Статті в журналах: "Concepts of type (class) of language and type in language"

1

Bruce, Kim B. "A paradigmatic object-oriented programming language: Design, static typing and semantics." Journal of Functional Programming 4, no. 2 (April 1994): 127–206. http://dx.doi.org/10.1017/s0956796800001039.

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AbstractTo illuminate the fundamental concepts involved in object-oriented programming languages, we describe the design of TOOPL, a paradigmatic, statically-typed, functional, object-oriented programming language which supports classes, objects, methods, hidden instance variables, subtypes and inheritance.It has proven to be quite difficult to design such a language which has a secure type system. A particular problem with statically type checking object-oriented languages is designing typechecking rules which ensure that methods provided in a superclass will continue to be type correct when inherited in a subclass. The type-checking rules for TOOPL have this feature, enabling library suppliers to provide only the interfaces of classes with actual executable code, while still allowing users to safely create subclasses. To achieve greater expressibility while retaining type-safety, we choose to separate the inheritance and subtyping hierarchy in the language.The design of TOOPL has been guided by an analysis of the semantics of the language, which is given in terms of a model of the F-bounded second-order lambda calculus with fixed points at both the element and type level. This semantics supports the language design by providing a means to prove that the type-checking rules are sound, thus guaranteeing that the language is type-safe.While the semantics of our language is rather complex, involving fixed points at both the element and type level, we believe that this reflects the inherent complexity of the basic features of object-oriented programming languages. Particularly complex features include the implicit recursion inherent in the use of the keyword, self, to refer to the current object, and its corresponding type, MyType. The notions of subclass and inheritance introduce the greatest semantic complexities, whereas the notion of subtype is more straightforward to deal with. Our semantic investigations lead us to recommend caution in the use of inheritance, since small changes to method definitions in subclasses can result in major changes to the meanings of the other methods of the class.

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Tang, Juan, Yong Fang, and Jian-Gang Tang. "The Lattice-Valued Turing Machines and the Lattice-Valued Type 0 Grammars." Mathematical Problems in Engineering 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/291870.

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Purpose.The purpose of this paper is to study a class of the natural languages called the lattice-valued phrase structure languages, which can be generated by the lattice-valued type 0 grammars and recognized by the lattice-valued Turing machines.Design/Methodology/Approach.From the characteristic of natural language, this paper puts forward a new concept of the l-valued Turing machine. It can be used to characterize recognition, natural language processing, and dynamic characteristics.Findings.The mechanisms of both the generation of grammars for the lattice-valued type 0 grammar and the dynamic transformation of the lattice-valued Turing machines were given.Originality/Value.This paper gives a new approach to study a class of natural languages by using lattice-valued logic theory.

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3

Mammino, Liliana. "Clarifying chemistry concepts through language analysis." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 483–500. http://dx.doi.org/10.31129/lumat.v3i4.1018.

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Chemistry concepts often pose considerable challenges to students at all levels of instruction, from secondary school to all the university courses. The search for options to facilitate clear and complete understanding is a major commitment of chemistry education research. Teaching and learning depend on communication effectiveness. Language is the most fundamental communication tool. Its communication effectiveness in education depends on the degree of rigour and clarity with which sentences are built and assembled to form a text, and on the learners’ ability to identify all the information conveyed by the text. Language analysis proves a powerful tool to facilitate full identification of the information in a text. It is also optimal to stimulate further reflection on the various features of a concept through the analysis of frequently occurring errors or of errors in learners’ work. After an introduction on the reasons making language analysis a powerful clarification tool, this paper considers illustrative examples from different tertiary-level chemistry courses, to highlight the practical implementation aspects and emphasise the integration between the analysis of chemistry concepts and the language-type analysis of the sentences expressing them. Because of its nature, the approach relies on in-class interactions. It has proved beneficial and rich of potentials for further explorations. The design of options for close collaboration between chemistry teachers and language teachers is expected to become the key for more generalised application.

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Kalichkin, V. K., R. A. Koryakin, K. Yu Maksimovich, A. A. Sigitov, and R. R. Galimov. "Conceptual model of land agroecological properties." Siberian Herald of Agricultural Science 50, no. 1 (March 27, 2020): 73–80. http://dx.doi.org/10.26898/0370-8799-2020-1-9.

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In order to solve the problem of the land agroecological estimation (natural resources potential) automation and artificial information system development, it is necessary to make the domain knowledge (DK) conceptualization, or conceptual modelling. The unified modelling language (UML) was chosen as a descriptive system. Three abstract objects (class, attribute and relationship) were selected to describe 33 concepts for land plot basic natural characteristics and 13 significant nature process aspects regulating changes of those characteristics. For 6 DK concepts abstract object “class” was chosen, for 27 DK concepts – “attribute”, for 13 nature process aspects – “relationship”. Class “land plot” is a central one interacting with the other 5 classes: “relief”, “agrometeorological resource”, “soil”, “erosion”, “vegetation”. All classes and attributes interdependencies are described by relationship classification of 3 types. The first type is dependency relationship showing on UML diagrams a directed connection between two classes towards the main class, which means that changing the main class properties implies changing the dependant class properties; the second type is association relationship, which is any relationship showing connection characterized by almost any verb of the Russian language; the third type is composition relationship showing connection between composite and its part and is always directed to the composite, where deletion of the composite class implies deletion of all parts. Optimization of the DK conceptual model described by means of UML diagram is a permanent process, thus new classes and concepts can be added to the model throughout the time.

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Bilytska, Viktoriya M., Oksana R. Andriiashyk, Yaroslav V. Tsekhmister, Olha V. Pavlenko, and Iryna V. Savka. "Multimodal Interaction in a Foreign Language Class at Higher Education Institutions of Ukraine." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 218. http://dx.doi.org/10.5430/jct.v11n1p218.

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Multimodality is implemented to the modern learning environment in line with trends towards multidisciplinarity. In the current study, multimodal interaction is based on the mutual integration of understanding of multimodality in philological and pedagogical perspectives. The purpose of the article was to analyze and compare the results of learning a foreign language (German) for professional purposes (German for Economists) with an emphasis on multimodal interaction and without it (in a way of traditional language learning with a predominance of classical methods of classroom and extracurricular activities). There were universal scientific and specific methods used: a controlled-type educational experiment; Likert-scale type questionnaire; reliability test: Cronbach’s alpha using IBM SPSS Statistics 28.0.0.0; qualitative-quantitative interpretation and contrastive-comparative analysis of the obtained experimental data; statistical-mathematical interpretation of empirical data; comparative analysis; the functional analysis. Respondents of empirical intelligence were students of the Faculty of Management and Marketing, specialty 073 “Management”. Averagely in the experimental group, almost all the assessing criteria of the effectiveness of multimodal interaction outreached 4 points. These data were also confirmed by the results of self-reflection-questionnaire. The novelty of the research is in the principle of theoretical substantiation and practical application of the content of multimodal interaction as an umbrella term that integrates the most fundamental concepts of modern pedagogy in general and, in particular, methods of teaching a foreign language.

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Herwandi, Herwandi, and Andi Kaharuddin. "Exploration of the Influence of Learning ELPSA (Experiences, Language, Pictures, Symbols, and Applications) on the Understanding of Mathematical Concepts." Indonesian Journal of Instructional Media and Model 2, no. 2 (December 3, 2020): 113. http://dx.doi.org/10.32585/ijimm.v2i2.926.

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The ability of students to understand the concept of learning varies, it is very necessary to know the level of understanding of students' concepts in learning mathematics, so that it becomes a rationale in determining the appropriate learning approach. This study aims to determine the effect learning approach of the ELPSA eighth grade students of SMP Negeri 6 Makassar. The type of research used is experimental research. The design of this research is the One-Group Pretest-Posttest Design. The population in this study were students of class VIII SMP Negeri 6 Makassar in the 2019/2020 academic year and the research sample was determined by the Cluster Random Sampling technique. The instrument in this study was an essay test on understanding mathematical concepts. The data analysis used was descriptive and inferential. The descriptive research results show that there is an increase in understanding of the mathematical concept after the application of the ELPSA learning approach; the score of concept understanding after the application of the ELPSA learning approach met the completeness criteria, namely more than 80; and completeness of students' conceptual understanding after being applied classical ELPSA learning approach is 97% complete. The inferential hypothesis testing results show that the application of the ELPSA learning approach affects the understanding of mathematical concepts in class VIII students of SMP Negeri 6 Makassar.

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Egli, Urs. "Stoic syntax and semantics." Historiographia Linguistica 13, no. 2-3 (January 1, 1986): 281–306. http://dx.doi.org/10.1075/hl.13.2-3.09egl.

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Summary The Stoic theory of loquia (lekta) contained a fairly explicit statement of formation rules. It is argued that one type of rule was called syntaxis (combination or phrase structure rule) by Chrysippus (e.g., “a subject in the nominative case and a complete predicate form a statement”). Two other types of rule were assignments of words to lexical categories (“Dion is a Noun Phrase”) and subsumption rules (“Every elementary statement is a statement”), often formulated in the form of subdivisions of concepts. A fourth type of rule seems to have been the class of transformations (enklisis, e.g., “A statement transformed by the preterite transformation is a statement”). Every syntactic rule was accompanied by a semantic interpretation according to a version of the compositionality principle familiar in modern times since Frege and elaborated by Montague and his followers. Though the concrete example of a syntax was a fairly elaborate version of some sort of Montague type or definite clause grammar, there was no effort to introduce a theory of grammar in the style of Chomsky. But the texts show awareness of the problem of the infinity of structure generated and of the concept of structural ambiguity. The Stoic system has been transformed into the formulation of the Word and Paradigm Grammar of the technical grammarians – “transformation” (enklisis) was the historical antecedent of paragôgê, declinatio, “inflection”, etc. Some formulations have survived into modern times, e.g., the notion of government, for which Stoic type formulations like “a deficient predicate can be combined with a subject in the accusative case to form a complete predicate” are a historical antecedent.

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Zhang, Weixin, Yaozhu Sun, and Bruno C. D. S. Oliveira. "Compositional Programming." ACM Transactions on Programming Languages and Systems 43, no. 3 (September 30, 2021): 1–61. http://dx.doi.org/10.1145/3460228.

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Modularity is a key concern in programming. However, programming languages remain limited in terms of modularity and extensibility. Small canonical problems, such as the Expression Problem (EP), illustrate some of the basic issues: the dilemma between choosing one kind of extensibility over another one in most programming languages. Other problems, such as how to express dependencies in a modular way, add up to the basic issues and remain a significant challenge. This article presents a new statically typed modular programming style called Compositional Programming . In Compositional Programming, there is no EP: It is easy to get extensibility in multiple dimensions (i.e., it is easy to add new variants as well as new operations). Compositional Programming offers an alternative way to model data structures that differs from both algebraic datatypes in functional programming and conventional OOP class hierarchies. We introduce four key concepts for Compositional Programming: compositional interfaces , compositional traits , method patterns , and nested trait composition . Altogether, these concepts allow us to naturally solve challenges such as the Expression Problem, model attribute-grammar-like programs, and generally deal with modular programs with complex dependencies . We present a language design, called CP , which is proved to be type-safe, together with several examples and three case studies.

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Aarts, Bas. "Modelling linguistic gradience." Studies in Language 28, no. 1 (May 5, 2004): 1–49. http://dx.doi.org/10.1075/sl.28.1.02aar.

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Many schools of modern linguistics generally adopt a rigid approach to categorisation by not allowing degrees of form class membership, degrees of resemblance to a prototype or overlaps between categories. This all-or-none conception of categorisation (Bolinger 1961) goes back to Aristotle, and has been pervasive and influential, especially in formal linguistics. The alternative view, prevalent amongst descriptive and cognitive linguists, is to posit grammars which pervasively display categorial vagueness, more usually called gradience. In this article I will begin by briefly tracing some of the ideas on gradience in linguistics and philosophy. I will then argue, firstly, that gradience should have a role to play in language studies (both descriptive and theoretical). Secondly, I will show that two types of category fluidity should be distinguished. One type I will call Subsective Gradience (SG). It is intra-categorial in nature, and allows for members of a class to display the properties of that class to varying degrees. The other type is called Intersective Gradience (IG). This is an inter-categorial phenomenon which is characterised by two form classes ‘converging’ on each other. Thirdly, I will argue that while the two types of gradience are grammatically real, IG is not as widespread as is often claimed. Finally, in this article I will attempt to be more precise about the vague phenomenon of gradience. To this end I will devise a formalisation of SG and IG, using a number of case studies mainly from English. The formalism makes use of morphosyntactic tests to establish whether an item belongs to a particular class or to a ‘bordering’ one by weighing up the form class features that apply to the item in question. This article can be seen to argue for a midway position between the Aristotelian and the cognitivist conceptions of categorisation in that I will defend a position that allows for gradience, but nevertheless maintains sharp boundaries between categories. The ideas put forward in this article have wider implications for the study of language, in that they address the problem posed by the existence of a tension between generally rigidly conceived linguistic concepts and the continuous phenomena they describe.

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Kozlowska-Heuchin, Renata. "Méthode D'analyse des Connecteurs du Français en Vue D'un Traitement Automatique." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 20, no. 2 (January 1, 1996): 365–80. http://dx.doi.org/10.1075/li.20.2.05koz.

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The subject of this article is the analysis of clauses of aim, cause, consequence and condition in French in view to the automatic processing. Our theoretical framework is that of lexicon-grammar. This study differs from the usual grammatical analyses. Here, the complex sentence is studied on the model of the simple sentence, defined as an operator accompanied by its arguments. The conjunctive phrase is our starting point for this study, and it is then shown that the noun around which it is formed, is of predicative type and has the main clause and the subordinate as arguments. This is a predicate «of second order». Automatic processing requires extremely accurate notation of syntactic and semantic properties if ambiguity and polysemy are to be correctly handled. Those descriptions based on syntactico-semantic features are insufficient, which is why the concept of « class of objects » is brought in. There are as many types of relations as there are semantic types of predicate. This is the reason why a semantic typology of predicates is sketched out, integrating lexical, syntactic and semantic components. It is shown that each semantic type can have its own appropriate lexical means of expression and specific syntactic behaviour.

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Masruuroh, Lina, and Lyla Anggerwina Kusuma. "Communicating with Islamic Communication and Broadcasting English Language Learners." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 51. http://dx.doi.org/10.21070/jees.v3i1.1205.

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Proper Teacher Talk (TT) used in the EFL classroom contributes to the effective communication in TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI) major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

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Lipavic Oštir, Alja. "Phrasemes and problem oriented approach." Verbum 11 (December 10, 2020): 2. http://dx.doi.org/10.15388/verb.13.

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Studies as Jazbec & Enčeva (2012), Jazbec &Kacjan (2013) and Miletić (2018) show that although the didactic of phrasemes (Fleischer 1982, Lüger 1997, Hessky& Ettinger 1997) is pleading for a relevant, systematic, continuous and frequent use of phrasemes in German as a foreign language class, they appear predominantly at high levels of foreign language learning, only sporadically and often from the perspective of language comparison. The analysis of schoolbooks shows the presence of phrasemes which are often not appropriately didacticized and regarding data banks and vocabulary not always up-to date. In some recent studies (e.g. Hallsteinsdóttir 2016, Miletić 2018) we can find suggestions and models for the integration of phrasemes in German as a foreign language class, some with incorporation of multimodality. In this article we would like to consider the possibilities for the sensitization and receptive / productive acquisition of phrasemes as offered by the integration of a problem oriented approach in German as a foreign language class. We assume that the problem oriented approach is motivating and benefits transdisciplinary learning. The subject of this paper will be discussed based on some samples of different problem types (metalinguistic, intercultural and so-called non-linguistic problems). The so-called non-linguistic problems seem to be most appropriate because their concept is interdisciplinary, they foster motivation and in this type of problems phrasemes are not explicitly discussed, but appear in non-linguistic contexts to accomplish different non-linguistic goals, without neglecting the accomplishment of linguistic goals. As with the other types of problems, the non-linguistic problems should be adapted to the age of students and their cognitive development. Provided this criterion is fulfilled, the phrasemes appropriate to students’ age and cognitive development can also be included.

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Kaul de Marlangeon, Silvia. "Impoliteness in institutional and non-institutional contexts." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 18, no. 4 (December 1, 2008): 729–49. http://dx.doi.org/10.1075/prag.18.4.08kau.

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The analysis of impoliteness has mainly concentrated on the relation between text and context itself rather than on the differences between types of contexts. The aim of this study is to compare impoliteness in both institutional and non-institutional contexts. The institutional contexts to be dealt with are: A) face-to-face political debate and B) army recruit training. The selected non-institutional contexts are C) the Tango lyrics of the 1920’s and D) the interaction among lower middle-class people who speak River Plate Spanish. In a previous paper (Kaul de Marlangeon 2005a), I proposed the category of fustigation impoliteness by refractoriness or exacerbated affiliation where refractoriness and exacerbated affiliation function as counterparts to Bravo’s categories of politeness, autonomy and affiliation. In the present paper and within the theoretical and methodological framework for the study of fustigation impoliteness, I deal with three of the above mentioned contexts A) , B) and C), and the type of fustigation impoliteness that characterises each of them. In my analysis I show that in face-to-face political debate and military recruit training impoliteness is public, bi-directional in the former and unidirectional in the latter. In the Tango lyrics of the 1920’s fustigation impoliteness is private and unidirectional. Finally in the context of interaction among lower middle-class people who speak River Plate Spanish, impoliteness is chronic, intra-group, private and multi-directional. For this kind of impoliteness the concepts of refractoriness and exacerbated affiliation do not apply because this impoliteness is about the relationship between an individual versus another individual within the same group rather than an individual versus the group.

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Akobirova, Sarvara T., and Komila K. Sayfiyeva. "Importance of Learning Styles: How does Students’ Awareness of Learning Styles affect their Proficiency in Second Language Acquisition (SLA)." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 802–7. http://dx.doi.org/10.9756/int-jecse/v14i1.221094.

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The concept of "learning styles" has been the topic of discussion in pedagogical areas for many years. Many authors have done many research to find out whether learning styles have an impact to the way students learn languages. It is claimed by many researchers that some instructors may adjust their teaching approach to better match the learning type of a particular student or group of students. On the other hand, others have suggested that a misalignment of learning and teaching styles stimulates and challenges students to grow academically. This study aims to determine whether the awareness of learning styles has an influence on acquiring languages or not. The questionnaires, interviews, in-class and out of class activities were conducted to identify students’ learning styles. The results have shown that after being aware of their own learning styles students can learn English better without obstacles. Moreover, it was concluded that it is wise for teachers’ if they change their way of teaching in accordance with their students’ learning preferences. Further research is needed to identify other factors that could impact students’ learning styles and SLA.

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Fernandez Parera, Antoni. "A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish." Languages 6, no. 1 (January 29, 2021): 23. http://dx.doi.org/10.3390/languages6010023.

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This article investigates the effects that Mindful Conceptual Engagement (MCE) had on the teaching of the Spanish subjunctive on second (L2) and heritage language learners (HL) of Spanish. A total of 26 university-level undergraduate students participated in the study; 12 were advanced L2 students and 14 were intermediate HL students. The methodology used was MCE, which is based on the principles of Concept-Based Instruction (Negueruela 2003; Negueruela and Lantolf 2006). MCE has its origins in Vygotsky’s sociocultural theory and it proposes that the creation and manipulation of didactic models by students promotes the internalization of complex grammatical concepts that would otherwise require long grammatical explanations. Models need to be generalizable and informative and can include, for example, flowcharts, pictures, or schemas among others. In the present study, the concept of [±EXPERIENCE] (Bull 1965) was used to teach the variable uses of indicative and subjunctive in adjectival relative clauses (Busco unas tijeras que cortan/corten). Students had to create their own models and use them to complete a series of assignments in class and at home. Production and interpretation exercises were used in pre- and post-test questionnaires to gauge their improvement. Feedback questionnaires were administered three weeks after the intervention to measure the attitudes and perceptions towards the use of didactic models. Results indicate that both groups improved their indicative/subjunctive interpretation and production abilities after MCE. However, statistically significant differences exist between HL and L2 students according to type of task and student group. Feedback questionnaire results also show that MCE was regarded as positive and useful by both groups.

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Generalova, Elena V. "Lexical-Grammatical Status and Lexicographic Presentation of Two-Component Stable Prepositional Combinations." Voprosy leksikografii, no. 19 (2021): 32–51. http://dx.doi.org/10.17223/22274200/19/2.

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The aim of the article is to review the ways of dictionary presentation of stable prepositional combinations and the factors essential for their lexical-grammatical status and the type of optimal lexicographic description. The object of the study is twocomponent prepositional combinations with stable meanings and the “preposition+noun” structure. The material of the article is data of different dictionaries of Russian presenting stable prepositional combinations. In the course of the study, the following questions were answered: why the definition and interpretation of the lexical-grammatical nature of stable prepositional combinations are so difficult and ambiguous; what lexicographic interpretation these units have in dictionaries of different types; what the advantages and disadvantages of different ways of dictionary interpretation of such language material are. The following methods were used: introspective (observation, generalization, classification), systematic lexicographic description according to dictionary parameters, dictionary definition analysis. The summary table of the lexicographic presentation of stable combinations allows seeing both the unresolved question of dictionary interpretation of such units and the patterns of their interpretation depending on the type of a dictionary. As a result of the analysis the following conclusions were drawn. 1) In modern Russian there is a rather large (about 2,000 units) class of language units (prepositional combinations), the lexical-grammatical status of which is not defined, and there is no term for their definition; this class is historically formed and continues to replenish. 2) The type of dictionary presentation of stable prepositional combinations is determined by the dictionary concept, grammatical and syntactic properties, presence of figurative meaning and possibility of component variation of such combinations. 3) The unresolved theoretical issues have as a result the lexicographic discrepancy in the presentation of these language units. Extreme lexicographic solutions are a separate dictionary entry for each combination and the presentation of such units only as stable combinations in the entry of a noun (presented in academic explanatory dictionaries). 4) Taking into account only the factor of presence/absence of a gap seems to formalize the dictionary presentation of adverbs with both conjoined and split spelling, really existing in Russian, and the position of recognition of these units with independent words and their isolate presentation is not impeccable for dictionary users. 5) In the author’s opinion, the presentation of stable prepositional combinations exclusively as independent vocabules is inferior to the traditional lexicographic approach because the isolated presentation of this material breaks the semantic connections of these complex lexical units; the most complex issue is the differentiation of adverbs with split spelling and stable combinations.

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BEAUDOIN, MARTIN. "A principle-based approach to teaching grammar on the web." ReCALL 16, no. 2 (November 2004): 462–74. http://dx.doi.org/10.1017/s0958344004001429.

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The advantages of computer-assisted grammar teaching and more recently, web-based grammar teaching, include the possibility, for the instructor, of devoting class time to teaching communication skills, and the capacity of individualizing the course work. Several websites have been created for these very reasons. However, most of these sites include only a small portion of the grammar and very few are based on educational principles. This paper will summarize what should be the guiding principles in the design of this type of website, most of which involve instructional design and the need for structure and adaptability to different learning styles. It should also be noted that there are design principles specific to grammar teaching, such as the distinction between exploratory and pre-established modes, and the scaffolding of concepts. The application of these principles will be illustrated through the presentation of a web site.

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Sovhar, Oksana. "ACTIVE LEARNING AND ITS APPLICATION IN TEACHING ENGLISH." Scientific and methodological journal "Foreign Languages", no. 2 (June 29, 2021): 16–22. http://dx.doi.org/10.32589/1817-8510.2021.2.235675.

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This article provides an overview of active learning in thecontext of language teaching by answering research questions:How is the concept of active learning de?ned? What are themethods and strategies connected to active learning and whattechniques can they be represented with? There are givensuggestions how teachers can implement active learningtechniques in their practice and what activities have proveneffective in building language competence of author’s students.It also presents some ideas on the training material developmentfor practitioners in the field of language teaching and coursematerials for learners, thus contributing to the existing knowledgebase about utilizing active learning in the process of Englishlanguage acquisition.It has been established that strategies which are based onideas about how learners effectively acquire foreign languagecommunicative competence assist the participants of educationalprocess in transition into full engagement. Active learning helpsstudents submerge into course material and results in learning,applying, synthesizing, summarizing and evaluating the content.The types of activities, which the teacher implements, are ofparamount importance as they determine the level and type ofstudents' learning and are chosen or designed in order to reachlesson objectives. They span from uncomplicated ones to activitiesof increased complexity and include Concept Mapping, Think /Pair / Share technique, Cooperative Groups in Class, Note Checkor Note Comparison, Minute Papers, If You Could Ask OneQuestion, Discussions, etc.The study also tackles barriers and obstacles which canoccur on the path of incorporating active learning strategiesin teaching and mastering English as a foreign language aswell as recommendations on their overcoming.

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Lee, Jooyun, Hyeoun-Ae Park, Seul Ki Park, and Tae-Min Song. "Using Social Media Data to Understand Consumers' Information Needs and Emotions Regarding Cancer: Ontology-Based Data Analysis Study." Journal of Medical Internet Research 22, no. 12 (December 7, 2020): e18767. http://dx.doi.org/10.2196/18767.

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Background Analysis of posts on social media is effective in investigating health information needs for disease management and identifying people’s emotional status related to disease. An ontology is needed for semantic analysis of social media data. Objective This study was performed to develop a cancer ontology with terminology containing consumer terms and to analyze social media data to identify health information needs and emotions related to cancer. Methods A cancer ontology was developed using social media data, collected with a crawler, from online communities and blogs between January 1, 2014 and June 30, 2017 in South Korea. The relative frequencies of posts containing ontology concepts were counted and compared by cancer type. Results The ontology had 9 superclasses, 213 class concepts, and 4061 synonyms. Ontology-driven natural language processing was performed on the text from 754,744 cancer-related posts. Colon, breast, stomach, cervical, lung, liver, pancreatic, and prostate cancer; brain tumors; and leukemia appeared most in these posts. At the superclass level, risk factor was the most frequent, followed by emotions, symptoms, treatments, and dealing with cancer. Conclusions Information needs and emotions differed according to cancer type. The observations of this study could be used to provide tailored information to consumers according to cancer type and care process. Attention should be paid to provision of cancer-related information to not only patients but also their families and the general public seeking information on cancer.

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Tekane, Rethabile, Lynne A. Pilcher, and Marietjie Potgieter. "Blended learning in a second year organic chemistry class: students’ perceptions and preferences of the learning support." Chemistry Education Research and Practice 21, no. 1 (2020): 24–36. http://dx.doi.org/10.1039/c9rp00099b.

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Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students’ perceptions of the learning support; (2) students’ preferences for different types of learning support offered; and (3) students’ suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students’ responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline.

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Đorđević, Danijela, Zoran Pavlović, and Tijana Vesić-Pavlović. "Students' opinions on online classes of English: Possibilities and limitations." Зборник радова Филозофског факултета у Приштини 50, no. 4 (2020): 117–40. http://dx.doi.org/10.5937/zrffp50-27881.

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Online classes are not a brand-new concept in teaching languages. The use of Internet and different applications and platforms in everyday life all probably contributed to recognizing online classes as a convenient way for language teaching. There has been a plethora of research on online classes, their benefits and weaknesses, as well as on students' attitudes towards this type of learning. Since there are many benefits of integrating online materials into language teaching programmes, some language practitioners are eager to use these regularly, whereas some still hesitate and use this type of teaching rarely or not at all. However, the year 2020 forced all university teachers to conduct online classes due to the COVID-19 pandemic, since it was impossible to conduct face-to-face instruction in classroom setting. This opened up new possibilities, but brought about various problems as well. Having all this in mind, this paper aims to show how university students perceived the online classes of English during the declared national state of emergency in Serbia. These particular students attended online English classes at the Faculty of Agriculture, University of Belgrade, in the spring semester of 2020. An extensive, online questionnaire designed for the purposes of the study was used to examine students' opinions on various aspects of online classes, their assessment of important technical, contextual, and psychological factors in the process, as well as their motivation to participate in online classes. The results of the analysis show that the respondents were highly motivated for this type of English language classes. They predominantly positively assessed practically all analyzed aspects of online classes, including the observed equivalence of knowledge acquired in face-to-face and online classes, as well as the equal interactivity of both types of classes. The level of self-assessed digital literacy of respondents was fairly high, which must have helped students to a great extent in successively attending the classes. As for the main advantage of online classes, most respondents stated that they were able to attend classes from home, which saved their time and facilitated communication. They also liked the atmosphere in online language classes. The most commonly stated disadvantage of this type of classes is poor internet connection, followed by the related interruptions of sound and video. The dominant attitude of the respondents was that English classes at the university should be conducted as hybrid courses, which implies that they should be a combination of face-to-face teaching and online classes. Although small-scale, the findings of this pilot research can help pinpoint the weaknesses of online classes, as well as offer useful suggestions aimed at improving them in the future. For instance, since students mostly use their mobile phones to attend online classes, it would be convenient for the class activities to be accessible and manageable through different social media apps. Still, it may be argued that the findings are limited in scope since the study was conducted on the sample of students of only one faculty of the University of Belgrade; additionally, it explored the experience with only one online course these students attended. Therefore, the research may be expanded by exploring the potential of online classes in different subject courses, as well as at other faculties.

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Nuhamara, Yuliana Tamu Ina, Yohbet Hunggujawa, Mayun Erawati Nggaba, Erwin Randjawali, Yuliana S. Eko, and Irna N. Sanit. "Analysis of Student Errors in Relation and Function Materials for Class VIII SMP Negeri Pandawai." Journal of Educational Sciences 6, no. 1 (January 24, 2022): 178. http://dx.doi.org/10.31258/jes.6.1.p.178-187.

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This study has several objectives, obtaining a description of the characteristics of student errors, as well as factors that cause students of class VIII of State Junior High School to make mistakes in the settlement of relationships and functions. This type of research is qualitative descriptive. Class VIII students with a total of 27 people are the research subject. The technique in determining the research subjects is the purposive sampling technique. Data collection with written test techniques, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, and data verification. Validity of data with triangulation of techniques and sources. The results of this study showed that students made 5 types of mistakes made by students on the settlement of relationships and fungi, namely mis-understanding of the concept of 19 students, errors in the use of data of 14 students, errors in interpreting the language of 18 students, technical errors of 26 students, and errors in the conclusion of 21 students. The factors that cause students to make mistakes in solving relationships and functions come from internal and external factors.

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Putra, I. Gusti Ngurah Purnama Adi. "Model Pembelajaran Kooperatif Tipe TGT (Team Game Tournament) dalam Pembelajaran Menulis dan Mengetik Aksara Bali pada Siswa Sekolah Menengah Atas/Kejuruan." Dharma Sastra: Jurnal Penelitian Bahasa dan Sastra Daerah 1, no. 1 (April 21, 2021): 55. http://dx.doi.org/10.25078/ds.v1i1.2335.

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Writing and typing Balinese script is one of the materials in Balinese language which is considered difficult by most students, including high school/vocational high school students who logically repeat only the material they have obtained while sitting in elementary and junior high school. This paper seeks to explore the concept, application, and role of the TGT (Team Game Tournament) type of cooperative learning model in learning to write and type Balinese script in high school / vocational high school students with structural and behaviorism theory supported by content analysis and descriptive analysis methods. The results of the analysis show that the TGT type of cooperative learning model emphasizes on three main points, namely academic tournaments, quiz systems, and individual contributions in groups. In its application, the TGT type of cooperative learning model in learning to write and type Balinese script is able to bring the elements of solid teamwork, exciting games, and competitive academic tournaments into a single unit by using script cards and the application of Bali Simbar Dwijendra. This makes students able to learn while playing, so learning becomes very fun and meaningful for students. Through this learning model, students are trained to build mutual cooperation, sportsmanship, speed, and understand the material well through five main components, namely class presentations, teams, games, tournaments, and team recognition. In line with this, the TGT type of cooperative learning model in learning to type and write Balinese script also has a very important role, namely: creating an atmosphere of Balinese language learning to be fun, fostering a spirit of sporting competition, and strengthening cooperation and a sense of kinship between students.

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Goodnight, Kristina, Rick de Graaff, and Catherine van Beuningen. "Perfect disguises." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 1 (August 15, 2021): 1–27. http://dx.doi.org/10.33178/scenario.15.1.1.

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Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.

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Jasinski, P. J., H. P. Meinzer, C. O. Köhler, and B. Sandblad. "An Approach to Integrate Collections of Images and Relational Databases." Methods of Information in Medicine 27, no. 04 (October 1988): 177–83. http://dx.doi.org/10.1055/s-0038-1635533.

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SummaryThe structure of computer-processed images is described. This is the basis for presenting a method to integrate traditional database concepts and images which represent a certain class of nonformatted, heterogeneous information. The method presented consists of a special, surrogate Image data type and a design of Image Directory, which associates formatted data, raw digital images stored conceptually in the form of a file of variable length, bit string records, and look-up tables. Beside individual and aggregate-oriented retrieval, some tools supporting more sophisticated analyses of images are also suggested. In order to make the description of solutions clear and truly methodological, a basic notion of the relational database technology and a de facto standard query language (SQL) have been applied. The method presented can be used to build various medical applications where images and/or graphics constitute an important fraction of information.

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Agustin, Atalya. "THE ANALYSIS OF ENGLISH LANGUAGE EDUCATION STUDENTS’ TEACHING SKILLS DURING MICROTEACHING: PRODUCT-PROCESS APPROACH IN TEACHING GRAMMAR." Scholaria: Jurnal Pendidikan dan Kebudayaan 7, no. 3 (September 18, 2017): 251. http://dx.doi.org/10.24246/j.scholaria.2017.v7.i3.p251-256.

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Teaching grammar within the context of Second Language Acquisition (SLA) needs both product and process approaches. Microteaching is one of the techniques to prepare students teachers to improve their skills in this area. One of the microteaching lessons in English Language Education Department, Teachers College Universitas Pelita Harapan, is called Planning, Strategy, Assessment, and Learning (PSAL) Grammar. In this class, students are exposed with the nature, principles, and strategy of teaching and learning grammar. Students are planning lessons related to teaching grammar in various grades as well as developing teaching and learning material and instrument for language assessment. Students then put them into practice in the classroom individually. Discussion on the students ‘performances will be conducted after the microteaching session. This research aims to analyze students’ skills in teaching grammar in microteaching class as well as the discussing the strength and challenges arise. The type of the research is a qualitative case study research. The data collection techniques being used are observation, reflective journal, and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing students’ skills in teaching grammar.

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Park, Joseph Sung-Yul. "Figures of personhood: time, space, and affect as heuristics for metapragmatic analysis." International Journal of the Sociology of Language 2021, no. 272 (November 1, 2021): 47–73. http://dx.doi.org/10.1515/ijsl-2020-0096.

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Abstract Figure of personhood, or set of indexicals that are linked with a performable person type, occupies a key role in contemporary metapragmatic analysis. But how can the concept be operationalized so that it can be used to link metapragmatic analysis to critical investigation of the political processes underlying society? In this paper, I suggest that focusing on how figures of personhood in metapragmatic discourse are organized along dimensions of time, space, and affect can serve as valuable heuristics for a critically oriented metapragmatic analysis, as it is those dimensions that highlight the material and political groundedness of figures of personhood. This point is then demonstrated through three sample cases: representations of Koreans as incompetent speakers of English in a commercial advertisement, middle-class Filipino youths’ self-positioning through construction of an undesirable elite figure, and valorization of neoliberal future-readiness in a promotional video for a Singaporean university’s student career center.

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Cojocaru, Cristina. "Teaching Romanian Business Law through the Medium of English." GATR Global Journal of Business Social Sciences Review 7, no. 1 (February 20, 2019): 20–26. http://dx.doi.org/10.35609/gjbssr.2019.7.1(3).

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Objective - The course of Business Law aims to provide students with the basic legal terms and concepts necessary in their economic activity. Teaching law through the English language does not mean translating the course or the laws from Romanian but involves applying interactive methods so that the information is well conveyed and language does not become a barrier in the process of learning. Methodology/Technique - By turning to action research, the aim of the study is to identify students' perception on the relevance of the content and the teaching methodology of the current Business Law course, to identify the key elements of the new Business law course to be designed, employing active learning methodology and designing specific activities to be proposed to students. Findings - Debates or discussions are never absent from class activities, in which I try to engage all students. The lectures are delivered with visual aids, i.e. Power Point program, while the slides are drafted in an enjoyable manner. Novelty - Most recently in Romania, there has been a legislative change which saw the introduction of new fiscal advantages into limited liability companies fulfilling certain requirements (SRL-D), a topic which exceeds the current curriculum. Type of Paper - Empirical. Keywords: Romanian Business Law; Teaching; Law; Students' Perception; Teaching Methodology. JEL Classification: K10, K29.

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Glassman, Jonathon. "The Bondsman's New Clothes: The Contradictory Consciousness of Slave Resistance on the Swahili Coast." Journal of African History 32, no. 2 (July 1991): 277–312. http://dx.doi.org/10.1017/s0021853700025731.

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The most fruitful approaches to the study of slave resistance in the New World have involved examination of the slaves' struggles to create and control institutions of community and kinship in the face of planters' attempts to suppress local social reproduction altogether. Africanists who would attempt similar analysis of rebellious slave consciousness are hampered by the tradition of functionalist anthropology which dominates studies of African culture, especially Miers and Kopytoff's thesis of the integrative nature of African slavery. By contrast, more class-oriented approaches to studies of African slave resistance assume too stark a division between the consciousness of slaves and the consciousness of masters. It is suggested that Gramsci's concepts of hegemony and contradictory popular consciousness can be used to reconcile the cultural sensitivity of the first approach with the concern of the second for issues of domination and struggle. Thus a more nuanced view of slave consciousness might be reached.The case studied involves resistance to the rapid rise of sugar plantations on the northern Tanzania coast in the late nineteenth century. Miers and Kopytoff's model of the ‘reduction of marginality’ is modified to accommodate a process of conflict, as slaves struggled to gain access to institutions of Swahili prestige and citizenship and as their masters struggled to exclude them. Analysis of a large-scale slave rebellion in 1873 reveals that the consciousness of the rebels was couched in the local ‘traditional’ language of a moral economy of patrons and clients. Although this language was expressive of some of the hegemonic ideas of the emergent planter class, it was also openly rebellious. It expressed neither a slave class-consciousness nor simply the ideology of the dominant planter class but was instead a contradictory consciousness of the type that Gramsci discerned in other movements of agrarian rebellion.

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Ovchinnikova, Olga, and Maria Rezunova. "Complex analysis of professional discourse: peculiarities of functionality of argot of French police officers." Филология: научные исследования, no. 1 (January 2020): 153–63. http://dx.doi.org/10.7256/2454-0749.2020.1.28596.

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This article is dedicated to the peculiarities of functionality of argot of French police officers on derivational and semantic levels. The analysis of empirical material determined the key trends of derivation of the reference group, as well as the link between the leading functions of argotic lexicon with selection of ways and sources of harvesting lexical repertoire. It was revealed that in argot of French police officers prevails derivation based on the imagery reconsideration: metaphor allows realizing ludic function of argot, while metonymy is more often used for crypto-alalic purpose. The argot of French police officers also features an active process of borrowing lexemes from other languages; American and British versions of English language serve as the main donors. In the course of research, the author determines the semantic dominants of argot of French police officers: in lexical repertoire prevail the lexemes related to various type of legal violations, which similar to other argots, due to the thematic limitation of lexicon is nonfunctional. In majority of instances, synonymic rows include lexemes with different connotation; however, in some areas, the series is comprised of lexical units allowing to designate differentiation within the concept class. Using particular examples, the article explores other types of wordplay based on polysemy and homophony. It is noted that wordplay on the basis of homophony carries spontaneous character, while other types are more complicated and require certain background knowledge.

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Hariati Sembiring, Mulyadi, and Eddy Setia. "Konsep Nama Kuliner Khas Karo: Kajian Metabahasa Semantik Alami." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 3, no. 3 (October 15, 2020): 64–70. http://dx.doi.org/10.32734/lwsa.v3i3.885.

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Penelitian ini membahas tentang konsep nama kuliner khas Karo dengan kajian metabahasa semantik alami. Hal yang melatar belakangi dilakukan penelitian ini adalah kajian dengan menggunakan teori metabahasa semantik alami pada kelas kata nomina masih sangat minim dikaji oleh para linguis. Secara khusus pada bahasa Karo belum pernah diteliti oleh para linguis. Penelitian ini bertujuan untuk menganalisis konsep nama kuliner khas Karo dalam kaian metabahasa semantik alami. Data penelitian diperoleh dari penutur asli bahasa Karo dengan teknik wawancara. Selanjutnya data dianalisis dengan metode agih. Hasil penelitian menunjukkan bahwa konsep nama kuliner khas Karo dibagi menjadi lima kategorisasi, yakni pertama konsep nama kuliner khas Karo yang digunakan pada pesta perkawinan, kedua konsep nama kliner khas Karo yang digunakan pada pesta tahunan, ketiga konsep nama kuliner khas Karo yang digunakan setelah panen, keempat konsep nama kuliner khas Karo yang digunakan pada acara memasuki rumah baru, dan kelima konsep nama kuliner khas Karo yang digunakan pada acara kematian. Setelah dikategorisasikan data dianalisis dengan teknik parafrase untuk memperlihatkan perbedaan makna yang terdapat pada data tersebut. makna peralatan dapur dibentuk oleh elemen makna asali SESUATU, KARENA, SESEORANG, ADA, dan INGIN. This research discusses the concept of the unique culinary name of Karo with the study of natural semantic metallicasa. The background of this research is the study using natural semantic metallicasa theory in the noun word class is still very minimal studied by linguists. In particular the Karo language has never been studied by linguists. This study aims to analyze the concept of the unique culinary name of Karo in a semantic natural meta-text. The research data were obtained from native speakers of Karo language with interview techniques. Then the data is analyzed by the method of distribution. The results showed that the concept of a typical Karo culinary name was divided into five categorizations, namely the first concept of a typical Karo culinary name used at a wedding, secondly the concept of a Karo-typical clinical name used at an annual party, the three concepts of a Karo-type culinary name used after harvest, the four concepts of Karo distinctive names used in the event entering a new home, and the five concepts of Karo distinctive names used at the death event. After categorizing the data, it is analyzed by paraphrasing techniques to show the different meanings contained in the data. the meaning of kitchen utensils is formed by the original meaning elements SOMETHING, BECAUSE, SOMEONE, THERE, and WANT.

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Kurniawan, Rio, and Kartini Kartini. "Peningkatan Kemampuan Menulis Menggunakan Metode Sugestopedia pada Mahasiswa Program Studi Pendidikan Bahasa Indonesia Fakultas Keguruan dan Ilmu Pendidikan Universitas Bengkulu." ESTETIK : Jurnal Bahasa Indonesia 2, no. 1 (June 3, 2019): 33. http://dx.doi.org/10.29240/estetik.v2i01.892.

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Abstract: The Purpose of this study was to improve the writing skills of class A students of the Indonesian Language Study Program FKIP Bengkulu University: Suggestopedia method is a strategy that has the main principle, namely, suggestions that can influence the result of learning situasion, both positively and negatively, by comfortably occupying students, setting up baground music in class during lessons, increasing individual participation, using posters to member big impressions while highligting information. This study uses a qualitative approach with descriptive methods. Descriptively use to describe the learning conditons. This type of research is classroom action research. this research was conducted in two cycles. The Research procedure used was the Arikunto Model class action research procedure, namely by conducting several steps of research which included (1) action planning, (2) action implementation, (3) observation, (4) reflection. The source of this research data comes from the results of the first cycle and second cycle research. Data analysis was done by(1) collecting data and student work in the form of writing speech concepts in public, (2) evaluating student data and performances, (3) making conclusions. Based on the result of the study obtained result; the first cycle can be concluded, there is still a distance between the theme and the substance of the explanation about the contents of the concept of student writing, so that the idea seem not well organized. Cycle II learning activities themes have been interrelated with explanatory substances and the ideas have been neatly arranged fiber aspects of imagination that have been used have increased.Keyword: Sugesstopedia

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Zepeda, Juan Carlos, and Melvin Alexander Cantarero. "The gamification of philosophy for meaningful learning in higher education." Innovare: Revista de ciencia y tecnología 10, no. 3 (December 15, 2021): 162–71. http://dx.doi.org/10.5377/innovare.v10i3.12986.

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Introduction. With the impact of the COVID-19 pandemic, higher education institutions had to become more dynamic, to transform the face-to-face course in its traditional model towards an online course or distance mode, without changing the student-centered pedagogical model. This article documents the gamification of the philosophy course to get meaningful learning proposed by David Ausubel. Presentation of experience. It is implemented from a game program where the user interacts and plays while learning about the concepts found in each of the levels of the game. The software was developed using the Programming language (high level) C ++ version C ++ 17, using Visual Studio 2019 as an integrated development environment “IDE” in the epistemological unit of the philosophy class. Discussion. To implement the gamification of philosophy, collaboration between the engineering faculty with the Programming Lab III class and the administrative and social sciences faculty with the General Philosophy class is required. Conclusion. The gamification of a course implemented in tele-teaching contributes to meaningful student learning. Collaboration between faculties favors the interdisciplinarity of the teaching-learning process. A student-centered type of teaching arouses greater assimilation and interest, as the student transitions from a passive role to a leading role. The students show greater interest and importance of the pedagogical space, such as the development of competences, among others, the capacity for analysis and critical thinking.

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Krisna Dewi, Desak Ayu, I. Nengah Sudipa, and Ni Wayan Sukarini. "THE TRANSLATION OF STATE VERBS IN GONE WITH THE WIND INTO LALU BERSAMA ANGIN : NATURAL SEMANTIC METALANGUAGE APPROACH." KULTURISTIK: Jurnal Bahasa dan Budaya 3, no. 1 (January 18, 2019): 54. http://dx.doi.org/10.22225/kulturistik.3.1.940.

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This writing aims to reveal what translation techniques are applied in translating state verbs and. to analyze how meanings are retained from source language text to target language text in the novel. It is also highlights the correlation between translation and semantic primes studies. The data focuses on the translation of state verbs taken from the novel Gone with the Wind into Lalu Bersama Angin written by Margareth Mitchell by applying the Natural Semantic Metalanguage approach. This study used a qualitative method means the data are collected by observation and note taking process. There are two main theories applied in this study they are the theory of the Natural Semantic Metalanguage (NSM) and the theory of translation techniques. NSM is used for a term of reference to break the concept or word down by using a small collection of semantic primes in order to make the differences clear among the meanings of state verbs in the form of paraphrases. The theory of translation techniques by Molina and Albir (2002) is applied in order to discuss the techniques of translation used in state verb lexicon. The result found literal translation is dominating the translation technique that indicates the direct transfer SL text word per word. There is also found translation by applying transposition involved the changes in word class. Another techniques found are modulation technique which change the point of view and discursive creation which deal with establishing a temporary equivalence that is totally unpredictable out of context and the last translation technique found: particularization technique. The findings of the meaning retained from SL text into TL text are based on the subtype of state verb and explicated comprehensively using NSM approach. The categorization of state verb including type of cognition (e.g believing), type of know (e.g remember), type of feel (e.g loved), type of see (e.g stared), type of want (e.g anxious to get). There is also found several phenomena caused by the translation process. The change of intensity of state verb is the one from a higher intensity of meaning to a lower in accordance with the context such as from SL text stared into TL text menatap. The change of type of state verb also found; from type of feel into the type of want such as anxious into menginginkan.

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Anggraini, Suci, Titin Untari, and Baiq Desi Milandari. "KEMAMPUAN MEMBUAT PETA KONSEP ALUR DARI BUKU FIKSI DAN NON FIKSI SISWA VIII SMP." Jurnal Ilmiah Telaah 4, no. 2 (October 29, 2019): 45. http://dx.doi.org/10.31764/telaah.v4i2.1227.

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Abstrak: Keterampilan berbahasa yang paling kompleks adalah keterampilan menulis. Dikatakan kompleks, karena keterampilan menulis menuntut penulis untuk dapat menyusun dan mengorganisasikan isi tulisan serta menuangkan gagasan, perasaan, dalam bentuk bahasa tulis untuk tujuan memberi tahu, meyakinkan dan menghibur para pembaca. Penelitian ini bertujuan untuk mendeskripsikan kemampuan membuat peta konsep alur dari buku fiksi dan non fiksi. Jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. Subjek dalam penelitian ini adalah siswa kelas VIII 3 SMP yang berjumlah 33 orang.Metode pengumpulan data yang digunakan dalam penelitian ini yaitu, metode observasi, metode tugas, dan metode dokumentasi.Teknik analisis data menggunakan rumus Penilaian Acuan Patokan (PAP) dengan menentukan kemampuan individu dan kelompok. Berdasarkan hasil penelitian ini, dapat disimpulkan kemampuan membuat peta konsep alur dari buku fiksi dan nonfiksi bahwa kemampuan individu peserta didik yakni, 1) Kelompok berkemampuan tinggi 31 siswa (94%), kelompok berkemampuan sedang 2 siswa (6%), dan kelompok berkemampuan rendah tidak ada (0%). 2) Kemampuan kelompok siswa atau Indeks Prestasi Kumulatif (IPK) dengan nilai 80.78 berada pada kategori tinggi dengan rentang skor 70.5-89. Abstract: The most complex language skills are writing skills. Said to be complex, because writing skills require writers to be able to compile and organize the contents of writing and pour ideas, feelings, in the form of written language for the purpose of informing, convincing and entertaining readers. This study aims to describe the ability to make flow map concepts from fiction and non-fiction books. This type of research is a quantitative descriptive study. The subjects in this study were students of class VIII with 33 people. Data collection methods used in this study are, observation methods, task methods, and documentation methods. Data analysis techniques used the Benchmark Reference Assessment (PAP) formula by determining individual and group abilities. Based on the results of this study, it can be concluded the ability to make flow map concepts from fiction and nonfiction books for class VIII students that the individual abilities of students namely, 1) High-ability groups of 31 students (94%), capable groups moderate 2 students (6%), and low-ability groups are absent (0%). 2) The ability of a student group or Grade Point Average (GPA) with a value of 80.78 is in the high category with a score range of 70.5-89.

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Mirkin, Philip Joshua, Rinelle Evans, and Johan Ferreira. "The arts in science? Using poetry to teach Chemistry in Grade 9." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1801.

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Modern science education the world over deliberately remains in the objective, rational, positivist paradigm. In South African classrooms, this paradigm is often alienating for young learners who then stop learning science at the end of Grade 9. Literature indicates that an arts-rich education improves learner engagement, attitudes and test scores, as evidenced by science Nobel laureates who engage more with the arts than other scientists. The research reported in this study involved the presentation of a lesson on acids and bases to 222 Grade 9 learners in 4 schools in the greater Tshwane region to establish whether their interest levels in the subject would improve when using a poem and video that characterise, describe and demonstrate scientific concepts. An in-class intervention of 40 minutes was used with identical Likert-scale, pre and post-tests analysed using the Wilcoxon and t-test. The results showed that the arts-rich lesson engaged learners in a manner which holistically improved their interest levels. The results were independent of gender, home language and the type of large, urban, government school that they attended. The results were not significant for the small, semi-rural, private school research site.

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Polishchuk, Aleksandr P., and Sergei A. Semerikov. "Concept of the course "Numerical methods in object methodology"." Conference on Computer Simulation and Information Technology in Education (KMITO 1999) 1 (January 1, 2022): 01003. http://dx.doi.org/10.55056/cs-ssh/1/01003.

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The tasks for which computers were created - routine calculations of an industrial, scientific and military nature - required the creation of a whole class of new methods focused not on manual but on machine calculations. The first programming languages did not have convenient means for reflecting such objects often used in computational mathematics as matrices, vectors, polynomials, etc. Further development of programming languages followed the path of embedding mathematical objects into languages as data types, which led to their complication. So, for example, an attempt to make a universal language Ada, in which there are even such data types as dictionaries and queues, led to the fact that the number of keywords in it exceeded 350, making it almost unusable for learning and use. The compromise solution between these two extremes can be the following: let the programmer himself create the data types that he needs in his professional work. Programming languages that implement this approach are called object-oriented. This, on the one hand, makes it possible to make the language quite easy by reducing the number of keywords, and on the other, expandable, adapting to specific tasks by introducing keywords for creating and using new data types.

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Vulić, Ivan, Daniela Gerz, Douwe Kiela, Felix Hill, and Anna Korhonen. "HyperLex: A Large-Scale Evaluation of Graded Lexical Entailment." Computational Linguistics 43, no. 4 (December 2017): 781–835. http://dx.doi.org/10.1162/coli_a_00301.

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We introduce HyperLex—a data set and evaluation resource that quantifies the extent of the semantic category membership, that is, type-of relation, also known as hyponymy–hypernymy or lexical entailment (LE) relation between 2,616 concept pairs. Cognitive psychology research has established that typicality and category/class membership are computed in human semantic memory as a gradual rather than binary relation. Nevertheless, most NLP research and existing large-scale inventories of concept category membership (WordNet, DBPedia, etc.) treat category membership and LE as binary. To address this, we asked hundreds of native English speakers to indicate typicality and strength of category membership between a diverse range of concept pairs on a crowdsourcing platform. Our results confirm that category membership and LE are indeed more gradual than binary. We then compare these human judgments with the predictions of automatic systems, which reveals a huge gap between human performance and state-of-the-art LE, distributional and representation learning models, and substantial differences between the models themselves. We discuss a pathway for improving semantic models to overcome this discrepancy, and indicate future application areas for improved graded LE systems.

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Faulkner, Alex. "Law’s performativities: Shaping the emergence of regenerative medicine through European Union legislation." Social Studies of Science 42, no. 5 (June 12, 2012): 753–74. http://dx.doi.org/10.1177/0306312712446694.

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The paper undertakes a textual and documentary analysis of the Advanced Therapy Medicinal Products Regulation, which was passed into law in the European Union (EU) in 2007. This law is significant for the development of regenerative medicine in the EU and globally. Regulatory texts such as this one provide significant material for addressing key concerns in recent theorising about innovative technologies in socio-legal studies, innovation studies, and science and technology studies. These concerns include expectations about future technologies and economic sector-building. By revisiting philosopher J.L. Austin’s well-known work on How to Do Things with Words, this paper deploys his concepts of performative utterances to inform its analysis. Pursuing Austin’s and later commentators’ analysis of performatives in language use, and drawing on Lindsay Prior’s application of actor-network theory to documents, the analysis shows two different types of performativity at work in and through the document. These are termed ‘generative’ and ‘enactive’ performativity. The ‘enactive’ type includes ‘legislative’ and ‘social’ forms. In addition, a more conventional content analysis reveals a range of actions, both legislative and discursive, in the regulatory document. The analysis shows a tension between standardisation and imprecision in the conceptual detailing of the document. Legislative texts produced through established politico-legal conventions are a special class of document that should be accorded a more prominent place in understanding the role of political governance processes in shaping emergent technoscientific fields and sectors.

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Barbantan, Ioana, Mihaela Porumb, Camelia Lemnaru, and Rodica Potolea. "Feature Engineered Relation Extraction – Medical Documents Setting." International Journal of Web Information Systems 12, no. 3 (August 15, 2016): 336–58. http://dx.doi.org/10.1108/ijwis-03-2016-0015.

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Purpose Improving healthcare services by developing assistive technologies includes both the health aid devices and the analysis of the data collected by them. The acquired data modeled as a knowledge base give more insight into each patient’s health status and needs. Therefore, the ultimate goal of a health-care system is obtaining recommendations provided by an assistive decision support system using such knowledge base, benefiting the patients, the physicians and the healthcare industry. This paper aims to define the knowledge flow for a medical assistive decision support system by structuring raw medical data and leveraging the knowledge contained in the data proposing solutions for efficient data search, medical investigation or diagnosis and medication prediction and relationship identification. Design/methodology/approach The solution this paper proposes for implementing a medical assistive decision support system can analyze any type of unstructured medical documents which are processed by applying Natural Language Processing (NLP) tasks followed by semantic analysis, leading to the medical concept identification, thus imposing a structure on the input documents. The structured information is filtered and classified such that custom decisions regarding patients’ health status can be made. The current research focuses on identifying the relationships between medical concepts as defined by the REMed (Relation Extraction from Medical documents) solution that aims at finding the patterns that lead to the classification of concept pairs into concept-to-concept relations. Findings This paper proposed the REMed solution expressed as a multi-class classification problem tackled using the support vector machine classifier. Experimentally, this paper determined the most appropriate setup for the multi-class classification problem which is a combination of lexical, context, syntactic and grammatical features, as each feature category is good at representing particular relations, but not all. The best results we obtained are expressed as F1-measure of 74.9 per cent which is 1.4 per cent better than the results reported by similar systems. Research limitations/implications The difficulty to discriminate between TrIP and TrAP relations revolves around the hierarchical relationship between the two classes as TrIP is a particular type (an instance) of TrAP. The intuition behind this behavior was that the classifier cannot discern the correct relations because of the bias toward the majority classes. The analysis was conducted by using only sentences from electronic health record that contain at least two medical concepts. This limitation was introduced by the availability of the annotated data with reported results, as relations were defined at sentence level. Originality/value The originality of the proposed solution lies in the methodology to extract valuable information from the medical records via semantic searches; concept-to-concept relation identification; and recommendations for diagnosis, treatment and further investigations. The REMed solution introduces a learning-based approach for the automatic discovery of relations between medical concepts. We propose an original list of features: lexical – 3, context – 6, grammatical – 4 and syntactic – 4. The similarity feature introduced in this paper has a significant influence on the classification, and, to the best of the authors’ knowledge, it has not been used as feature in similar solutions.

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Jędrzejewska-Pyszczak, Katarzyna. "The Figurative Dimension of Welsh Nicknaming in the Light of the Great Chain of Being." Studia Celto-Slavica 6 (2012): 75–90. http://dx.doi.org/10.54586/ovbl5249.

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The present paper is concerned with tracing instances of figurative language among Welsh nickname formations. Selected nicknames are examined from the point of view of 1) the underlying metaphorical mapping in line with the class-inclusion approach (Glucksberg and Keysar 1990) according to which the source of a metaphor functions as a prototypical member of an ad hoc created superordinate category that also encompasses the target, and 2) a given metonymic model. Subsequently, an attempt is made at a classification of the investigated Welsh nicknaming patterns in relation to the concept of the Great Chain of Being, i.e. a universal hierarchy of life forms. Out of the three main principles of the Great Chain of Being, special reference will be made to the principle of linear gradation, which assumes a scale from the lowest type(s) of existence to the highest form.

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Nieto Espinosa, Estefanía. "La dramatización como recurso en la enseñanza de la Lengua castellana y su literatura | The drama as a resource in the teaching of Spanish language and its literature." ESPIRAL. CUADERNOS DEL PROFESORADO 11, no. 23 (September 28, 2018): 87. http://dx.doi.org/10.25115/ecp.v12i23.2113.

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En nuestros días, la existencia de recursos sobre dramatización como herramienta educativa es escasa. De este modo, el presente trabajo permite identificar el grado de conocimiento sobre el concepto de dramatización en el alumnado de Educación Secundaria, además de la relación teatro-vida cotidiana y la percepción que tiene este alumnado acerca del uso de la dramatización como recurso didáctico en el área de Lengua y Literatura. Para ello, se ha llevado a cabo un estudio ex post-facto de carácter transversal mediante un cuestionario ad-hoc de 21 ítems, sobre una muestra de 88 alumnos de Educación Secundaria Obligatoria. A la luz de los resultados obtenidos, hemos observado que los discentes tienen un alto grado de conocimiento en cuanto al concepto de dramatización, así como también una elevada percepción de esta como recurso didáctico en el aula. Sin embargo, la vinculación de las actividades dramáticas con la vida diaria del alumnado es bastante deficiente. Por tanto, promover la realización de este tipo de actividades en el aula favorecería la participación en ellas. ABSTRACT:At present, there are not many resources that would help us to use drama as an educational tool. Thus, this paper examines how aware secondary school students are of the drama concept, the relationship between theatre and everyday life as well as the perception of the use of drama as a teaching resource in the area of language and literature. With this purpose some research has been carried out. The procedure includes an ex post-facto transverse character test through a questionnaire ad-hoc consisting of 21 items. 88 compulsory secondary education students have participated in the survey. In the results, we have observed that the learners have a high level of knowledge regarding the concept of drama, as well as a high perception of this as a teaching resource in the classroom. However, the link of dramatic activities with the daily life of students seems quite poor. As a conclusion, motivating the practice of this type of activities in class would encourage them to take part in these types of activities.

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CALABRESE, ANTONIO, FRANCESCO MELE, ANTONIO SORGENTE, OLIVIERO TALAMO, and CARLO COPPOLA. "THREE CONCEPTUAL LEVELS FOR THE ARTIFACTS DESIGN." International Journal of Pattern Recognition and Artificial Intelligence 22, no. 05 (August 2008): 1059–72. http://dx.doi.org/10.1142/s0218001408006636.

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In this paper we present a theoretical framework for the formalization of design methodologies of artifacts, in which we distinguish three levels: the design strategies level, the artifacts representation level, and the level of graphics systems for 3D rendering. This work proposes both a formal apparatus for the definition of design strategies, considered as processes operating on representations of artefacts, and provides a methodological contribution to the building of knowledge-based aid design systems. The key idea of the paper is that, independently of the design type, it is essential to separate the level of design strategy from that of artifact representation and to connect them through appropriate translation rules. The strategy level is a "meta"-level with respect to the representation level. Therefore when we formalize a strategy, we must represent it through a language of greater order than the one used in formalizing the artifact representation. In this paper we present a formalization of some typical design strategies classes for every-day artifact in which an artifact is represented as a class of a formal ontology. Though the methodological and formal apparatus presented has been defined for the generative design operating method, we think that the concepts here exposed apply also to other architectural design approaches.

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Vivanco Cervero, Verónica, Ana María Martín Castillejos, and Javier Ángel Ramírez Masferrer. "The influence of humanities on the teaching of technical vocabulary = La influencia de las humanidades en la enseñanza del vocabulario técnico." Advances in Building Education 1, no. 3 (December 31, 2017): 53. http://dx.doi.org/10.20868/abe.2017.3.3669.

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AbstractA part of research in education is related to innovation. This means trying to create new approaches or teaching techniques to the object or process being taught. It has always being said that there is a gap between science/technology and arts/humanities. For this reason, this paper tries to show some examples of how to link and apply these branches of knowledge among them, as part of an innovative and creative teaching/learning process. As lexis and languages apply to everything, because all the objects and concepts need significant to express their significations, the terms of study are coupled in Spanish/English pairs. This way, students can learn vocabulary through contrast, comparison and semantic connections which trace the evolution of meanings. The complement of visuals and images helps capture the attention of students who can see the language class as a complete mosaic that links humanistic and technical knowledge. Both similarities and differences may act as a mental trigger to store vocabulary in the memory. The study has focused three war terms such as bayoneta/bayonet, bazuca/bazooka and cañón/cannon to see what type of historical, musical or cultural implications could make students preserve the meaning of these words in their mental reservoir. In addition, the complement of visuals and images helps capture the attention of students who can see the language class as a more complete approximation to knowledge. This approach to teaching tries to capture attention in a way that makes students not forget the contents of the class in their long-term memory.ResumenUna parte de la investigación en educación se relaciona con la investigación. Lo anterior implica que se han de intentar crear nuevos enfoques o métodos de enseñanza para el objeto o proceso que se estudia. Siempre se ha dicho que hay un hueco entre la ciencia y la tecnología, por un lado, y, las humanidades, por otro. Por tal motivo, este artículo intenta mostrar algunos ejemplos de cómo unir y aplicar ambas ramas de conocimiento, como parte de un proceso de enseñanza-aprendizaje innovador y creativo. Como el léxico de todos los idiomas se aplica a todo, porque todos los objetos necesitan significantes para expresar sus significados, los términos de estudio se agrupan en pares inglés-español. De este modo los estudiantes pueden aprender vocabulario por medio del contraste, la comparación y las conexiones semánticas, que rastrean la evolución de los significados. El complemento de imágenes ayuda a capturar la atención de los alumnos, que pueden percibir la clase de idiomas como un mosaico completo que enlaza el conocimiento técnico con el humanista. Tanto las similitudes como las diferencias pueden actuar como un desencadenante mental para almacenar el vocabulario en la memoria. El estudio ha enfocado tres términos de guerra, bayoneta/bayonet, bazuca/bazooka y cañón/cannon, para comprobar qué tipo de implicaciones históricas, musicales o culturales pueden salvaguardar el significado de estas palabras en su baúl mental. Además, el complemento visual ayuda a atrapar la atención de los estudiantes, quienes pueden ver la clase de idiomas como una aproximación más completa al conocimiento. Este enfoque de la enseñanza intenta atrapar la atención de los alumnos de modo que los contenidos de la clase queden alojados en su memoria a largo plazo.

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DeNapoli, Antoinette. "Earning God through the “One-Hundred Rupee Note”: Nirguṇa Bhakti and Religious Experience among Hindu Renouncers in North India". Religions 9, № 12 (11 грудня 2018): 408. http://dx.doi.org/10.3390/rel9120408.

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This article examines the everyday religious phenomenon of nirguṇa bhakti as it is experienced by Hindu renouncers (sādhus) in North India. As an Indian language concept, nirguṇa bhakti characterizes a type of devotion (bhakti) that is expressed in relation to a divinity who is said to be without (nir) the worldly characteristics and attributes of sex and gender, name and form, race and ethnicity, class and caste. Although bhakti requires a relationship between the devotee and the deity, the nirguṇa kind transcends the boundaries of relational experience, dissolving concepts of “self” and “other”, and, in effect, accentuating the experience of union in the divine absolute. In comparison to saguṇa bhakti (devotion to a deity with attributes), nirguṇa bhakti is considered to be difficult to realize in human birth. Yet, the poetry, songs, and practices of uncommon humans who have not only left behind social norms, but also, devoting their lives to the worship of the divine, achieved forms of divine realization, people like the mystics, saints and sādhus of Hindu traditions, laud the liberating power and insights of nirguṇa bhakti. The Hindu sādhus featured in this article describe their experiences of nirguṇa bhakti through the use of the idiom of a “one-hundred rupee note” to distinguish its superior value and, as significantly, to indicate that humans “earn” God (Brahman) through the practice of nirguṇa devotion. As a “precious” spiritual asset on the path of liberation, nirguṇa bhakti establishes the religious authority and authenticity of sādhus, while setting them apart from other sādhus and holy figures in a vibrant North Indian religious landscape.

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Lima, R. M., K. G. Barreto, L. G. Silva, and V. S. Marcelino. "Dyslipidemias as generating issue in Biochemistry classes." Revista de Ensino de Bioquímica 13 (August 24, 2015): 21. http://dx.doi.org/10.16923/reb.v13i2.589.

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The traditional didactic model is based on the transmission of the teacher's encyclopedic knowledge. In this model, the teaching of Science aims at the transmission of dominant values, regarded as absolute truths. The teacher is seen is an expert on scientific contents who transmits them to students without motivating them, and without taking into consideration their previous ideas and life experience. This model contributes to the formation of professionals who accept those values uncritically. An effective approach to break up this traditional teaching model in Biochemistry is the use of a generating issue. A Generating Issue is the starting point to the knowledge construction process which, in turn, replaces traditional models. Thus, this study aimed at developing a lesson for a 12th grade class at IF Fluminense on the following content: alcohol, carboxylic acid, ester, and esterification reaction, using dyslipidemias as the Generating Issue. To verify the value of such methodology in Biochemistry classroom, data was collected by applying a questionnaire and images with texts produced by students. In addition, they had a class based on the methodology known as Three Pedagogical Moments, proposed by Delizoicov et al. (2007). Several didactic resources designed by the authors were used, such as slide presentation, tridimensional molecular models, and a roulette game named “Bioquimicados”, based on the Facebook game “Perguntados” ("Trivia Crack"). After this, students developed more grounded scientific concepts, making use of terms common in scientific language. This suggests that the use of the Generating Issue in a lesson based on problematization, and supported by a ludic activity, provided a meaningful contribution to improve the students' understanding of the scientific content. This type of non-traditional class promotes greater student motivation, resulting in meaningful learning.

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Abidah, Sausan Dina, and Yuliani Yuliani. "The Validity and Practicality of Student Worksheet Based on Guided Discovery to Practice Integrated Science Process Skills in Class XII Enzyme Submaterials." Berkala Ilmiah Pendidikan Biologi (BioEdu) 9, no. 3 (September 30, 2020): 422–32. http://dx.doi.org/10.26740/bioedu.v9n3.p422-432.

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Science process skills are overall scientific skills that can be used to find a concept or theory. One method to train the learning process of students is through the guided discovery learning method. Guided discovery-based learning can be applied using student worksheet which is oriented towards scientific discovery activities. This study was designed to produce valid and practical student worksheet based on guided discovery to train integrated science process skills in Enzyme Sub materials. The study was conducted in October 2019 to March 2020 in the Biology Department, Faculty of Mathematics and Natural Science, State University of Surabaya. The type of this research is development research using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). At the time of analysis, it is done by analyzing the curriculum, students, concepts, and assignments. The design stage is completed with designing the student worksheet which is adapted to the syntax of the guided discovery. Further development (including) development, review, and revision, as well as validation of the student worksheet. Later the evaluation (Evaluation) of the validation results will be analyzed and evaluated. Validity is the feasibility of student worksheet which is determined by three validators given by lecturers of materials, education teachers, and high school biology teachers. The validity of the student worksheet was reviewed in terms of content validity, presentation, language, the suitability of the guided discovery method, and integrated science process skills. The method used in this study is the questionnaire method, validation method, and readability test. The instruments used were validation sheets and readability test sheets. Data analysis in the form of descriptive qualitative. The results showed that the guided discovery student worksheet was declared empirically feasible for use in XII high school students, and was declared valid with an average score of validation results of 3.81 with a very valid category and can be used in the learning process. Keywords: student worksheet validity, guided discovery, integrated science process skills, enzyme.

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Rvachev, V. L., and T. I. Sheiko. "R-Functions in Boundary Value Problems in Mechanics." Applied Mechanics Reviews 48, no. 4 (April 1, 1995): 151–88. http://dx.doi.org/10.1115/1.3005099.

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Described are the concepts and applications of the R-functions theory in continuum mechanics boundary value problems which model fields of different physical natures. With R-functions there appears the possibility of creating a constructive mathematical tool which incorporates the capabilities of classical continuous analysis and logic algebra. This allows one to overcome the main obstacle which hinders the use of variational methods when solving boundary value problems in domains of complex shape with complex boundary conditions, this obstacle being connected with the construction of so-called coordinate sequences. In contrast to widely used methods of the network type (finite difference, finite and boundary elements), in the R-functions method all the geometric information present in the boundary value problem statement is reduced to analytical form, which allows one to search for a solution in the form of formulae called solution structures containing some indefinite functional components. A method of constructing solution structures satisfying the required conditions of completeness has been developed. The structural formulae include the left-hand sides of the normalized equations of the boundaries of the domains or their regions being considered, thus allowing one to change the solution structure expeditiously when changing the geometric shape. Given in the work is a definition of the basic class of R-functions, solution with their help of the inverse problem of analytical geometry (construction of equations of specified configurations); generalization of the Taylor-Hermite formulae for functional spaces in which points are represented by lines and surfaces; and construction of solution structures of some types of boundary value problems. Shown are the solutions of a number of concrete problems in these application fields with the use of the RL language and POLYE system.

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Adewusi, Michael Adelani, Silas Eniola Egbowon, Ife Abodunrin, and Kunle Rahman. "The Combined Culturo-Techno-Contextual Approach (CTCA) and Peer-Led Team Learning (PLTL) Strategies to Teaching and Learning Machine Language in Secondary Schools in Breaking Its Difficulty." Advances in Multidisciplinary and scientific Research Journal Publication 29 (December 15, 2021): 141–54. http://dx.doi.org/10.22624/aims/abmic2021-v2-p11.

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There have been several efforts and interventions through research and workshops to introduce novel interventions in teaching and learning strategies by science educators around the globe. And countless numbers of strategies to improve academic performance had been introduced in the learning environment. However, many factors could be linked to different academic achievement and attitude to teaching and learning. Therefore, this study was conducted to investigate if the use of Culturo-Techno- Contextual Approach (CTCA), a learning strategy that incorporate the use of cultural knowledge (indigenous knowledge), component of contextual drawing from the immediate environment to illustrate teaching, and the component of technology to better strengthen learning. And the Peer-Led Team Learning (PLTL), a strategy involving peer learning method interventions to enhance the academic achievement and attitude of students in senior school in machine language. Why machine language? It is a concept in the Nigeria computer studies curriculum that students find difficult to learning. It is hypothesized that there is no statistically significances difference in i) effects of class stream (science, commercial, and arts) in achievement and attitude, and ii) in school type (private and public) in achievement and attitude when taught using the two strategies to teaching and learning machine language in secondary school. The research design was quasi-experimental (a pre-test post-test nonequivalent group) design. A total of 207 computer studies students in senior secondary year two (SS2) comprising 106 females and 101 males participated in the study. The instrument used to gather data was the machine language attitudes questionnaire (MLAQ) and machine language achievement test (MLAT) which had a reliability coefficient of 0.65. There are two experimental groups and they were taught separately with CTCA and PLTL while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using mancova since the participants were not randomly assigned to the groups. When CTCA is used, students are required to (a) draw on their topicrelevant indigenous (cultural) knowledge; (b) use technology to seek pre-lesson knowledge of the topic to be taught; (c) work in groups to share knowledge gleaned from their socio-cultural interactions and webbased resources; and (d) draw on their prior knowledge of the topic when used. While the PLTL is based on social dimension, scientific learning discovery, and optimal learning which is active engagement by the students. The study found no statistically significant effect of class stream of students on achievement and attitudes of students when taught using CTCA, PLTL or lecture method [F (2, 202) = 0.20; p > 0.05] and on attitude [F (2, 202) = 2.13; p > 0.05]. While there was a significant difference in machine learning achievement of students taught using CTCA, PLTL, and the Lecture method [F (1, 203) = 4.34; p < .05] and a significant different in school type in machine learning attitude of students taught using CTCA, PLTL, and the Lecture method. [F (1, 203) = 5.82; p < .05]. Hence, the study concluded that educators are encouraged to use the CTCA and PLTL and they could capitalise on the assets of the CTCA and PLTL in demonstrating how it could be employed as a pedagogical design for enhancing the achievement and attitude of students in computer studies and other subjects which are offered at the senior secondary schools. The strategies will help both teachers and students to gain respect for local activities and culture, its wisdom and ethics and appreciate indigenous science and technology and appreciate the use of local resources more thereby enhancing sustainability and it will encourage collaboration among students thereby leading to better academic achievement and attitude. Keyword: Culturo-Techno-Contextual Approach (CTCA); Peer-Led Team Learning (PLTL); Machine Language; Collaborative.

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Heggart, Keith, Rick Flowers, Nina Burridge, and James Arvanitakis. "Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy." Global Studies of Childhood 8, no. 4 (December 2018): 355–67. http://dx.doi.org/10.1177/2043610618814846.

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Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective ‘justice’ does the same work as ‘critical’ in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world.

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Статті в журналах з теми "Concepts of type (class) of language and type in language"

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