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Ottoman Endorsements of Printing in 18th‑Century Istanbul
Full text linkThis chapter analyses Ottoman attitudes towards printing and argues that at the beginning of the 18th century there was still considerable mistrusts towards this novel technology, coming especially from religious circles
Williams College Museum of Art Collection Explorer
Full text linkThe Williams College Museum of Art Collection Explorer is a simple, open-access platform featuring a fluid desktop browsing experience that connects art objects with interdisciplinary programs at Williams College
İbrahim Müteferrika and the Ottoman Intellectual Culture in the Early 18th Century: a Transcultural Perspective
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Patriarchal Blood Rituals and the Vampire Archetype
No full textCorrespondences can be identified between (on the one hand) androcentric cosmogonies, ancestral misogyny and tribal blood rituals, and (on the other) the classical paradigm of vampirism, especially in its literary and on-screen flowering. Specifically, the initiatory culture-hero and the archetypal vampire both confer a haematologically-mediated rebirth, via an ancient male, into an intrinsically masculine eternity. Such parallels could account for the success of the senior male vampire as an enduring archetype in the popular imagination. IMPORTANT: Please read the Culturally Sensitive Material warning (beneath the Keywords section on the title page) to inform your decision on whether or not to read the article
IMPROVING THE NUMERACY LEVEL OF GRADE FIVE LEARNERS THROUGH PROJECT MATH-YAGA
Full text linkLearners suffered learning loss in mathematics due to education disruptions caused by the COVID-19 pandemic. To address these challenges, the researcher conducted a study aimed to determine the effectiveness of Project MATH-YAGA (Yielding Authentic Results through Games and Activities) in improving the numeracy level of Grade 5 learners of Lual Elementary School. The study utilized the pre-experimental one-group pre-test-post-test design using universal sampling. Respondents of the study were 37 grade five learners. A 40-item validated researcher-made test instrument was utilized as a tool for data gathering. The mean and t-test dependent sample were utilized for data analysis using MS Excel Data Analysis Toolpak. The results of the study revealed that there were 21 or 56.76% non-numerates and 16 or 43.24% emergent learners during the pre-test with a mean of 10.24 and standard deviation of 3.15. After the implementation of Project MATH-YAGA for 10 months, the post-test was administered. It has a mean of 23.59 and a standard deviation of 7.14. The results denote that the average performance of the class increased. Only 1 or 2.70% were non-numerate, 9 or 24.32% were Emergent, 21 or 56.76% were Average Numerates, and 6 or 16.22% were Above Average. There is a significant difference in the numeracy level before and after the implementation of Project MATH-YAGA, which signifies an increase of 13.35 in the average score from the pre-test to post-test. The results proved the effectiveness of games and activities in improving the numeracy level of learners
EFFECTIVENESS OF THAT.QUIZ ON EXAM PERFORMANCE AND STUDENT ENGAGEMENT: BASIS FOR IMPLEMENTING INTERACTIVE LEARNING STRATEGIES
Full text linkThe research titled "Effectiveness of That.quiz on Exam Performance and Student Engagement: Basis for Implementing Interactive Learning Strategies" conducted at Full Bright College, Palawan, Philippines, aims to assess the impact of That.quiz on the engagement and academic performance of second-year Criminology students. Employing a quantitative research design, a survey was conducted among 30 participants using random sampling techniques to explore their preferences and experiences with That.quiz in comparison to traditional face-to-face methods. The findings of the study reveal a high level of student engagement (weighted mean = 3.85) and above-average academic performance (weighted mean = 4.21) when That.quiz is employed. However, a comparative analysis with face-to-face methods indicates a higher mean score of 31.03 for the traditional approach, implying its sustained efficacy. Noteworthy is the rejection of the null hypothesis (Ho), indicating a substantial difference in exam performance and affirming the positive impact of incorporating That.quiz into the learning process. This conclusion, drawn at a 5% level of significance, underscores the transformative potential of technology-enhanced quizzes on student academic achievements. The research design encompassed survey administration, and data analysis employed descriptive statistics, offering a comprehensive overview of the study's purpose, methodology, analysis process, and key results. The study's contribution lies in providing valuable insights into the dynamic relationship between technology-enhanced learning tools, specifically That.quiz, and student outcomes within the field of Criminology. These insights serve as a foundation for the potential implementation of interactive learning strategies in academic settings
Literature review: Concepts related to faculty burnout
No full textThis is a qualitative dataset compiled from literature related to "faculty burnout" and includes over 140 relevant concepts, their operational definitions, and source(s). The dataset was compiled through an AI-assisted workflow and has undergone an internal peer review process prior to dissemination
Stepping Stones
Full text linkA review of the 2020 book by Lucy Knisley, "Stepping Stones," for inclusion in ARLIS/NA's 2020 Notable Graphic Novels Review
Review: Borders
Full text linkA review of the 2021 book by Thomas King and Natasha Donovan, “Borders,” for inclusion in ARLIS/NA's 2021 Notable Graphic Novels Review