43,272 research outputs found
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Researching Bangladeshi Pupils’ Strategies for Learning to Read in (UK) Primary School Settings
No full textLanguage learning strategy research has focused on the actions of the individual language learner and investigated the links between successful learning and the strategies that such learners use. At the same time researchers studying beginner bilingual pupils learning English and learning to read in English in UK schools have also been interested in the strategies that such pupils employ in order to be successful learners and readers in their new language. This article reports on some of the findings from a study of the experiences of a small group of bilingual Bangladeshi pupils that took as its initial focus the strategies that the pupils called on in order to engage with learning to read in English (their L2) in their classroom. What emerged during the course of the study was that the strategies the pupils were employing could not be considered separately from the contexts in which the children were learning, and that the strategies children used were not simply strategies for learning to read or to learn English but were bound up with issues of identity and assimilation. The data thus challenge research that focuses exclusively on the individual learner or that treats context as simply another variable. The paper argues for a socio-cultural approach to research and pedagogy in relation to language learning and for the use of ethnographic method
Analisis Perkembangan Kognitif Siswa TKS Geunaseh Ma Melalui Read Aloud Buku Cerita Anak
No full textPerkembangan kognitif siswa TK sangat penting untuk mendapatkan perhatian guru. Salah satu metode yang dapat digunakan untuk meningkatkan perkembangan kognitif siswa TK adalah metode read aloud. Penelitian ini dilakukan di TK Geunaseh Ma dengan tujuan menganalisis tingkat perkembangan kognitif siswa TK dengan menggunakan metode read aloud. Pendekatan yang digunakan dalam penelitan ini adalah pendekatan kualitatif dengan analisis deskriptif kualitatif. Pengumpulan data dilakukan dnegan observasi langsung, wawancara, dan catatan lapangan kegiatan pembelajaran di dalam kelas. Sumber data terdiri atas 20 siswa TK Geunaseh Ma dan guru pengajar. Proses observasi meliputi kegiatan read aloud buku cerita anak, tanya jawab, diskusi kelompok, penggunaan kartu, gambar, dan puzzle dalam implementasi read aloud yang interaktif dan ekspresif. Data dianalisis dengan mengidentifikasi dan merepresentasikan perkembangan kognitif berdasarkan catatan lapangan, tanya jawab, dan wawancara. Hasil penelitian memperlihatkan bahwa read aloud memberikan dampak positif pada perkembangan kognitif siswa TK Geunaseh Ma. Sebanyak 70% siswa memperlihatkan perkembangan kognitif yang baik, 20% perkembangan kognitifnya sedang, dan 10% perkembangan kognitifnya kurang dan membutuhkan bimbingan yang intensif
The planning sheet of "Thransfer Value of Athletics" by John Ma, ca. 1925
No full textThis is a planning sheet created by John Ma (Ma Yuehan; 马约翰), a Springfield College (then Known as International YMCA College) alumnus, to prepare for project of "Transfer Value of Athletics". There is a possibility that this document was created in 1925 since a letter between John Ma and a faculty member, Dr. James McCurdy (whose name is mentioned in this planning sheet), talks about the same project was dated in 1925.To learn more about John Ma, see: https://springfield.as.atlas-sys.com/agents/people/677The handwriting on the document is difficult to read
Teaching adults to read better and faster : results from an experiment in Burkina Faso
No full textTwo cognitively oriented methods were tested in Burkina Faso to help illiterates learn to read more efficiently. These were (a) speeded reading of increasingly larger word units and (b) phonological awareness training to help connect letters to speech. Learners were given reading tests and a computerized reaction time test. Although the literacy courses were shortened by the arrival of rains and government delays, the piloted methods helped adults read better than those in the standard"control"classes. Learners enrolled in the experimental classes performed better on the outcome tests than did learners enrolled in control classes. Ninety percent of the possible comparisons between treatment classes and control classes favored classes receiving treatments, and 72 percent of the measurements in favor of treatments were statistically significant. The evidence suggests that phonological awareness training is particularly effective in situations where the training period was short, and that rapid reading was more advantageous in longer training situations. Overall, the results are indicative of the potential that scientifically backed methods have in making adult literacy instruction more effective. However, due to the short duration of the classes (3-4 months) learners apparently did not receive sufficient practice to consolidate skills. Literacy skills may still be prone to being forgotten if readers do not learn to read automatically and if opportunities to read are few.Curriculum&Instruction,Teaching and Learning,Nonformal Education,Primary Education,ICT Policy and Strategies,Nonformal Education,ICT Policy and Strategies,Primary Education,Teaching and Learning,Curriculum&Instruction
Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read
No full textThe purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it. International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a). Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005). Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001). Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.
An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness. Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding. Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics. Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity. There were also discrepancies between the participants’ perceived knowledge and their actual knowledge. Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were. Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms. The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers
Exploring Emptiness: An Investigation of MA and MU in My Sonic Composition Practice
No full textThe commentary investigates Japanese aesthetics of space, silence and emptiness - ma and mu - that informed my compositional practice during the research period 2012 - 2015. The portfolio comprises text compositions and sound installations in which forms of micro events and sustained events are employed. Throughout, the emphasis is on my personal engagement with, and manifestation of emptiness that concerns a particular model of listening and perception.
Chapter 1 discusses six primary research areas: ma and mu, material, text, form, listening and perception. Firstly, I introduce ma and mu by examining noh culture and Zeami's teaching of senu hima (where there is no-action) in the context of my personal approaches to music. The following subjects are then used to contextualise my PhD practice by means of examples from various composers and visual artists. Here, these particular and enigmatic concepts are explored through Japanese art as well as Western contemporary works by Alvin Lucier, Eliane Radigue and those of the Wandelweiser collective.
Part 2 provides contextual commentaries on selected compositions from the portfolio that mostly articulate my aesthetics in relation to the topics covered in Chapter 1. koso koso addresses my methodologies to investigate the essence of senu hima, followed by treow that discusses my approach to materials and the importance of space. I move on to grade two and grade two extended in order to examine text scores, and then, look into Espèces d'espaces 03 and 04 as examples of musical forms that I employ.
Finally, listening and perception are investigated through the compositions gnome and con.de.structuring. Throughout, I describe how my works explore emptiness as a result of my particular emphasis on listening over composing
Correction to: Chamoun et al., Bacterial pathogenesis and interleukin-17: interconnecting mechanisms of immune regulation, host genetics, and microbial virulence that influence severity of infection
No full textChamoun MN, Blumenthal A, Sullivan MJ, Schembri MA, Ulett GC. 2018. Bacterial pathogenesis and interleukin-17: interconnecting mechanisms of immune regulation, host genetics, and microbial virulence that influence severity of infection. Critical Reviews in Microbiology. https://doi.org/10.1080/1040841X.2018.1426556.
When the above article was first published online, the below three corrections were missed.
The author ‘Antje Blumenthal’ was wrongly affiliated to the affiliation “cSchool of Chemistry and Molecular Biosciences, and Australian Infectious Disease Research Centre, The University of Queensland, Brisbane, Australia”. Now this affiliation has been removed for this author.
The affiliation ‘bTranslational Research Institute, The University of Queensland Diamantina Institute, Woolloongabba, Australia’ of the author ‘Antje Blumenthal’ should read ‘bThe University of Queensland Diamantina Institute, Translational Research Institute, Brisbane, Australia’.
In Table 3, the sentence ‘Benefit of manipulating IL-17 levels to improve immunization strategies M. tuberculosis’ should read “Benefit of manipulating IL-17 levels to improve immunization strategies against M. tuberculosis”.No Full Tex
Final MA Portfolio
No full textIn this MA Portfolio, the author showcases four of his most substantial works that were created throughout the pursuit of his MA in Writing and Rhetoric. He was able to blend his previous specializations with the current ones; specifically English as a Second Language (ESL) and English education with writing and rhetoric. To briefly highlight the works: research and analysis was conducted on the usage of English in the technical communication field in China, Muslims in a post-9/11 atmosphere in mass media, ESL and Generation 1.5 writing students in secondary and post secondary classrooms, and a teacher’s manual was created for using the Read 180 and System 44 curricula in secondary educational classrooms
- …
