, his contribution to South African early childhood education. Early Child Development and Care, 191(7–8), 1002–1012. https://doi.org/10.1080/03004430.2021.1896499 Kesäläinen, J., Suhonen, E., Alijoki, A., & Sajaniemi, N. (2022). Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups. International Journal of Inclusive Education, 26(3), 284–300. https://doi.org/10.1080/13603116.2019.1651410 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10–17. https://doi.org/10.1016/j.childyouth.2019.01.019 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mirau, E. (2017). Online Learning for Early Childhood Education Students [University of Victoria]. https://dspace.library.uvic.ca//handle/1828/8513 Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. https://doi.org/10.1016/j.cogdev.2021.101098 Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182. https://doi.org/10.1038/s41562-018-0506-1 Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20. https://doi.org/10.1111/cdep.12352 Pérez-Pereira, M., Fernández, M. P., Gómez-Taibo, M. L., Martínez-López, Z., & Arce, C. (2020). A Follow-Up Study of Cognitive Development in Low Risk Preterm Children. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072380 Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L., & Strand, T. A. (2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02739 Reuben, A., Arseneault, L., Belsky, D. W., Caspi, A., Fisher, H. L., Houts, R. M., Moffitt, T. E., & Odgers, C. (2019). Residential neighborhood greenery and children’s cognitive development. Social Science & Medicine, 230, 271–279. https://doi.org/10.1016/j.socscimed.2019.04.029 Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001 Saeed, M., Malik, R. N., & Kamal, A. (2020). Fluorosis and cognitive development among children (6–14 years of age) in the endemic areas of the world: A review and critical analysis. 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Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865 Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380. Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thai, K. P., & Ponciano, L. (2016). Improving Outcomes for At-Risk Prekindergarten and Kindergarten Students with a Digital Learning Resource. 31. Trikoilis, D., & Papanastasiou, E. C. (2020). The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond. Journal of Technology and Teacher Education, 28(2), 295–300. Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 Watanabe, N. (2019). Effective Simple Mathematics Play at Home in Early Childhood: Promoting both Non-cognitive and Cognitive Skills in Early Childhood. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5739 Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015

The main goal of our study was to characterize the population pharmacokinetics of vancomycin in critically ill Chinese neonates to develop a pharmacokinetic model and investigate factors that have significant influences on the pharmacokinetics of vancomycin in this population.1 2 The study population consisted of 80neonates in the neonatal intensive care unit (ICU)from which 165 trough and peak concentrations of vancomycin were obtained.Nonlinear mixed effect modeling was used to develop a population pharmacokinetic model for vancomycin.4 The stability and predictive ability of the final model were evaluated based on diagnostic plots, normalized prediction distribution errorsandthe bootstrap method.Serum creatinine (Scr) and body weight were significant covariates on the clearance of vancomycin.5 6 The average clearance was 0.309L/h for a neonate with Scr of 23.3mmol/L and body weight of 2.9 kg. No obvious ethnic differences in the clearance of vancomycin were found relative to the earlier studies of Caucasian neonates. Moreover, the established model indicated that in patients with a greater renal clearance status, especially Scr < 15mmol/L,current guideline recommendationswould likely not achieve therapeuticarea under the concentration-time curve over24 h/minimum inhibitoryconcentration (AUC24h/MIC) ≥ 400.3 The exceptions to this areBritish National Formulary (2016–2017), Blue Book (2016) and Neofax (2017). Recommended dose regimensfor neonates with differentScrlevelsandpostmenstrual ageswere estimatedbased on Monte Carlo simulations andthe established model.These findings will be valuable for developing individualized dosage regimens in the neonatal ICU setting.ReferencesAbdel HO, Al OS, Nazer LH., Mubarak S, Le, J. Vancomycin pharmacokinetics and predicted dosage requirements in pediatric cancer patients. Journal of Oncology Pharmacy Practice 2015;22(3):448–453doi: 10.1177/1078155215591386Anderson, B. J., Allegaert, K., Jn, V. D. A., Cossey, V., &amp;Holford, N. H. ( 2007). Vancomycin pharmacokinetics in preterm neonates and the prediction of adult clearance. British Journal of Clinical Pharmacolog;63(1):75–84. doi: 10.1111/j.1365-2125.2006.02725.xAllegaert K, Anderson BJ, Jn, VDA, Vanhaesebrouck, S., & De, Z. F. ( 2007). Renal drug clearance in preterm neonates: relation to prenatal growth. Therapeutic Drug Monitoring, 29(3), 284–291. doi: 10.1097/FTD.0b013e31806db3f5Byon, W., Smith, M. K., Chan, P., Tortorici, M. A., Riley, S., & Dai, H., et al. ( 2013). Establishing best practices and guidance in population modeling: an experience with an internal population pharmacokinetic analysis guidance. CptPharmacometrics & Systems Pharmacology,2(7), e51. doi: 10.1016/j.cmpb.2010.04.018Capparelli, E. V., Lane, F. R., Romanowski, G. L., Pharm, M. F., Murray, W., & Sousa, P., et al. ( 2001). The influences of renal function and maturation on vancomycin elimination in newborns and infants. Journal of Clinical Pharmacology, 41(9), 927–934.Centers for Disease Control and Prevention. ( 2009). WHO Child Growth Standards. http://www.who.int/childgrowth/en. [EB/OL] 2017-09-12Disclosure(s)Nothing to disclose

Based on the data of daily maximum temperature in 26 meteorological stations in the North Center Region, Vietnam over the period of 1980 to 2013, the authors conducted the research on the spatial distribution of the number of hot days. The initial result shows that in general, in the north of the study area, the large number of hot days occurred in the plain, and tended to decrease westward and eastward. In the south, this number tends to increase from the west to the east. Especially, the largest number occurred in two areas: The Ma and Ca River's valleys (Thanh Hoa and Nghe An provinces) and the coastal areas (Thua Thien Hue province), creating two heat centers in Tuong Duong district, Nghe An province and Nam Dong district, Thua Thien Hue province.ReferencesAdina-Eliza Croitoru, Adrian Piticar, Antoniu-Flavius Ciupertea, Cristina FlorinaRosca, 2016 Changes in heat wave indices in Romania over the period 1961-2015. Global and Plantary Change 146. Journal homepage: www. Elsevier.com/locate/gloplacha.Chu Thi Thu Huong et al., 2010. Variations and trends in hot event in Vietnam from 1961-2007, VNU Journal of Science and Technology, 26(3S).Climate Council, 2014a. Angry Summer 2013/2014. Accessed at http://www.climatecouncil.org.au/ angry-summer.Climate Council, 2014b. Angry Summer 2013/2014. Accessed at http://www.climatecouncil.org.au/ angry-summer.CSIRO and BoM, 2012. State of the Climate 2012.CSIRO and Bureau of Meteorology, Melbourne.Accessed at http://www.csiro.au/Outcomes/ Climate/Understanding/State-of-the-Climate-2012.aspx.D'Ippoliti D., Michelozzi P., Marino C., De'Donato F., Menne B., Katsouyanni K., Kirchmayer U., Analitis A., Medina-Ramon M., Paldy A., Atkinson R., Kovats S., Bisanti L., Schneider A., Lefranc A., Iñiguez C., Perucci C., 2010. The impact of heat waves on mortality in 9 European cities: results from the EuroHEAT project. Environ. Health 9, 37. http://dx.doi.org/10.1186/1476-069X-9-37.Gerald A. Meehl, 1992. Effect of tropical topography on global climate, Ann. Rev. Earth Planet. Sci., 20, 85-112.Hayhoe K., Cayan D., Field C.B., Frumhoff P.C., Maurer E.P., Miller N.L., Moser S.C., Schneider S.H., Cahill K.N., Cleland E.E., Dale L., Drapek R., Hanemann R.M., lkstein L.S., Lenihan J., Lunch C.K., Neilson R.P., Sheridan S.C., Verville J.H., 2004. Emissions pathways, climate change, and impacts on California. PNAS, 101(34), 12422-12427.Ho Thi Minh Ha, Phan Van Tan, 2009. Trends and variations of extreme temperature in Vietnam in the period from 1961 to 2007, VNU Journal of Science and Technology, 25(3S).IPCC, 2007: Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, Pachauri R.K and Reisinger A. (eds.)]. IPCC, Geneva, Switzerland, 104p.IPCC, 2014. Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. IPCC, Geneva, Switzerland, 151p.Liu G., Zhang L., He B., Jin X., Zhang Q., Razafindrabe B., You H., 2015. Temporal changes in extreme high temperature, heat waves and relevant disasters in Nanjing metropolitan region, China. Nat. Hazards, 76, 1415–1430. http://dx.doi.org/10.1007/s11069-014-1556-y.Manton M.J et al., 2001. Trends in extreme daily temperature in Southeast Asia Rainfall ad and the South Pacific, J. Climatol. 21.Nairn J.R., Fawcett R.J.B., 2015. Int. J. Environ. Res. Public Health 12, 227–253. http://dx.doi.org/10.3390/ijerph120100227.Nguyen Duc Ngu, 2009. Climate Change Challenges to development, Journal of Economy and Environment, No. 1.Perkins S.E., Alexander L.V., 2013. On the measurement of heat waves. J. Clim. 26, 4500–4517. http://dx.doi.org/10.1175/JCLI-D-12-00383.1.Peterson T.C., Heim Jr. R.R., Hirsch R., Kaiser D.P., Brooks H., Diffenbaugh N.S., Dole R.M., Giovannettone J.P., Guirguis K., Karl T.R., Katz R.W., Kunkel K., Lettenmaier D., McCabe G.J., Paciorek C.J., Ryberg K.R., Schubert S., Silva V.B.S., Stewart B.C., Vecchia A.V., Villarini G., Vose R.S., Walsh J., Wehner M., Wolock D., Wolter K., Woodhouse C.A., Wuebbles D., 2013. Monitoring and understanding changes in heat waves, cold waves, floods, and droughts in the United States: state of knowledge. Bull. Amer. Meteor. Soc., 94, 821–834.Pham Thi Ly, Hoang Luu Thu Thuy, 2015. Variation of heat waves in the North Central Region over the period of 1980-2013, Journal of natural resources and environment, 9, 81-89.Phan Van Tan et al., 2010. Study impact of global climate change on extreme weather phenomena and factors in Vietnam, prediction and adaptation strategies. Project final report, KC 08.29/06-10, Hanoi University of Science.Spinoni J., Lakatos M., Szentimrey T., Bihari Z., Szalai S., Vogt J., Antofie T., 2015. Heat and cold waves trends in Carpathian Region from 1961 to 2010. Int. J. Climatol, 35, 4197–4209. http://dx.doi.org/10.1002/joc.4279.Toreti A., Desiato F., 2008.Temperature trends over Italy from 1961 to 2004, Theor. Appl. Climatol 91.Tran Cong Minh, 2007. Principle of meteorology and climate, Book, Public House of Hanoi National University.Tran Quang Duc, Trinh Lan Phuong, 2013. Changes of Hot day and Fohn Activities at Ha Tinh- Central Vietnam, VNU Journal of Science, Science and Technology, 29(2S).Trewin B., Smalley R., 2013.Changes in extreme temperature in Australia, 1910 to 2011. In: 19th AMOS National Conference, Melbourne, 11-13.Unal Y.S., Tan E., Mentes S.S., 2013. Summer heat waves over western Turkey between 1965 and 2006.Theor. Appl. Climatol, 112, 339–350. http://dx.doi.org/10.1007/s00704-012-0704-0.Will Steffen, 2015. Quantifying the impact of climate change on extreme heat in Australia. Published by the Climate Council of Australia Limited. ISBN: 978-0-9942453-1-1 (print) 978-0-9942453-0-4 (web).

BackgroundRecurring cutaneous squamous cell carcinoma (SCC) remains an area of high unmet medical need. While anti-PD-1 antibodies are now approved for this diagnosis, more than half the patients will need more effective treatments, supporting the development of new or combination regimens. Weekly cetuximab targets EGFR and has anti-tumor immunogenic properties that could complement anti-PD-1 immunotherapy. Cetuximab is being evaluated in combination clinical trials. Panitumumab also targets EGFR but is felt to function as a signal transduction inhibitor with weaker anti-tumor immunogenic properties; however, this medication is dosed every two weeks rather than weekly and has a relatively favorable toxicity profile.MethodsTwo consecutive elderly patients with significant comorbidities presented with a performance status of ECOG 3 and rapidly progressive recurrent cutaneous SCC of the face. The patients were presented treatment with an anti-PD-1 antibody, with an option - were there an inadequate palliative response - to include an EGFR antibody provided tolerance was adequate and molecular markets supported so doing. Each patient signed consent for treatment and consent for photographs. Dosing was per package insert, starting conservatively with pembrolizumab 2 mg/kg or nivolumab 3 mg/kg, respectively, escalating in both cases to flat dosing once it was apparent that tolerance was acceptable. The first cycle of panitumumab (6 mg/kg), when needed to be invoked, was administered solo between two cycles of PD-1 inhibitor, then every two weeks while the PD-1 inhibitor continued every two - four weeks.ResultsA 78 year old women with significant cardiac disease and a St Jude tissue aortic valve, had undergone prior surgeries and radiation therapy for her recurring SCC of the face followed then by major resection, parotidectomy, flap reconstruction, and supraomohyoid neck dissection; only two weeks after the latter surgery, she presented with over 20 new in-radiation field metastases (see photo below). A 90 year old woman with emphysema on home oxygen and living in a facility presented with diffuse local recurrence 4 months after orbital exenteration, parotidectomy, neck dissection, and flap. Both patients‘ tumors were characterized: PDL1 (clone E1L3N) 2% and 10%, respectively; scant peritumoral or intratumoral lymphocytes; tumor mutation burden high (33 and 30 mutations per megabase, respectively); epidermal growth factor receptor (EGFR) high 3+ by IHC, but with no gene mutations detected in EGFR, kras or nras; microsatellite stable. In the 78 yo woman, after two cycles of pembrolizumab, the ~ 5 mm pink nodules grew further to up to 3 cm with facial erythema, edema, sealing the eye closed. Only by criteria was this not considered pseudoprogression, Panitumumab was integrated between cycles 2 and 3, resulting in a dramatic abrupt response: the masses became centrally necrotic, flaking, pouring off her face with prompt resolution in edema and complete response (CR) within 2 months - now lasting over 18 months - a period during which pembrolizumab and panitumumab were continued for 27 and 26 cycles respectively). Her major toxicity was diffuse erythema involving ~ 30% of her torso; this resolved early on with triamcinolone 0.1% cream. She also developed scabs in her uninvolved scalp - some where other squamous and basal carcinomas had previously been resected and these all healed slowly (see photo), suggesting we were preventing similar future cancers from emerging in these areas. Similarly, the 90 yo woman achieved only a mixed response to nivolumab over 3 months with shrinking level V neck node but continued stubborn diffuse disease over her face and into the exenteration field. When panitumumab was added, however, there was clear improvement (See photo). With each of eight cycles, prolific crusting/scabbing would occur, shed, and reoccur, some in areas of the face without visible tumor, Mild acneiform rash and mild hypomagnesemia were readily managed. Her performance status and appetite improved and she gained back 14 pounds. After only 6 months, with pathologically confirmed CR, treatment had to be held because she was restricted to her assisted living facility in the midst of the COVID-19 pandemic. Now after a year, the remaining scabs are largely gone (see photo).Abstract 467 Figure 1Panitumumab + pembrolizumab for metastatic cutaneous SCC #1Dramatic durable response in 22 metastases on face and also scabbing then healing on scalp where there was no evidence of tumor but history of prior resected.squamous cell and basal cell carcinomas, suggesting effective prevention of future such lesionsAbstract 467 Figure 2Panitumumab + pembrolizumab for metastatic cutaneous SCC #2Durable response lasting a year after 6 months of treatment in a 90 yo womanConclusionsThe excellent tolerance of multiple cycles of out-patient combination treatment in these two consecutive patients with the same diagnosis, coupled with the observed durable anti-tumor clinical activity lasting now over a year - all support further exploration of panitumumab in combination with anti-PD-1 antibody treatment. A randomized trial would be needed to establish whether outcomes are truly better with the combination. Deciding on hyperprogression v pseudoprogression while getting anti-PD-1 antibody treatment remains a challenge. Laboratory studies would evaluate how such specific signal transduction inhibition by panitumumab might interfere with immune suppressive mechanisms in metastases, rendering them more sensitive to an induced anti-tumor cellular immune response by an anti-PD-1 antibody. Finally such combination treatment should help reduce the need for increasingly cosmetically and functionally altering surgeries.Ethics Approval‘Per our Hartford Health Care IRB, case series of three or less patients does not constitute research.’ConsentWritten informed consent was obtained from the patient for publication of this abstract and any accompanying images. A copy of the written consent is available for review by the Editor of this journal.ReferencesChen A1,2, Ali N3,4, Boasberg P5,6, Ho AS7,8. Clinical Remission of Cutaneous Squamous Cell Carcinoma of the Auricle with Cetuximab and Nivolumab. J Clin Med 2018 Jan 10;7(1). pii: E10.Foote MC, McGrath M, Guminski A, Hughes BG, Meakin J, Thomson D, Zarate D, Simpson F, Porceddu SV Phase II study of single-agent panitumumab in patients with incurable cutaneous squamous cell carcinoma. Ann Oncol 2014 Oct;25(10):2047–52.Ferris RL, Gillison ML, Harris J, et al. Safety evaluation of nivolumab concomitant with cetuximab-radiotherapy for intermediate and high-risk local-regionally advanced head and neck squamous cell carcinoma (HNSCC): RTOG 3504. Oral presentation at: 2018 ASCO Annual Meeting; June 1–5, 2018; Chicago, IL.Jong Chul Park, Lori J. Wirth, Keith Flaherty, Donald P. Lawrence, Shadmehr Demehri, Stefan Kraft, Immune checkpoint inhibition in advanced cutaneous squamous cell carcinoma: Clinical response and correlative biomarker analysis. Journal of Clinical Oncology36, no. 15_suppl (May 20 2018) 9564.FDA approves pembrolizumab for cutaneous squamous cell carcinoma. FDA website. Published June 24, 2020. fda.gov/drugs/drug-approvals-and-databases/fda-approves-pembrolizumab-cutaneous-squamous-cell-carcinoma.Edith Borcoman, MD, Amara Nandikolla, MD, Georgina Long, BSc, PhD, MBBS, FRACP, Sanjay Goel, MD, and Christophe Le Tourneau, MD, PhD. Patterns of Response and Progression to Immunotherapy American Society of Clinical Oncology Educational Book 38 (May 23, 2018) 169–1787.Migden MR, Rischin D, Schmults CD, Guminski A, Hauschild A, Lewis KD, Chung CH, Hernandez-Aya L, Lim AM, Chang ALS, Rabinowits G, Thai AA, Dunn LA, Hughes BGM, Khushalani NI, Modi B, Schadendorf D, Gao B, Seebach F, Li S, Li J, Mathias M, Booth J, Mohan K, Stankevich E, Babiker HM, Brana I, Gil-Martin M, Homsi J, Johnson ML, Moreno V, Niu J, Owonikoko TK, Papadopoulos KP, Yancopoulos GD, Lowy I, Fury MG. PD-1 Blockade with Cemiplimab in Advanced Cutaneous Squamous-Cell Carcinoma. N Engl J Med 2018 Jul 26;379(4):341–351.Eve Maubec, Marouane Boubaya, Peter Petrow, Nicole Basset-Seguin, Jean-Jacques Grob, Brigitte Dreno,. Pembrolizumab as first line therapy in patients with unresectable squamous cell carcinoma of the skin: Interim results of the phase 2 CARSKIN trial. Journal of Clinical Oncology 36, no. 15_suppl (May 20 2018) 9534.Burtness B, et al. First-line pembrolizumab a new standard for recurrent, metastatic head and neck squamous cell carcinoma. Abstract LBA8_PR. Presented at: European Society for Medical Oncology Congress; Oct. 19–23, 2018; Munich. 10. Teruki Yanagi,* Shinya Kitamura, and Hiroo Hata. Novel Therapeutic Targets in Cutaneous Squamous Cell Carcinoma. Front Oncol 2018; 8: 79.

Ramps and scaffoldsThe lifting of large stones during antiquityUntil well into the 18th century, many scholars thought that megaliths were erected by giants. Less supernatural theories did not occur in print until the 19th century. One of these was expressed in a small pamphlet from 1857, “On the Building Manner of the Passage Graves of the Antiquity”, written by the Danish King Frederik the Seventh. Earlier (1853), the king had been convinced that first the capstones had been placed on a mound and then the uprights had been placed in holes dug out under the capstone (fig. 7). When all uprights were in place, the remaining earth was removed. This so-called mound theory is almost completely forgotten, but it surfaced sporadically in the 20th century, last when J. Osenton was reconstructing dolmens in the Cotswold Hill Quarry by Cheltenham in England in 1996-97.In 1857, Frederik the Seventh put forward the ramp theory, according to which the capstone is pulled up on a ramp to the already finished chamber (fig. 7-8). According to Frederik the Seventh’s proposal, the ramp was built from earth lengthwise covered with timber, on top of which the capstone would have been pulled up on rolls.However, the king had not invented this theory. It was known in Scandinavia and Holland already around 1800. In 1815, N. Westendorf in Holland suggested the use of earth ramps, and the following years the Dutch developed the ramp theory further.Both the early Dutch antiquarians and others referred to the fact that from the 16th to the 19th century (after the Spanish conquest), Inca workers in Peru, when erecting large buildings, used earth ramps for pulling large stones in place. During their golden age (1300-l500 AD), the Incas were masters in building with large stones that weighed up to well over 200 metric tons. Perhaps the know ledge of Inca earth ramps inspired the early European antiquarians to suggest that the megaliths had also been pulled in place by the use of ramps.In 1983, an experiment was carried out in Skånes Djurpark (Scania’s Animal Park) under G. Burenhuldt’s supervision: the building of a long barrow. The capstone was mounted on a wooden sledge and pulled in place using a rope and a 16-m long earth ramp covered with timber lengthwise (fig. 9). The gradient of the ramp was 5 degrees. It took fourteen men a mere twelve seconds to pull op the capstone.In Indonesia, the use of wooden ramps for pulling up grave capstones is well known. Such a situation was docu mented in 1910, when four hundred people pulled the stone in place without the use of rolls (fig. 10-11). In Holland, postholes suggesting the use of a similar method have been found in connection with some megalith graves (fig. 12).When using the scaffold method, one end of the stone is lifted using one or more levers while timber is being pushed under the stone. Then the other end is lifted and timber pushed underneath. The stone is then lifted again, and timber is pushed under in the opposite direction of the previous layer of timber – and so forth, until the stone has reached the planned height (fig. 13-14). The stone is lifted up on a steadily growing scaffold, so to speak. When the lever is high up, ropes are attached to it for pulling. This method was used in Denmark during the 19th century, when the National Museum was placing capstones that had fallen from their original position back onto the megalith graves. In 1897, the Danish archaeologist Sophus Müller suggested that the capstones of the megalith graves had origin ally been positioned in this way. In 1979, J.P. Mohen initiated an experiment in Bougon, France, involving the lifting of a 32-tons copy of a capstone (fig. 15).The lifting was carried out using three levers, each operated by twenty men. By pushing timber under the stone, it was easily lifted one meter. During the same experiment, twenty men easily lifted the stone using a single lever. In 1994, in Ramioul in Belgium, the scaffold method was also used for placing a capston e on a newly built alleé couverte. In Cotswold’s Hill Quarry, England, J. Osenton built three dolmens in 1996-97. A five-ton capstone was lifted one meter by two persons, one using a 3.5-meter long lever, the other pushing timber underneath.Levers are thus very effective, as heavy loads may be lifted using small effort. According to the lever principle, Kl x L1 = K2 x L2, where L1 and L2 are the long and short arm (divided by the fulcrum) respectively, Kl is the force used for pulling, and K2 is the force, which in combination with L2 has an effect on the stone itself. If using a completely regular stone, like an over-sized brick, it will be merely half of the stone’s weight that is lifted, as its edge is resting on the support. However, as the stones are usually irregular, the lifted weight in the following calculations is estimated to be 60% of the total weight.At Cotswold Hill Quarry, the relation between effort and load was 1:100, hence, one man had to pull with a mere power of 30 kg in order to lift the heavy stone. At Bou­gon, each of the 60 persons had to pull with a force of 32 kilos, if the relation was 1:10, in order to lift the 32-tons block. A capstone in the Spanish passage grave Cueva de Menga weighs 180 metric tons. It could be lifted by 72 men each pulling 50 kg, if the relation was 1:30.It appears that capstones may be easily lifted using a scaffold. When the stones reached the level of the top of the uprights, they could be pulled in over the chamber. At the experiment at Ramioul, Poissonier and Collin used a method in spired by the transportation of stones in a quarry. In the ends of the round timber just under the stone were drilled holes, in which sticks were placed. When the sticks were turned, the stones could be rolled in position over the chamber (fig. 16 ). The use of Stone’s A-frame, which will be mentioned later, would have been very effective indeed, even when very large stones had to be moved from the scaffold onto the chamber.At Stonehenge, the large sarsen stones were erected 2400 BC towards the end of the late Stone Age (fig. 17). The lintels of the large circle weigh approximately seven tons and are positioned at 4.3 meters above the earth. In the middle of the circle is the “horse shoe” consisting of five thrilitons (a thriliton is a pair of uprights carrying a lintel). These lintels weigh up to 16.5 metric tons and are raised seven meters above ground level.In 1924, the engineer E.H. Stone suggested that the lintels had been pulled up an earth ramp that had been so large that it had a platform on top. Here the final adjustment of the lintel could take place using levers.In 1935, another – simpler – technique, the scaffold method, was suggested by colonel R.H. Cunnington. The engineer C.A. Gauld later developed his idea further. He advocated the use of a rather complicated scaffold, which completely surrounded the uprights (fig. 19).In 1991, the engineer P. Pavel carried out an experiment by Strakonice in the Czech Republic (fig. 20). A copy of two uprights in the Stonehenge circle had been erected, and a lintel was to be put in position. The height was 3.5 meters, and the lintel weighed five metric tons. The procedure was surprisingly simple. Using levers and ropes, the stone was pulled up a ramp made from two heavy stems. The pulling was done in 30-cm tugs, and behind the lintel was a“brake rod”, which was moved along to prevent th e stone from sliding down. The levers were of spruce, 4.5 m long and 25 cm in diameter. The ropes were 3 cm thick. The stone was pulled up in three days by ten men.In 1994, M. Whitby was carryin g out experiments near Stonehenge. They included the placin g of lintels using both ramp and scaffold. For this purpose, concrete copies of two uprights and a lintel had been made. The lintel weighed ten metric tons and had to be lifted seven meters. First, it was lifted using the scaffold method. As this went easily, and it was obvious that it could be easily lifted in place, the experiment was called off The scaffold was a simple one, which did not surround the uprights. The lintel was pulled up a metal ramp, which served as an earth ramp. On the surface, the ramp had three tracks of timber lengthwise, and 90 people pulled up the stone in three ho urs. T he pu llin g was don e usin g an A-frame, which works as anupright lever (fig. 21). E.H. Stone had suggested this method in 1924 when the uprights were erected (fig. 22). Whitby’s experiment had the special point that the timber on the ramp surface was separated at the top, so that it would tip with the stone when it reached the top.One or the other? A ramp or a scaffold? The huge disadvantage of the earth ramp is that it would have taken a very long time to both build it and remove it. It would be faster and easier to use Pavel’s wooden ramp, strengthened and supported by timber and then pull up the stone either using Pavel’s method or an A-frame. Finally, there is the scaffold method, which Whitby and Richards found very rewarding. However, this method seems too simple and undramatic as opposed to the ramps. At any rate, many scholars have become obsessed by the ramps and will not consider the scaffold as an alternative. The theories of how Egypt’s large pyramids were erected are a fine example of this.The Great Pyramid was build for the Pharaoh Cheops, who died around 2580 BC. It is an impressive monument, which was originally 146.5 meters high, with each side measuring 230 meters. It was built from 2.300.000 box-shaped stones, each weighing approximately 2.5 metric tons or less.How the Egyptian pyramids were built is still a matter of speculation. The many suggested methods can be divided into two groups: ramps or gradual raising using levers (the scaffold method). The ramp method is preferred by most, but the shape of the ramps remains a mystery (fig. 23). Ramps have been found next to some very small and unfinished pyramids, but they were less than seven meters high. These ramps were made from limestone rubble, sand, gypsum, and clay. It seems obvious that ramps may have been used for the building of small pyramids and for the lower parts of larger pyramids. However, in the case of the great pyramids, the ramps would gradually become very steep and very long, or both, when the pyramid rose upwards.In his book, “The Complete Pyramids” (1997), Mark Lehner, one of the leading pyramid scholars, strongly advocates the ramp theory. In 1996, he took part in the building of a 6-m high pyramid “to test some of the current theories of armchair pyramid builders and try out ancient theories”. The small pyramid was built using a ramp. The scaffold method was also tested for the raising of a stone weighing two metric tons. The experiment was unsuccessful and therefore dismissed. However, elementary mistakes were made, as for instance using boards stacked in layers as a substitute for heavy timber.In spite of this, there are in fact numerous advantages of lifting the stones step by step. For instance,several teams can work simultaneously on each step; the distance is shorter; there is no long return with an empty sledge; and huge ramps do not have to be built and removed again .When Herodotus visited The Great Pyramid around 440 BC, he was told that it had been built by lifting the stones step- by-step using special devices (mechania). This information was omitted in “The Complete Pyramids”.The method used for building a large pyramid could have been a combination of the two techniques. Ramps were used at first, until they became too large or steep or both, then stones were lifted step- by-step using levers. This change may well have taken place at a height of 50 meters, when 72% of the stone mass was already in place. Also, the use of ramps and scaffolds does not have to be an either/or. Perhaps both methods were used.The heavy bluestones at Stonehenge, each weighing between 3 and 4 metric tons, were quarried in antiquity in the Preseli Mountains in Wales. The 80 bluestones were transported more than 350 km across land and water. In 2000, a group of volunteers wanted to repeat this great achievement of the past by transporting a 3-ton stone along the same route. The project, called The Millenium Stone, was a total failure and had to be given up. The participants met too many obstacles on the way and had to use modern techniques; the stone was transported far shorter distances a day than expected; a crane had to be used for lifting the stone on to a vessel, which later sank in 17 meters of water. One important reason for the poor out come was not just the lack of technical skills, but also lack of planning, expertise, and motivation among the participants. These factors are indeed the prerequi site for a successful implementation, in the past as well as now.The experiments at Bougon, Cotswold, and Strakonice showed that a few people were able to lift the stones. However, in the antiquity this would have taken place at community events, which gathered huge crowds. This was certainly the case when dolmens were built in Indonesia in modern time. Here, the presence of many people gave prestige to the organizers, who in return demonstrated their wealth and hospitality by throwing large parties where the guests were lavishly entertained. For both organizers and participants these occasions offered the possibility of making or renewing agreements and alliances.One of the many reasons behind the erection of the megalith graves was its stabilizing effect on society. The megalith builders would have been highly motivated and very determined, as the balance of their social and spiritual universe depended on a successful completion of the work with the huge stones. The muscle power of hundreds of men is not enough; it also takes a foreman with ingenuity, coordination and determination (fig. 24). The foremen of the English archaeologist, C.L. Woolley, were good at moving large stones. Once, Woolley showed his foreman, the Arab Hamoudi, the large stone, measuring 21.5 x 4.3 x 4.2 meters, which during the first century AD was placed at seven meter’s height in the wall of Acropolis in Baalbek in Syria. “He sat in silence, looking at it for perhaps twenty minutes, and then rose to his feet.‘I must go away,᾿ he said,‘my head aches᾿; and as he went, I heard him murmur: ‘By Allah, what a foreman!᾽”In this context, Woolley mentions that at his time (1953), such a stone could not be lifted that high by machines, but that the people of the antiquity were able to do it because they lacked machines!Palle EriksenRingkøbing MuseumTranslated by Annette Lerche Trolle

Based on the observations in mathematics physics I, several obstacles were found in teaching and learning activities such as the lack of teaching materials that were easily understood by students. This is because the main books used are books in English as a whole. Therefore, the researcher developed an electronic book, namely the e-module of mathematical physics I on partial differential material created using the 3D PageFlip Professional application. The type of research used is a comparative type of quantitative research. The population in this study were students of physics education class 2019 with a sample of 80 regular classes A and B. The sampling technique used is simple random sampling. The data were analyzed by descriptive and inferential statistics using the IBM SPSS Statistic 25 application consisting of descriptive test, normality test, homogeneity test, and t-test. In the assumption test, the data is normally distributed and homogeneous so that a t-test can be performed. The t-test obtained a sig value of 0,043 for gender differences in class A, and 0,010 for gender differences in class B. So it can be concluded that Ho is rejected and Ha is accepted, meaning that there are significant (significant) differences in perceptions based on gender in each. class A and B. Where the perception of female students is higher than the perception of male students, but overall students gave a good perception of the mathematics physics e-module on partial differential material.

Abstract This chapter has four sections: 1. Periodicals; 2. Editions and Catalogues; 3. Bibliography, Associated Books and Articles, Histories, and Companions; 4. Some Shakespeare and Miscellaneous, including Reference Materials. These sections are not inviolable. With exceptions, this review of the year’s work published in 2020 in the areas of bibliography, textual criticism, and reference material is mostly alphabetically arranged. Within the alphabetical arrangement by author there are some exceptions where publications are grouped under the respective authors rather than on the editors of, for instance, the correspondence. There is also included in this chapter, as in previous years, work that has been missed in some of the other chapters in this volume. Readers should be aware that coverage is largely limited to those items that have been received by the contributor in a year dominated by the virus! Thanks are due to James E. May, who contributed the section on the Eighteenth-Century Intelligencer, Brent E. Kinser, Andrew McAinsh of the Edinburgh Bibliographical Society, Professor Patrick Scott, Liam Sims of the Cambridge Bibliographical Society, Professors Tianhu Ho and Ken Womack, and Jan Webster for their assistance.

Introdução: O maior foco das pesquisas odontológicas nos últimos 60 anos tem sido a adesão e suas técnicas. Mais de 7000 artigos já foram publicados a este respeito. O desenvolvimento dos materiais odontológicos adesivos e as técnicas a eles relacionadas possuem uma história interessante, onde descobertas do passado ainda são usadas de alguma forma no presente. Objetivo: expor, através de uma revisão de literatura, um breve histórico sobre materiais e técnicas restauradoras, bem como o estágio atual da odontologia adesiva, com ênfase na tradução de evidências baseadas em pesquisas laboratoriais para a prática clínica. Materiais e Métodos: Foram selecionados livros de preferência do autor para a introdução de conceitos clássicos e artigos de revisão publicados nos últimos 10 anos, utilizando as cinco palavras-chave: “Dental Bonding” AND “Dental Cements” AND “Resin Cements” AND “Adhesives” AND “Ceramics”, sorteados pela melhor combinação na plataforma Pub/Med/MEDLINE. Resultados: Duzentos e um artigos, foram encontrados, sendo utilizados para análise qualitativa e quantitativa aqueles pertinentes ao direcionamento do autor, de acordo com o tema. Conclusão: Considerando as limitações do estudo, concluiu-se que a odontologia adesiva é uma área que segue em constante desenvolvimento, fundamental para a realização de restaurações minimamente invasivas e estéticas. Onde para que seja possível consequentemente longevidade clínica, os materiais utilizados e substrato dentário requerem conhecimento do profissional e fidelidade na execução de um correto pré-tratamento das superfícies, respeitando suas naturezas e composições.Descritores: Colagem Dentária; Cimentos Dentários; Cimentos de Resina; Adesivos; Cerâmica.ReferênciasVan Meerbeek B, De Munck J, Yoshida Y, Inoue S, Vargas M, Vijay P, et al. Buonocore memorial lecture. Adhesion to enamel and dentin: current status and future challenges. Oper Dent. 2003;28:215-35.Miyashita E, Fonseca AS. 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This paper argues that artist Dope Saint Jude is transforming South African hip-hop by queering a genre that has predominantly been male and heteronormative. Specifically, I analyse the opening skit of her music video “Keep in Touch” in order to unpack the ways which she revives Gayle, a gay language that adopted double-coded forms of speech during the apartheid era—a context in which homosexuals were criminalised. The use of Gayle and spaces close to the city centre of Cape Town (such as Salt River and Woodstock) speaks to the city as it was before it was transformed by the decline of industries due to the country’s adoption of neoliberal economics and, more recently, by the gentrification of these spaces. Dope Saint Jude therefore reclaims these city spaces through her use of gay modes of speech that have a long history in Cape Town and by positioning her work as hip-hop, which has been popular in the city for well over two decades. Her inclusion of transgender MC and DJ Angel Ho pushes the boundaries of hegemonic and binary conceptions of gender identity even further. In essence, Dope Saint Jude is transforming local hip-hop in a context that is shaped significantly by US cultural imperialism. The artist is also transforming our perspective of spaces that have been altered by neoliberal economics.Setting the SceneDope Saint Jude (DSJ) is a queer MC from Elsies River, a working class township located on Cape Town's Cape Flats in South Africa. Elsies River was defined as a “coloured” neighbourhood under the apartheid state's Group Areas Act, which segregated South Africans racially. With the aid of the Population Registration Act, citizens were classified, not merely along the lines of white, Asian, or black—black subjects were also divided into further categories. The apartheid state also distinguished between black and “coloured” subjects. Michael MacDonald contends that segregation “ordained blacks to be inferior to whites; apartheid cast them to be indelibly different” (11). Apartheid declared “African claims in South Africa to be inferior to white claims” and effectively claimed that black subjects “belonged elsewhere, in societies of their own, because their race was different” (ibid). The term “coloured” defined people as “mixed race” to separate communities that might otherwise have identified as black in the broad and inclusive sense (Erasmus 16). Racial categorisation was used to create a racial hierarchy with white subjects at the top of that hierarchy and those classified as black receiving the least resources and benefits. This frustrated attempts to establish broad alliances of black struggles against apartheid. It is in this sense that race is socially and politically constructed and continues to have currency, despite the fact that biologically essentialist understandings of race have been discredited (Yudell 13–14). Thanks to apartheid town planning and resource allocation, many townships on the Cape Flats were poverty-stricken and plagued by gang violence (Salo 363). This continues to be the case because post-apartheid South Africa's embrace of neoliberal economics failed to address racialised class inequalities significantly (Haupt, Static 6–8). This is the '90s context in which socially conscious hip-hop crews, such as Prophets of da City or Black Noise, came together. They drew inspiration from Black Consciousness philosophy via their exposure to US hip-hop crews such as Public Enemy in order to challenge apartheid policies, including their racial interpellation as “coloured” as distinct from the more inclusive category, black (Haupt, “Black Thing” 178). Prophets of da City—whose co-founding member, Shaheen Ariefdien, also lived in Elsies River—was the first South African hip-hop outfit to record an album. Whilst much of their work was performed in English, they quickly transformed the genre by rapping in non-standard varieties of Afrikaans and by including MCs who rap in African languages (ibid). They therefore succeeded in addressing key issues related to race, language, and class disparities in relation to South Africa's transition to democracy (Haupt, “Black Thing”; Haupt, Stealing Empire). However, as is the case with mainstream US hip-hop, specifically gangsta rap (Clay 149), South African hip-hop has been largely dominated by heterosexual men. This includes the more commercial hip-hop scene, which is largely perceived to be located in Johannesburg, where male MCs like AKA and Cassper Nyovest became celebrities. However, certain female MCs have claimed the genre, notably EJ von Lyrik and Burni Aman who are formerly of Godessa, the first female hip-hop crew to record and perform locally and internationally (Haupt, Stealing Empire 166; Haupt, “Can a Woman in Hip-Hop”). DSJ therefore presents the exception to a largely heteronormative and male-dominated South African music industry and hip-hop scene as she transforms it with her queer politics. While queer hip-hop is not new in the US (Pabón and Smalls), this is new territory for South Africa. Writing about the US MC Jean Grae in the context of a “male-dominated music industry and genre,” Shanté Paradigm Smalls contends,Heteronormativity blocks the materiality of the experiences of Black people. Yet, many Black people strive for a heteronormative effect if not “reality”. In hip hop, there is a particular emphasis on maintaining the rigidity of categories, even if those categories fail [sic]. (87) DSJ challenges these rigid categories. Keep in TouchDSJ's most visible entry onto the media landscape to date has been her appearance in an H&M recycling campaign with British Sri Lankan artist MIA (H&M), some fashion shoots, her new EP—Reimagine (Dope Saint Jude)—and recent Finnish, US and French tours as well as her YouTube channel, which features her music videos. As the characters’ theatrical costumes suggest, “Keep in Touch” is possibly the most camp and playful music video she has produced. It commences somewhat comically with Dope Saint Jude walking down Salt River main road to a public telephone, where she and a young woman in pig tails exchange dirty looks. Salt River is located at the foot of Devil's Peak not far from Cape Town's CBD. Many factories were located there, but the area is also surrounded by low-income housing, which was designated a “coloured” area under apartheid. After apartheid, neighbourhoods such as Salt River, Woodstock, and the Bo-Kaap became increasingly gentrified and, instead of becoming more inclusive, many parts of Cape Town continued to be influenced by policies that enable racialised inequalities. Dope Saint Jude calls Angel Ho: DSJ: Awêh, Angie! Yoh, you must check this kak sturvy girl here by the pay phone. [Turns to the girl, who walks away as she bursts a chewing gum bubble.] Ja, you better keep in touch. Anyway, listen here, what are you wys?Angel Ho: Ah, just at the salon getting my hair did. What's good? DSJ: Wanna catch on kak today?Angel Ho: Yes, honey. But, first, let me Gayle you this. By the jol by the art gallery, this Wendy, nuh. This Wendy tapped me on the shoulder and wys me, “This is a place of decorum.”DSJ: What did she wys?Angel Ho: De-corum. She basically told me this is not your house. DSJ: I know you told that girl to keep in touch!Angel Ho: Yes, Mama! I'm Paula, I told that bitch, “Keep in touch!” [Points index finger in the air.](Saint Jude, Dope, “Keep in Touch”)Angel Ho's name is a play on the male name Angelo and refers to the trope of the ho (whore) in gangsta rap lyrics and in music videos that present objectified women as secondary to male, heterosexual narratives (Sharpley-Whiting 23; Collins 27). The queering of Angelo, along with Angel Ho’s non-binary styling in terms of hair, make-up, and attire, appropriates a heterosexist, sexualised stereotype of women in order to create room for a gender identity that operates beyond heteronormative male-female binaries. Angel Ho’s location in a hair salon also speaks to stereotypical associations of salons with women and gay subjects. In a discussion of gender stereotypes about hair salons, Kristen Barber argues that beauty work has traditionally been “associated with women and with gay men” and that “the body beautiful has been tightly linked to the concept of femininity” (455–56). During the telephonic exchange, Angel Ho and Dope Saint Jude code-switch between standard and non-standard varieties of English and Afrikaans, as the opening appellation, “Awêh,” suggests. In this context, the term is a friendly greeting, which intimates solidarity. “Sturvy” means pretentious, whilst “kak” means shit, but here it is used to qualify “sturvy” and means that the girl at the pay phone is very pretentious or “full of airs.” To be “wys” means to be wise, but it can also mean that you are showing someone something or educating them. The meanings of these terms shift, depending on the context. The language practices in this skit are in line with the work of earlier hip-hop crews, such as Prophets of da City and Brasse vannie Kaap, to validate black, multilingual forms of speech and expression that challenge the linguistic imperialism of standard English and Afrikaans in South Africa, which has eleven official languages (Haupt, “Black Thing”; Haupt, Stealing Empire; Williams). Henry Louis Gates’s research on African American speech varieties and literary practices emerging from the repressive context of slavery is essential to understanding hip-hop’s language politics. Hip-hop artists' multilingual wordplay creates parallel discursive universes that operate both on the syntagmatic axis of meaning-making and the paradigmatic axis (Gates 49; Haupt, “Stealing Empire” 76–77). Historically, these discursive universes were those of the slave masters and the slaves, respectively. While white hegemonic meanings are produced on the syntagmatic axis (which is ordered and linear), black modes of speech as seen in hip-hop word play operate on the paradigmatic axis, which is connotative and non-linear (ibid). Distinguishing between Signifyin(g) / Signification (upper case, meaning black expression) and signification (lower case, meaning white dominant expression), he argues that “the signifier ‘Signification’ has remained identical in spelling to its white counterpart to demonstrate [. . .] that a simultaneous, but negated, parallel discursive (ontological, political) universe exists within the larger white discursive universe” (Gates 49). The meanings of terms and expressions can change, depending on the context and manner in which they are used. It is therefore the shared experiences of speech communities (such as slavery or racist/sexist oppression) that determine the negotiated meanings of certain forms of expression. Gayle as a Parallel Discursive UniverseDSJ and Angel Ho's performance of Gayle takes these linguistic practices further. Viewers are offered points of entry into Gayle via the music video’s subtitles. We learn that Wendy is code for a white person and that to keep in touch means exactly the opposite. Saint Jude explains that Gayle is a very fun queer language that was used to kind of mask what people were saying [. . .] It hides meanings and it makes use of women's names [. . . .] But the thing about Gayle is it's constantly changing [. . .] So everywhere you go, you kind of have to pick it up according to the context that you're in. (Ovens, Saint Jude and Haupt)According to Kathryn Luyt, “Gayle originated as Moffietaal [gay language] in the coloured gay drag culture of the Western Cape as a form of slang amongst Afrikaans-speakers which over time, grew into a stylect used by gay English and Afrikaans-speakers across South Africa” (Luyt 8; Cage 4). Given that the apartheid state criminalised homosexuals, Gayle was coded to evade detection and to seek out other members of this speech community (Luyt 8). Luyt qualifies the term “language” by arguing, “The term ‘language’ here, is used not as a constructed language with its own grammar, syntax, morphology and phonology, but in the same way as linguists would discuss women’s language, as a way of speaking, a kind of sociolect” (Luyt 8; Cage 1). However, the double-coded nature of Gayle allows one to think of it as creating a parallel discursive universe as Gates describes it (49). Whereas African American and Cape Flats discursive practices function parallel to white, hegemonic discourses, gay modes of speech run parallel to heteronormative communication. Exclusion and MicroaggressionsThe skit brings both discursive practices into play by creating room for one to consider that DSJ queers a male-dominated genre that is shaped by US cultural imperialism (Haupt, Stealing Empire 166) as a way of speaking back to intersectional forms of marginalisation (Crenshaw 1244), which are created by “white supremacist capitalist patriarchy” (hooks 116). This is significant in South Africa where “curative rape” of lesbians and other forms of homophobic violence are prominent (cf. Gqola; Hames; Msibi). Angel Ho's anecdote conveys a sense of the extent to which black individuals are subject to scrutiny. Ho's interpretation of the claim that the gallery “is a place of decorum” is correct: it is not Ho's house. Black queer subjects are not meant to feel at home or feel a sense of ownership. This functions as a racial microaggression: “subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously” (Solorzano, Ceja, and Yosso 60). This speaks to DSJ's use of Salt River, Woodstock, and Bo-Kaap for the music video, which features black queer bodies in performance—all of these spaces are being gentrified, effectively pushing working class people of colour out of the city (cf. Didier, Morange, and Peyroux; Lemanski). Gustav Visser explains that gentrification has come to mean a unit-by-unit acquisition of housing which replaces low-income residents with high-income residents, and which occurs independent of the structural condition, architecture, tenure or original cost level of the housing (although it is usually renovated for or by the new occupiers). (81–82) In South Africa this inequity plays out along racial lines because its neoliberal economic policies created a small black elite without improving the lives of the black working class. Instead, the “new African bourgeoisie, because it shares racial identities with the bulk of the poor and class interests with white economic elites, is in position to mediate the reinforcing cleavages between rich whites and poor blacks without having to make more radical changes” (MacDonald 158). In a news article about a working class Salt River family of colour’s battle against an eviction, Christine Hogg explains, “Gentrification often means the poor are displaced as the rich move in or buildings are upgraded by new businesses. In Woodstock and Salt River both are happening at a pace.” Angel Ho’s anecdote, as told from a Woodstock hair salon, conveys a sense of what Woodstock’s transformation from a coloured, working class Group Area to an upmarket, trendy, and arty space would mean for people of colour, including black, queer subjects. One could argue that this reading of the video is undermined by DSJ’s work with global brand H&M. Was she was snared by neoliberal economics? Perhaps, but one response is that the seeds of any subculture’s commercial co-option lie in the fact it speaks through commodities (for example clothing, make-up, CDs, vinyl, or iTunes / mp3 downloads (Hebdige 95; Haupt, Stealing Empire 144–45). Subcultures have a window period in which to challenge hegemonic ideologies before they are delegitimated or commercially co-opted. Hardt and Negri contend that the means that extend the reach of corporate globalisation could be used to challenge it from within it (44–46; Haupt, Stealing Empire 26). DSJ utilises her H&M work, social media, the hip-hop genre, and international networks to exploit that window period to help mainstream black queer identity politics.ConclusionDSJ speaks back to processes of exclusion from the city, which was transformed by apartheid and, more recently, gentrification, by claiming it as a creative and playful space for queer subjects of colour. She uses Gayle to lay claim to the city as it has a long history in Cape Town. In fact, she says that she is not reviving Gayle, but is simply “putting it on a bigger platform” (Ovens, Saint Jude, and Haupt). The use of subtitles in the video suggests that she wants to mainstream queer identity politics. Saint Jude also transforms hip-hop heteronormativity by queering the genre and by locating her work within the history of Cape hip-hop’s multilingual wordplay. ReferencesBarber, Kristin. “The Well-Coiffed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon.” Gender and Society 22.4 (2008): 455–76.Cage, Ken. “An Investigation into the Form and Function of Language Used by Gay Men in South Africa.” Rand Afrikaans University: MA thesis, 1999.Clay, Andreana. “‘I Used to Be Scared of the Dick’: Queer Women of Color and Hip-Hop Masculinity.” Home Girls Make Some Noise: Hip Hop Feminism Anthology. Ed. Gwendolyn D. Pough, Elain Richardson, Aisha Durham, and Rachel Raimist. California: Sojourns, 2007.Collins, Patricia Hill. Black Sexual Politics: African Americans, Gender, and the New Racism. New York: Routledge, 2005. Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color”. 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