bluuebunny/crossref_metadata_2025 huggingface dataset:
An Efficient System for Identification of Eye Disease in Fundus Images using a Deep Transfer Learning-based Pre-trained Model
Authors: Sharma Himanshu , Wasim Javed , Sharma Pankaj
Published: October 2024

Ophthalmologists rely heavily on retinal fundus imaging to diagnose retinal diseases. Early detection can enhance the likelihood of a cure and also prevent blindness. Retinal fundus images can be used by medical professionals to diagnose retinal conditions such as diabetic retinopathy and retinitis pigmentosa. This study proposes an automated diagnostic approach using a Deep Learning (DL) model to identify fundus images with a high prediction rate. This study aims to use multilabel classification to identify diseases in fundus images. An EfficientNet-B5-based model was trained on a fundus image dataset to classify images as normal, NPDR, and PDR. Image preprocessing was used, including conversion to RGB format, resizing to 224×224, and image filtering using the Gaussian blur algorithm. Additionally, 10-fold cross-validation was used to train and validate the proposed approach. The enhanced EfficientNet-B5 model demonstrated superior validation and training accuracy for eye disease classification compared to existing techniques, achieving 96.04% and 99.54%, respectively. This technology enables early detection and treatment of eye conditions, potentially improving patient outcomes.
Linear Z Score and Gaussian Radial Artificial Neural Network Big Data Analytics to Enhance Crop Yield
Authors: Pallavi C. V. , Usha S.
Published: October 2024

Crop yield estimation is a pivotal matter in agricultural management, specifically under the backdrop of demographic growth and changing climatic conditions. Many studies have been conducted employing remote sensing for crop yield estimation. However, most were specifically concentrated on condition-based environmental monitoring systems. A shortage of exclusive applications persists regarding the use of remote sensing for soil health monitoring and implementing necessary measures to enhance crop yield. To address such insufficiency, the Linear Z-score and Gaussian Radial Artificial Neural Network-based (LZ-GRANN) crop yield estimation method is proposed in this paper to enhance productivity. The performance evaluation of the proposed LZ-GRANN method reduced the overall crop yield estimation time and error by 59% and 58% and improved precision and accuracy by 23% and 26% in comparison with the existing methods.
Improving Pre-trained CNN-LSTM Models for Image Captioning with Hyper-Parameter Optimization
Authors: Khassaf Nuha M. , Ali Nada Hussein M.
Published: October 2024

The issue of image captioning, which comprises automatic text generation to understand an image’s visual information, has become feasible with the developments in object recognition and image classification. Deep learning has received much interest from the scientific community and can be very useful in real-world applications. The proposed image captioning approach involves the use of Convolution Neural Network (CNN) pre-trained models combined with Long Short Term Memory (LSTM) to generate image captions. The process includes two stages. The first stage entails training the CNN-LSTM models using baseline hyper-parameters and the second stage encompasses training CNN-LSTM models by optimizing and adjusting the hyper-parameters of the previous stage. Improvements include the use of a new activation function, regular parameter tuning, and an improved learning rate in the later stages of training. The experimental results on the flickr8k dataset showed a noticeable and satisfactory improvement in the second stage, where a clear increment was achieved in the evaluation metrics Bleu1-4, Meteor, and Rouge-L. This increment confirmed the effectiveness of the alterations and highlighted the importance of hyper-parameter tuning in improving the performance of CNN-LSTM models in image caption tasks.
Analyzing Lab and Field Compaction Methods for designing Roller Compacted Concrete Pavements (RCCP) with Different Curing Processes
Authors: Hassoon Hussein Raheem , Abbas Zena K.
Published: October 2024

Roller-Compacted Concrete Pavements (RCCP) display a combination of attributes associated with both asphalt and conventional rigid pavements. However, their broader implementation remains constrained. One of the reasons is the discrepancy between the manner in which the RCCP mixture behaves in a laboratory setting and its performance in the field. In laboratory settings, the RCCP is blended in accordance with the modified Proctor approach. Subsequently, the Vibratory Hammer (VH) technique is employed to create specimens for strength characterization. In contrast, the actual pavement is constructed using a variety of rollers, including static, pneumatic, and vibratory types. Additionally, specimens are extracted from the actual pavements and compared to laboratory values to ensure quality control. The usage of diverse compaction mechanisms and energies throughout these procedures gives rise to discrepancies between field and laboratory behavior, necessitating a comprehensive understanding. This investigation examines the various techniques for designing RCCP, including the VH, Vibratory Table (VT), and Manufactured Roller (MR), which have been developed and utilized by previous researchers. These techniques are then compared to Field Specimens (FS). Furthermore, the RCCP is treated with three distinct curing methods: normal curing, coating the mixture with waterproof material, and spraying with water. The compressive strength of the RCCP has been sensitive to both the compaction method employed and the curing process. Additionally, research has indicated that the MR technique may be a viable option for the RCCP design. However, it is essential to optimize this technique to ensure an accurate simulation of the field conditions.
Stability of a Non-uniform Column resting on a Foundation, calculated with the Finite Element Method
Authors: Thang Phung Ba , Tien Dao Ngoc , Thuan Nguyen Van
Published: October 2024

This paper presents the application of the finite element method to columns with non-uniform cross-sections resting on elastic foundations, solving the eigenvalue problem of finding the critical load. The formula for calculating the stiffness matrix resulting from column bending, elastic foundation, and geometric stiffness is established based on the principle of virtual work. Based on the finite element formulas, an algorithm is established in MATLAB to find the column’s critical force. The results obtained using the proposed approach agree with the exact solution obtained with analytical methods. In many cases, the calculation results of the critical force are given to assess the effects of the foundation’s stiffness and boundary condition on the critical load.
माध्यमिक स्तरीय शिक्षकों में सतत एवं व्यापक मूल्याँकन प्रक्रिया सम्बन्धितज्ञान एवं अभिवृत्ति का अध्ययन
Authors: डॉ. सुधांशु कुमार पाण्डेय
Published: October 2024

The purpose of the research investigation was to study the knowledge and attitude of the secondary level teachers regarding continuous and comprehensive evaluation process. The study was conducted on 100 randomly selected secondary level teachers of Lucknow and Sitapur district. The investigation was done with the help of tools constructed by the researcher. There were four parts and thirty items/questions in the tool used to collect the data section “A” of the tool was investigating the knowledge of secondary school teachers about continuous and comprehensive evaluation process. Section “B” of the tool was investigating the priorities of secondary school teachers about methods and strategies to conduct continuous and comprehensive evaluation process. The thired part “C” of the tool was investigating the knowledge of secondary school teachers about the construction/administration of tools related to continuous and comprehensive evaluation. Part four “D” of the tool consisted of items related to the attitude of the secondary school teachers towards continuous and comprehensive evaluation process. Analysis of data was done with the help of percentage. It was concluded from the study that teachers of secondary level had satisfactory knowledge about continuous and comprehensive evaluation process, tool construction, process of evaluation as well as they showed a positive attitude towards continuous and comprehensive evaluation process
Humanizing Online Language Teaching Through Instructional and Affective Moves: Reflections from an ELD Teach
Authors: Wong Kevin , Hill Helen Chan , Najera Elizabeth
Published: October 2024

The COVID-19 pandemic has deeply impacted the field of education, shifting instruction from in-person classrooms to virtual learning environments on a global scale. To understand how language teachers engaged in online pedagogy during the pandemic, the current study examines how one expert English Language Development (ELD) teacher, Ms. Anya Mendoza, adapted her instruction to deliver lessons that met the content and linguistic needs of her students. Findings demonstrate how, using a two-stage research design with a semi-structured interview and critical reflection journal entry, Anya performed both instructional and affective moves to support students in their content and language learning. Prioritizing student engagement, she also created space to humanize and empower her language learners in her virtual classroom. As we venture into a post-COVID-19 “new normal” that considers in-person, online, and hybrid instruction, findings from this study demonstrate the importance of anchoring instructional decisions on the needs of students to meaningfully support content and language teaching.
Conducting Action Research in a Practicum: A Student Teacher’s Perspective
Authors: Kasula Alex
Published: October 2024

This article looks at my reflection as a teacher during a master’s degree practicum for a Second Language Studies Program. This particular practicum differs from the other common student teacher–training courses found in master’s programs as it incorporated a teacher-training session on conducting action research (AR) in the classroom, a practice that has recently become a decisive element of TESOL programs (Ho, 2012). I taught for 8 weeks at a university in Thailand where my class met 4 times a week for 1 hour, and I also partook in teacher-training courses, 1 specifically on teaching training (3 hours a week) and the other specifically on conducting AR in the classroom. Through the AR methodology I was able to conduct meaningful research that contributed to a greater understanding of myself as a teacher, to improve the classroom environment, and also to bring insight into current research in the field of second language (L2) learning through grounding the AR in current theory. Through following the cyclical process of AR, I was able to gain a deeper insight into my own classroom, teaching, and abilities to conduct meaningful research. This reflective article acts as a reference for other student teachers who may be interested in applying a similar framework to their practicum experience, empowering them to go beyond just understanding teaching practice but also to potentially develop research grounded in L2 theory.
Closing the Communication Gap Between Undergraduates and International Faculty
Authors: Villarreal Dan
Published: October 2024

This mixed-method study addressed the “foreign TA problem,” reconceptualizing it as the communication gap, an issue created by multiple parties—including bias originating from undergraduates. Experimental sessions measured undergraduates’ comprehension of 2 brief lessonstaught by an international professor. Between lessons, participants completed 1 of 3 short modules: a bias-stimulation module, a control module, or a linguistic-training module (which confronted both accent misunderstanding and accent bias). While training did not affect comprehension, questionnaire responses revealed a positive effect of training on sociolinguistic attitudes. Follow-up discussion sessions explored undergraduates’ experiences with international faculty and responses to the communication gap. Several important themes emerged from these discussions, including effects on academic plans, negative cognitive effects, and a model of undergraduates’ socialization into accent bias. The article concludes with recommendations specifically geared toward TESOL professionals’ ongoing efforts to close the communication gap, including a greater recognition of undergraduates’ role in perpetuating the gap.
A Biliteracy Dialogue Approach to One-on-One Writing Instruction With Bilingual, Mexican, Immigrant Writers
Authors: Stegemoller W. Jason
Published: October 2024

This interpretive study explores the writing and writing experiences of 2 bilingual, Mexican, immigrant undergraduates at a US university. Hornberger and Skilton-Sylvester’s (2003) continua model of biliteracy situates writing interactions to understand how students explore and draw on their bilingual and bicultural resources as they develop academic writing in English in the university. Data include questionnaires, literacy history interview-conversations, text-based conversations, student writing, course syllabi, and assignment sheets. Biliteracy dialogues demonstrate how students approached writing. The 1st student, Diego, focused on negotiating what he perceived as appropriate to include in his writing, while the 2nd student, Nicolas, connected to academic reading and writing through previous educational experiences. The findings illustrate the writers’ bilingual and bicultural resources, suggesting that biliteracy dialogues have potential to facilitate bilingual writers in developing more confidence in academic writing. The findings have implications for tutoring, conferencing, and other 1-on-1 work with bilingual students.
How TESOL Professionals Educate Nonnative English-Speaking Teachers
Authors: Frazier Stefan , Phillabaum Scott
Published: October 2024

This paper reports the results of a survey of California TESOL educators about issues related to nonnative English-speaking teachers (NNESTs). A good deal of research suggests that NNESTs are as effective, if not more so, than native Englishspeaking teachers (NESTs) and that their treatment in today’s work world should be reconsidered; in addition, much research has interrogated the “native/nonnative” dichotomy itself, that is, whether we should or even can believe in “native speakers” and “nonnative speakers” of English. What seems to be missing, however, is a discussion of what graduate TESOL educators should be doing with nonnative English-speaking master’s students, how they already interact with them, and if and how they treat them in any way “differently.” The survey, conducted by 2 professors in a MA TESOL program, asked TESOL educators in California about how they work with and teach future teachers of ESL or EFL who are both native speakers and nonnative speakers.
ESL Teacher-Education Programs: Measuring Up to the TESOL/NCATE Yardstick
Authors: Thibeault Connie H. , Kuhlman Natalie , Day Cathy
Published: October 2024

English language learners (ELLs) in K-12 schools continue to increase in number across the country. In California alone, about 1.5 million students are not sufficiently proficient in English to perform optimally in mainstream classrooms. The No Child Left Behind (NCLB) Act of 2001 emphasizes the need for highly qualified teachers, but just who is qualified to apply best educational practices to help ELLs reach their potential in an academic environment? This article will discuss how the Teachers of English to Speakers of Other Languages (TESOL)/National Council on the Accreditation of Teacher Education (NCATE) P-12 ESL teacher-preparation standards provide a nationally recognized framework for teacher preparation and evaluation, while at the same time providing for flexibility in the way in which certified ESOL teachers are prepared. Graduates of programs that follow these standards are ready to begin meeting the challenges of educating the next generation of ELLs in American classrooms.
Claiming Their Voice: Sociolinguistic Factors Affecting Immigrant Workers’ Ability to Speak Up
Authors: Gardner Kathleen , Liu Roseanney
Published: October 2024

Immigrants’ multiple identities are sources of contention as they strive in the English-speaking workplace, where they need to meet job demands and demands from employers who expect them to conform to the culture of the management (Harper, Peirce, & Burnaby, 1996; Jacobson, 2003; Katz, 2000). With California having a significant immigrant worker population, this study investigated how many of these workers navigate multiple identity and cultural issues while attempting to use their learned English to claim their voice. In an adult ESL classroom, first qualitative data were collected from students’ responses about a workplace scenario. Then, 3 individuals from the class were chosen for in-depth interviews to determine factors that contribute to or hinder their ability to stake their claim in the workplace and speak up for themselves. The study results showed that several sociolinguistic factors influence whether or not workers chose to speak up and that these factors are as pertinent as workers’ linguistic proficiency and the types of employers and coworkers they have. The authors discuss pedagogical implications with the goal of empowering immigrants to claim their voice at the workplace.
Accentedness, Comprehensibility, Intelligibility, and Interpretability of NNESTs
Authors: Kim Taesung
Published: October 2024

Forty ESL students responded to extemporaneous stimuli produced by 4 ESL teachers of different language backgrounds. The listeners rated each stimulus for foreign accentedness and comprehensibility (estimation of difficulty in understanding an utterance) on 9-point scales. They also answered comprehension questions to measure speakers’ interpretability and transcribed each stimulus in standard orthography to assess speakers’ intelligibility. The results showed that accentedness, perceived comprehensibility, intelligibility, and interpretability of NNESTs were all independent dimensions, except for an influence of accentedness on perceived comprehensibility (r = 0.503, p < 0.001, 2-tailed). Foreign-accented speech was only believed to be difficult to understand. Thus, the hypothesis that ESL students’ negative attitudes are the result of reduced intelligibility and interpretability of NNESTs’ foreign-accented speech was not supported in this study. Interestingly, students’ high word-recognition rate did not entail better understanding of the utterance.
L2 Writing Socialization of South Korean Graduate Students in a North American Academic Context
Authors: Nam Miyoung , Benedetti Mary S. , Kim Mina
Published: October 2024

The purpose of this paper is to help understand South Korean graduate students’ L2 writing difficulty and thus facilitate their socialization into their target discourse communities. Given that South Korean graduates’ linguistic, cultural, and educational differences affect their academic writing practices in a North American academic setting, these factors must be explained to examine their influence on students’ writing. This paper will briefly describe the linguistic, cultural, and educational backgrounds of South Korean L2 graduate students in terms of both their L1 and L2 writing. Second, it will scrutinize the previous research that focuses on how L2 students in general become socialized in North American university settings. Last, based on the discussion, suggestions will be made for deeper investigation of how L2 students in general and Korean students in particular become better socialized, focusing on their access to resources.
Differences Between Generation 1.5 and English as a Second Language Writers: A Corpus-Based Comparison of Past Participle Use in Academic Essays
Authors: Mikesell Lisa
Published: October 2024

While many have studied Generation 1.5 learners’ sociocultural and language learning experience, few have examined their linguistic errors in detail. This study uses two mini-corpora to compare one linguistic feature, the use of past participles, in essays by English as a Second Language (ESL) and Generation 1.5 college-level learners of various language backgrounds. The study found that Generation 1.5 learners tended to make past participle errors involving the morphological form of the past participle while ESL learners tended to make errors using the correct form in an inappropriate linguistic context. These findings suggest that although Generation 1.5 learners are proficient, sometimes nativelike, speakers of English who often demonstrate a remarkable sense of fluency in their writing, they still make errors involving grammatical forms. These findings suggest that language instruction that focuses on form is still important for their writing development. This instruction should be based on better understanding of this population’s needs and abilities.
Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language: Four Case Studies
Authors: Wang Chuang , Pape Stephen J.
Published: October 2024

These case studies provide a description of 4 fifth-graders’ self-efficacy beliefs and use of self-regulated learning strategies related to studying English as a second language. Structured interviews with the children and their parents were conducted to investigate the family context of learning English and to elicit children’s selfreported self-efficacy beliefs and self-regulated learning (SRL) strategies. In addition, students’ responses to two questionnaires were used to examine the participants’ self-efficacy beliefs and self-regulated learning behaviors. Thick descriptions through “emic” analysis of the interviews and crosschecking indicated a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Implications for teachers are discussed. ESL teachers should incorporate explicit SRL strategy instruction to facilitate the development of strategies suitable to students’ characteristics and the language- learning context. Students’ self-efficacy beliefs can be enhanced through successful past experience and positive feedback with scaffolding provided by teachers and parents.
On-Line Writing Courses: Do They Work?
Authors: Brickman Bette
Published: October 2024

This article describes the development of an advanced ESL composition course, a bridge course to Freshman Composition, which is delivered almost totally on-line via the WebCT course management system. The course, Composition for International Students, is offered at an urban community college that enrolls approximately 33,000 students in the Southwest United States. In addition, the efficacy of the on-line course is compared with the face-to-face method of instruction through the seven semesters the course has been offered.
Metaphors We Teach By: Transforming Stereotypes of ESL Writers
Authors: Heyden Todd
Published: October 2024

In a time of political correctness universities strive to appear inclusive and accepting, but the metaphors some professors use to characterize ESL writers suggest that less tolerant attitudes lie below the surface. I recently heard a university professor say, “Do what you can to clean up the ESLs [students] so that when they get up to me they can write a decent essay.” It is no coincidence that she speaks of a time when these students get “up” to her course level. This kind of unconscious use of an exclusionary metaphor is typical in some universities where content faculty perceive of ESL students’ writing issues as being outside the realm of their responsibility. Some metaphors I have heard characterize ESL writers as aberrant “outsiders” who do not belong to the academic mainstream, or as sick “patients” who are unfit for college writing. This article examines both the causes and effects of such negative metaphors, and it suggests ways that content faculty might collaborate with ESL specialists to better support second language writers. This article also proposes a more positive metaphor, one that characterizes an ESL writer’s development in terms of “growth.”
ESL Students’ Attitudes Toward Native- and Nonnative-Speaking Instructors’ Accents
Authors: Kelch Ken , Santana-Williamson Eliana
Published: October 2024

In teaching English as a Second Language (ESL), different treatment may be given to native-speaking and nonnative-speaking instructors by administrators and students. This article explores the attitudes of ESL students toward native English teachers and nonnative English teachers. After listening to audiotaped passages read by three native English speakers and three nonnative English speakers, participants completed an attitude survey on each variety. The results indicate that student attitudes toward teachers with different varieties of English is not correlated with whether a speaker’s accent is native or nonnative, but instead is correlated with the perception of whether the speaker is native or not. The results also suggest that student familiarity with an accent may be a primary factor in its perception as native or nonnative. Implications for administrators, nonnative-speaking English language educators, and students are discussed.
California’s Generation 1.5 Immigrants: What Experiences, Characteristics, and Needs do They Bring to our English Classes?
Authors: Roberge Mark
Published: October 2024

Over the past several decades, the number of generation 1.5 immigrants attending California’s elementary, secondary, and postsecondary schools has increased dramatically. However, many teachers, curriculum developers, administrators, and educational policymakers are still unaware of the special experiences, characteristics, and needs that these students may bring to the classroom. This article provides an overview and synthesis of scholarship relevant to generation 1.5 immigrants, in order to help readers develop more appropriate pedagogies, policies, and programs to meet these students’ needs. The following areas are addressed: (a) definitions of the generation 1.5 population; (b) the social, political, and economic context of post-1965 immigration; (c) adaptation, acculturation, and identity formation; (d) experiences in U.S. schools; (e) language acquisition and language practices; and (f) acquisition of academic literacy
Project Work as an Introduction to Research Writing
Authors: Case Rod
Published: October 2024

Traditional approaches that prepare students for research writing oft en focus on the mastery of skills such as paraphrasing, citing sources, and creating outlines. While these skills are important, they are oft en practiced at the expense of involving students in a meaningful examination of content. Project work is off ered as an alternative approach that is uniquely suited to the diff erent needs of English as a second language (ESL) students. It allows for a cross-curricular approach in which students can demonstrate what they have learned through art, drama, and music without being encumbered by their still-developing reading and writing skills. A 10-week project on plant life, conducted with 12 ESL students at Northeast Middle School in Kansas City, Missouri, is given as an example of how project work can prepare ESL students with the skills needed to begin research writing.
Teaching English as a Sexist Language: Assessing and Addressing Gender Bias in ELT
Authors: Wong Mary Shepard
Published: October 2024

It has been a quarter of a century since the passing of Title IX (1972) which barred sex discrimination in educational programs receiving federal funding. This federal action, combined with an interest in determining to what extent education reproduces gender inequality, prompted a number of studies and intervention programs. Ten years after Title IX, a disturbing report revealed how subtle and consistent acts by college faculty left women at a distinct disadvantage (Hall, 1982). This was further supported by the Sadkers’ research, which found that the students least likely to receive attention were minority females (Sadker & Sadker, 1994). This suggests that female ESL students are potentially the most vulnerable to sexism in education. This paper provides a brief survey of research on sexism in education, reviews studies that focus on gender in ELT, and offers five recommendations to facilitate the recognition and reduction of sexism in ELT.
Sequencing Information Competency Skills in an ESL Program
Authors: Mitoma Dona , Son Kathryn
Published: October 2024

Researchers (Bowley & Meng, 1994; Cope & Black, 1985; Kamhi-Stein, 1996) have focused on the need for librarians and ESL faculty to collaborate on teaching library skills for academic purposes. These skills are needed to utilize resources that include print materials, computer databases, and Internet sources. Information literacy competency standards are currently being developed on the national, state, and local levels by library and educational organizations, but little is known about ESL instructors’ perceptions of teaching library research skills, also known as information competency skills. This study surveyed full-time and part-time ESL faculty at an urban community college about the levels at which various information competency skills should be taught. The results of this study reveal that most fulltime ESL instructors favored introducing only the most basic library skills (such as how to check out books and information about how a library is organized) at the beginning ESL level. They favored teaching most other information competency skills (such as database retrieval and on-line resources) at more advanced ESL levels. It is evident from this study that ESL curriculum designers need to integrate all library and information research skills in a progressive manner with sufficient scaffolding and collaboration among librarians, teachers, and students.
Creating Content-Based Language Tests: Guidelines for Teachers
Authors: Turner Jean L.
Published: October 2024

The problems that language teachers face in developing their classroom tests are especially complex in content-based programs. The eight-stage guidelines for test development presented here outline the steps that test writers should follow to create appropriate, content and context-specific tests. A broader benefit of the guidelines is that student progress in different classes and programs can be compared with reference to how the guideline activities were completed. This allows language educators to address important issues such as the instructional value of various content areas and the overall effectiveness of a particular CBI program in comparison to other CBI programs or different types of language instruction.
Potential Problems with Peer Responding in ESL Writing Classes
Authors: Leki Ilona
Published: October 2024

Many native speaker composition classes and increasing numbers of ESL composition classes use small group work and peer responding to improve writing. Teachers who have used peer responding are generally convinced of its usefulness, but many are unaware of the special problems ESL writers and readers face when asked to comment on a classmate’s writing. These problems stem partly from ESL students’ lack of experience in using techniques like peer responding and partly from the varying rhetorical expectations that readers from other cultures bring to a text. This paper discusses the issues surrounding the attempt to bring ESL writers into the American academic discourse community through the use of peer responding in ESL writing classes.
Comprehensible Textbooks in Science for the Non-Native English Speaker: Evidence from Discourse Analysis
Authors: Addison Alice A.
Published: October 2024

This paper develops practical applications of the author’s 1983 work, which used discourse analysis to compare textbooks providing practical scientific knowledge for ninth grade general science. The author collected data on the reading comprehension of 72 subjects (30 nonnative and 42 native English-speaking students) on the same passages. Her research considered readability of textbooks on three planes: (1) usage, (2) use, and (3) interaction. The main implication derived from the study is that both nonnative and native English readers will greatly benefit from instructional materials and teaching strategies that provide multiple access to science information. This supports the research findings of Cummins (1981, 1982), Krashen (1981,1982), Widdowson (1978,1979), Long (1982,1985), and Long and Sati (1983) on sheltering (contextualizing), higher level questioning, authentic language, and interaction for second language acquisition. Implications for textbook writers and selectors and content area and ESL teachers are given, along with suggestions for sheltering the English of science textbooks.
Where Vocabulary Meets Grammar: Verb Subcategorization Errors in ESL Writers.
Authors: Hubbard Philip , Hix Donna
Published: October 2024

Learners of English as a second language at intermediate and advanced stages have often mastered the majority of the major syntactic constructions in English. Yet, many grammatical errors persist in their writing. A high percentage of these errors, though labeled grammatical, do not in fact represent problems with pure syntax but rather mistakes in using given lexical items in constructions they do not belong in. By utilizing concepts from modern transformational-generative theories, the authors trace such errors to incorrect or incomplete lexical subcategorization. The nature of these errors is discussed from both a theoretical and pragmatic perspective, and the major classes of subcategorization errors for English verbs are identified. The article argues that ESL teachers, particularly writing teachers of students beyond the beginner’s level, need to be aware of the source of these errors so that they can distinguish them from other types of grammatical errors and more effectively help their students to overcome them.
Whistleblowing im türkischen Recht
Authors: ÖZEN Esra
Published: October 2024

Whistleblowing ist die Aufdeckung von Missständen, die Interesse der Allgemeinheit beeinträchtigen. Durch das Whistleblowing wird die Durchsetzung des geltenden Rechts verbessert. Im türkischen Recht ist das Whistleblowing hingegen gesetzlich nur teilweise geschützt. Die in unterschiedlichen Gesetzen zu findenden Normen zum Schutz von Hinweisgebern bieten keinen hinreichenden Schutz für Whistleblower. Diese sehen beispielsweise nur Schutz vor Kündigung, untersagen aber nicht ausdrücklich weitere Repressalien wie Mobbing, Diskriminierung, etc., die die Hinweisgeber bedrohen würden. Die Angst der potenziellen Hinweisgeber vor Benachteiligungen wie z.B. Bezeichnung als „Ispiyoncu“ in der Türkei ist sachlich begründet. Hierzu gibt es zahlreiche empirische Befunde im türkischen Sprachraum. Der türkische Gesetzgeber muss sich daher für einen effektiven Schutz von Hinweisgebern einsetzen, und den möglichen Hemmnissen vor einem Whistleblowing im privaten und im öffentlichen Sektor entgegenwirken. Auf diese Weise könnte das Whistleblowing der Durchsetzung des türkischen Rechts dienen.
Penerapan Media Digital Menggunakan Aplikasi PhET untuk Meningkatkan Keaktifan Siswa dan Nilai Akademik Siswa dalam Pembelajaran Fisika Kelas 11 di SMA Cita Hati Surabaya
Authors: Wibowo Andi , Iwani Amy , Saparso Saparso
Published: October 2024

Pasca pandemik covid-19 menyebabkan dampak learning loss pada peserta didik di beberapa sekolah. Hal ini membuat para pendidik harus berpikir keras untuk meningkatkan keaktifan dan pemahaman konsep siswa yang diukur melalui nilai akademik siswa. Adapun tujuan dari penelitian ini Untuk mengetahui penerapan media digital menggunakan aplikasi PhET dalam meningkatkan keaktifan siswa dan nilai akademik siswa dalam pembelajaran Fisika kelas 11 di SMA Cita Hati Surabaya. Dengan mempertimbangkan learning loss yang terjadi, kelebihan penggunaan media digital yaitu PhET, hasil penelitian terdahulu yang relevan, maka peneliti akan melakukan Penelitian Tindakan Kelas. Penelitian tindakan sekolah ini menggunakan metode penelitian tindakan (action research) yang dikembangkan oleh Kemmis dan McTaggart. Hasil penelitian yang diperoleh adalah persentase jumlah siswa yang mengalami peningkatan nilai akademik dalam pembelajaran Fisika pada siklus 1 sebesar 67% dan pada siklus 2 sebesar 62%. Persentase jumlah siswa yang menunjukan keaktifan dalam pembelajaran Fisika pada siklus 1 sebesar 89% dan pada siklus 2 sebesar 100%.
Implementasi Model Number Heads Together dengan Pendekatan Contextual Teaching and Learning pada Pembelajaran Kimia Kelas IX SMP Cita Hati Surabaya
Authors: Silalahi Haposan Januari , Iwani Amy , Saparso Saparso
Published: October 2024

Penelitian ini bertujuan untuk meningkatkan pemahaman siswa dan aktivitas belajar kimia kelas IX di SMP Cita Hati Surabaya melalui model pembelajaran Number Heads Together (NHT) dengan pendekatan Contextual Teaching and Learning (CTL). Subjek penelitian terdiri dari siswa kelas IX-C yang berjumlah 23 orang terdiri dari 12 siswa laki-laki dan 11 siswa perempuan. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari 1 pra siklus dan 2 siklus. Instrumen pengumpulan data meliputi lembar observasi dan lembar tes hasil belajar yang telah dianalisis. Teknik analisis data menggunakan skala Likert dan juga menjelaskan persentase data setiap siklus (kualitatif). Berdasarkan lembar observasi pada setiap siklus, adanya peningkatan aktivitas belajar siswa dari siklus 1 sampai siklus II. Hasil pre-tes pada pra siklus dengan hasil rata-rata 26,09 atau 78,26%. Penelitian dilanjutkan dengan model NHT dan pendekatan CTL, adanya peningkatan dari siklus I dengan nilai rata-rata 62,60, dengan jumlah siswa sebanyak 10 orang atau 43,48% yang mencapai kriteria ketuntasan belajar atau mencapai nilai KKM. Pada siklus II mayoritas siswa telah mencapai ketuntasan dengan nilai yang memuaskan, dengan rata-rata nilai 91,30; hanya 21,74% siswa yang berada dalam kategori Cukup. Dari hasil ini dapat disimpulkan bahwa implementasi model pembelajaran NHT dengan pendekatan CTL dapat efektif membuat siswa aktif dan meningkatkan pemahaman siswa kelas IX-C SMP Cita Hati Surabaya.
Peran Kepala Sekolah sebagai Leader dalam Mengembangkan Budaya Sekolah
Authors: Jannah Miftahul , Yuhana Yuyu , Hilaiyah Tatu
Published: October 2024

Kepala sekolah memiliki peranan penting dalam membangun budaya sekolah. Budaya sekolah yang kurang efektif dalam pelaksanaannya dapat mengurangi kinerja sekolah dan meminimalisasi dari proses manajemen strategis sekolah, sehingga visi dan misi sekolah tidak bisa tercapai. Keberhasilan lembaga pendidikan ditentukan tidak hanya didukung oleh lengkapnya sarana dan prasarana, guru berkualitas maupun input siswa yang baik, tetapi budaya sekolah berperan terhadap peningkatan keefektifan sekolah. Tujuan penelitian ini untuk mengetahui peran kepala sekolah sebagai leader dalam mengembangkan budaya sekolah. Penelitian ini menggunakan metode penelitian kualitatif. Dua jenis data yang digunakan dalam penelitian ini adalah primer dan sekunder. Penelitian ini mengumpulkan data melalui observasi, wawancara, dan dokumentasi. Analisis data yang digunakan adalah reduksi data, penyajian data, dan triangulasi. Informan dalam penelitian ini adalah guru dan tenaga kependidikan. Hasil penelitian menunjukkan bahwa peran kepala sekolah sebagai leader dapat dilihat dari budaya yang diciptakan di SDN Ciwandan. SDN Ciwandan memiliki budaya diantaranya menyambut siswa baru dengan 7S (Senyum, Salam, Sapa, Sopan, Santun, Salaman, Semangat), apel pagi, SEMUTLIS (Sepuluh Menit untuk Lingkungan Sehat), cinta Al-Qur'an, SABSIH (Sabtu Bersih), dan Ekstrakurikuler. Membangun budaya sekolah bukan hanya tanggung jawab kepala sekolah, semua warga sekolah berperan penting dalam membangun budaya sekolah yang baik.
Kecemasan Tokoh dalam Ranah 3 Warna Karya Ahmad Fuadi Kajian Psikologi Sastra
Authors: Khoiri Annisauf Fadlilah , Tang Muhammad Rapi , Hajrah Hajrah
Published: October 2024

Novel Ranah 3 Warna karya Ahmad Fuadi ini banyak mengulas tentang kecemasan yang dikaitkan dengan teori Sigmund Freud mengenai dinamika kepribadian pada bentuk kecemasan. Pembahasan terkait kecemasan realita, kecemasan neurotik dan kecemasan moral menarik untuk diteliti kerena masih banyaknya seseorang mengalami kecemasan namun tidak mengetahui jenis kecemasan yang dialaminya seperti yang terdapat di halnya dalam novel Ranah 3 Warna ini, mendeskripsikan bentuk kecemasan realita dalam novel serial Anak Nusantara karya Ahmad Fuadi, mendeskripsikan bentuk kecemasan neurotik dalam novel Ranah 3 Warna karya Ahmad Fuadi, mendeskripsikan bentuk kecemasan moral dalam novel Ranah 3 Warna karya Ahmad Fuadi. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah dokumentasi, teknik membaca dan teknik mencatat. Dari beberapa bentuk kecemasan yang terdapat dalam novel kata “cemas, takut, khawatir” sangat sering digunakan karena isi dari novel tersebut mengenai kecemasan yang dialami oleh seorang laki-laki sebagai tokoh utama yang bernama Alif Fikri. Hasil penelitian ini memperlihatkan bentuk kecemasan pada dalam tiga bentuk kecemasan seperti, kecemasan realita, kecemasan neurotik dan kecemasan moral. Berdasarkan  dari tiga bentuk kecemasan tersebut, ditemukan  bahwa tokoh utama bernama Alif Fikri sebagai  seseorang yang anak laki-laki yang rajin, pandai, setia pada teman, pantang menyerah, amanah, ambisius dan  taat pada kedua orang tuanya. Dalam novel banyak hal yang berkaitan dengan kecemasan mulai dari ketika Alif mengikuti ujian, ketika ayahnya sakit hingga meninggal dunia, ketika mengikuti lomba, ketika mengikuti pertukaran pelajar ke Kanada, dan ketika menulis artikel untuk diterbitkan ke media cetak.
Strategi dan Evaluasi High Order Thingking Skill HOTS dalam Pembelajaran PAI (Studi Kasus di SMAN 114 Jakarta)
Authors: Iqbal Muhammad Ghufron , Khasanah Siti Uswatun , Luthfi Attabik
Published: October 2024

Penelitian ini bertujuan untuk mengetahui strategi dan evaluasi pembelajaran Pendidikan Agama Islam (PAI) berbasis Higher Order Thinking Skills (HOTS) di SMAN 114 Jakarta. Penelitian ini menggunakan pendekatan kualitatif deskriptif analisis. Subjek penelitian ini adalah guru Pendidikan Agama Islam (PAI) dan siswa kelas XI IPS di SMAN 114 Jakarta. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi pembelajaran PAI berbasis HOTS yang diterapkan di SMAN 114 Jakarta sudah cukup baik, namun masih perlu ditingkatkan. Guru PAI sudah menggunakan berbagai metode pembelajaran yang dapat meningkatkan HOTS siswa, seperti diskusi, tanya jawab, dan pemecahan masalah. Namun, guru PAI masih perlu meningkatkan penggunaan media pembelajaran yang lebih variatif dan menarik. Selain itu, guru PAI juga perlu meningkatkan kemampuan dalam memberikan umpan balik yang efektif kepada siswa. Evaluasi pembelajaran PAI berbasis HOTS di SMAN 114 Jakarta sudah dilakukan secara berkala, namun masih perlu ditingkatkan. Guru PAI sudah menggunakan berbagai instrumen penilaian yang dapat mengukur HOTS siswa, seperti tes tertulis, tes lisan, dan tugas proyek. Namun, guru PAI masih perlu meningkatkan penggunaan instrumen penilaian yang lebih otentik dan kontekstual.
Implementasi Kegiatan Market Day untuk Menumbuhkan Jiwa Kewirausahaan Siswa Kelas V di SDN 1 Gunungkeling
Authors: Bismillah Nida , Sari Agatha Kristi Pramudika
Published: October 2024

Tujuan dari penelitian ini adalah untuk mengidentifikasi dampak kegiatan Market Day terhadap jiwa kewirausahaan siswa kelas V di SDN 1 Gunungkeling menggunakan metode one group pretest-posttest. Populasi yang diteliti dalam penelitian ini adalah seluruh siswa yang terdaftar di SDN 1 Gunungkeling. Jumlah sampel dalam penelitian ini adalah 30 siswa. Teknik pengambilan sampel yang digunakan adalah simple random sampling. Sebelum pelaksanaan Market Day, siswa diberikan angket jiwa kewirausaan untuk mengukur tingkat kewirausahaan mereka. Setelah kegiatan, siswa diberikan angket jiwa kewirausahaan yang sama untuk mengevaluasi perubahan. Data dianalisis menggunakan SPSS versi 27. Sebelum uji t, data di uji prasyarat yaitu uji normalitas. Setelah uji prasyarat, data dianalisis dengan menggunakan uji-t sampel berpasangan. Hasil mengindikasikan adanya pengaruh signifikan dalam jiwa kewirausahaan siswa setelah mengikuti kegiatan Market Day. Kegiatan ini tidak hanya memperkenalkan konsep dasar kewirausahaan, seperti perencanaan, produksi, pemasaran, dan penjualan, tetapi juga mengembangkan soft skills siswa, termasuk kerja sama tim, komunikasi, kreativitas, dan kemampuan pengambilan keputusan.
Influence of Heating Intensity and Drying Time of Oven and Microwave on the Moisture and Water Activity of the Gynura procumbens Leaves
Authors: Wan Ahmadi Wan Farah Aina , Ahmad So’bah , Bakar Suzaira
Published: October 2024

The heating intensity and drying time by drying using oven and microwave were studied for moisture content and water activity of the Gynura procumbens leaves. Drying was conducted by using oven and microwave drying at varied temperature, power and drying time. The result demonstrated that microwave drying at 375W for 21.50 minutes and 925W for 58.50 minutes effectively reduced moisture content and water activity more efficiently than oven drying at 47.5°C and 62.50°C, with 7.50 and 12.50 hours drying time, respectively. Hence, these findings highlight the efficiency of microwave drying in producing shelf-stable Gynura procumbens leaves which can be used for pharmacological purposes.
Strengthening local autonomy in development: composite budgeting, expenditure planning and implementation in Nanumba South district, Ghana
Authors: N-yilyari Wisdom , Okrah Maxwell , Agbenyo Fauster
Published: October 2024

Including local citizens in decision-making about the use of local resources is crucial to improving the generation of locally raised funds. This study illustrates the positive effects of composite budgeting – a participatory process – in meeting local people’s development interest and needs, and in promoting expenditure autonomy. Using a case study approach and drawing on both qualitative and quantitative data, the study found that Ghana’s system of district assemblies – which are largely made up of elected members – appears to be relatively successful in delivering the capacity and independence required to make funding decisions that benefit local people and the development of their area. The paper suggests a link between citizens’ confidence in the working of their assembly and their willingness to contribute to locally generated funds.
The unrealised potential of local institutions in Papua New Guinea: adopting a bottom-up approach to governance, rule of law, and peace and development
Authors: Yadin Shahar Shalom , Koroka Kyline , Kaman Julienne Amal
Published: October 2024

According to the principles of the bottom-up approach to peace and development, true and sustainable development and social harmony can only emerge by individuals taking constructive actions towards peaceful individual and communal governance – something which each individual and each community must realise within themselves and on their own terms. Well-functioning local-level institutions can support this process. In the Papua New Guinean context, however, too little attention has been given to the most fundamental local institutions – the local-level government and the village court – which for the vast majority of people constitute the first point of contact with any formal political and legal system. This paper firstly reviews the operation, institutional framework and potential cooperation of these two local institutions, with a particular emphasis on those institutional aspects by which bottom-up development can take place and be strengthened and enhanced, leading ideally to empowered communities and increasing peace and prosperity. Secondly, it shows that the potential of both the local-level government and the village court is currently greatly unrealised. Finally, the paper aims to inspire, promote and demonstrate ways in which this potential can be realised, using two case studies and a discussion. It is believed that knowledge, awareness and realisation of such potential will promote a greater sense of individual, communal and social governance, and commitment to the rule of law, emerging from the bottom up and fostering social harmony.