bluuebunny/crossref_metadata_2025 huggingface dataset:
What if they are set free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development
Authors: Isozaki Anna Husson
Published: October 2022

Recent research has shown that reading and listening together can be helpful in developing EFL reading fluency, but learner-autonomous bimodal reading research remains scarce. The present study, in an intensive academic English program in Japan, was intended to explore whether reading rates and related reading skills might improve while autonomously reading and listening outside class, holding “book clubs” in class, and while meeting course goals. Within the program setting’s trimester sessions, young adult participants carried out extensive reading and listening online at their own pace, followed by small group “book club” discussions, and conducted monthly silent reading rate checks. Participant data collection found the participants (N = 130) reported approximately 64 wpm in overall average gain through their 9-10 week projects. Post-project survey responses and interviews also indicated positive views of book club discussions and possible growth in skills related to increasing fluency, such as mentally “hearing” while reading, and visualizing. Rates of spoken word delivery in audiobooks were measured and compared to reading rates and fluency development markers discussed in research to date. Correlating these with participants’ reading rates was found potentially helpful in visualizing ranges in learners’ reading fluency development. Further research investigating these points is suggested.
Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction
Authors:   University of Tübingen, Germany, Kohn Kurt
Published: October 2022

In pedagogical debates about there ELT students are Global Englishes (GE) and English as a lingua franca (ELF), is widespread agreement concerning an urgent need for liberating teachers and students from the normative constraints of ELT’s orientation towards standard English by raising their awareness of the characteristics and complexities of GE/ELF communication. remedial education based on generally perceived as weak GE/ELF communicators requiring the analysis of recorded GE/ELF exchanges. Contrary to this deficit view, this article calls for acknowledging ELT students as ‘speaker-learners’, who are endowed with a natural capability for communication including strategic creativity, contextual inferencing, empathetic cooperativity, and communication monitoring. Through a as principal agents of ‘MY English’ development, guided by their personal communicative and communal success and their aspiration for speaker satisfaction. A social constructivist lens, they appear requirements of normalizing account of GE/ELF communication and an emancipatory MY English perspective on ELT provide the theoretical-conceptual underpinnings of an immersive pedagogical GE/ELF approach, preferably implemented through virtual exchange in a blended learning environment. Pedagogical mentoring is essential for helping students assume MY English responsibility, make best use of their ordinary communicative capability, and exploit the translanguaging range of their resources when faced with unfamiliar challenges in GE/ELF encounters.
On Global Englishes, Translanguaging, and the Educational Challenge of Celebrating Students’ Capacity for Communication
Authors:   Universiti Malaya, Chau Meng Huat , Lie Anita ,   Widya Mandala Surabaya Catholic University, Indonesia, Zhu Chenghao ,   Universiti Malaya, Jacobs George ,   Universiti Malaya
Published: October 2022

Until very recently, much of the educational and applied linguistics discourse about students and their learning was based on a deficit view (e.g., “low proficiency,” “they should know this,” “they need to improve their command of English”). Such a view justifies the traditional role of teachers imparting knowledge and students passively absorbing it. In fact, John Dewey, writing over a century ago, highlighted this sad state of affairs in education: Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an aﬀair of “telling” and being told but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. (Dewey, 1916/2001, pp. 43-44) In this short contribution, we share our views on how inclusive language education may be promoted based on Global Englishes and translanguaging through a reconceptualization of who students really are. But before that, we must emphasize that inclusive education is about valuing all cultures and all languages. It encourages students and teachers to use all the cultures and languages they can draw upon in order to understand and master their world, and to act upon that world for their own benefit and the benefit of all.
Reflecting on Translanguaging: ‘Across’ and ‘Beyond’ Multilingualism
Authors:   Brock University, Canada, Farrell Thomas S. C.
Published: October 2022

Originating from Welsh language as ‘trawsieithu’ (Lewis, Jones & Baker, 2012, p. 643), the term translanguaging has become a popular new term added to bilingual and multilingual education in many parts of the world. Apparently, the concept of translanguaging is supposed to broaden the fields of bilingualism and multilingualism to give them a more global perspective (note the title of García’s (2009) book. I have been invited by the editors of this collection to give my views on translanguaging within the second language education world. So in this brief article I give my reflections on what I think the term means to me as a second language teacher educator. As you will see I have more questions than answers about this new and interesting concept but nevertheless I try to apply it to a second language classroom.
Toward Inclusive Translanguaging in Multilingual Classrooms
Authors:   University of British Columbia, Canada, Li Guofang
Published: October 2022

As the world moves to a post-COVID stage and movement of goods and people across borders resumes, we need to rethink how we communicate and educate students about communication in a superdiverse world with increased presence of minoritized languages and varieties. The growing evidence of translanguaging practices among plurilingual speakers in multilingual societies and linguistic minority communities across the globe (e.g., Cenoz & Gorter, 2017; Oliver et al., 2020; Seals & Olsen-Reeder, 2020; Straszer et al., 2022) has prompted greater attention to equity and linguistic social justice issues in language education. Pedagogical translanguaging has been put forward as an “all encompassing” (Li, 2018, p. 9) practice to address linguistic inequities and injustices in the classroom. While it is a step forward in countering monolingual ideology and the dominant-language-exclusive policy and sanction, I draw attention to the “selective” nature of much of the current pedagogical translanguaging approach and argue for “inclusive translanguaging” that capitalizes on all of the languages, cultures, and identities of plurilingual speakers who have historically received marginalization, including their non-dominant dialects or mother tongues.
Why Should They?
Authors:   Materials Development Association (MATSDA), Tomlinson Brian
Published: October 2022

Why should a learner of English in Pontianak have to learn to speak the English spoken by a well-educated native speaker of English in Cambridge? And why should a learner of English in Lima be corrected for not speaking English like the East Coast American teaching her? And most importantly why should a learner of English in Paris fail his examination because he speaks French English with a strong but internationally intelligible accent?
Accent Difference Makes No Difference to Phoneme Acquisition
Authors:   Toyo University, Japan, Jones Marc , Blume Carolyn ,   Technical University Dortmund, Germany
Published: October 2022

ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such ‘native speaker’ ideologies, but lacks empirical evidence. In this study, the use of GELT input in comparison with prestige varieties of English was investigated. Sixteen first-year L1 Japanese university students in an English Medium Instruction programme participated in a self-paced listening study via a learning management system (LMS). All participants were tested on their perception of the English vowels /æ/, /ʌ/, /ɜː/ and /ɔː/. After this pretest, they were separated into two groups: using edited TED talks, the experimental group (G) (N=8) watched videos of Global English varieties, and the control group (P) (N=8) watched videos of prestige English varieties. Both groups acquired losses, i.e., immediate posttest scores were mainly lower than pretest scores on vowel identification. Scores were predicted by the variation in interval between lessons and posttest, but not by the varieties of English used. This provides support for the view that GELT is as valid a language teaching approach as using prestige varieties.
Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals’ Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education
Authors:   Athens State University, USA, Song SunYung
Published: October 2022

Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate “English-only” policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García & Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students’ home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging.
Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea
Authors:   The Ohio State University, USA, Jang Jinsil
Published: October 2022

With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom English language learning experiences of three Uzbek students in South Korea. Drawing upon the conceptual framework of translanguaging and agency, data were collected from various sources. I found that the actions taken by these students to learn English depended on their interlocutors, practical and academic purposes, and language ideologies embedded in contexts, which in turn influenced learners’ agency and translanguaging practices. More specifically, the findings show the students exercised agency over their choice of linguistic and non-linguistic resources in order to expand their linguistic repertoires on their own accord. These findings provide implications for EFL research and pedagogy, particularly within the context of the transition from monolingual to multilingual.
Translanguaging Life Writing: Autobiography-Driven Writing Instruction
Authors:   Illinois State University, USA, Yigitbilek Demet
Published: October 2022

Deficiency-oriented attitudes are still common occurrences despite growing emphasis on linguistic and cultural diversity. Promoting inclusivity in learning, Herrera (2016) proposed “biography-driven instruction” emphasizing the power of students’ assets. Though her work was intended for young learners’ biliteracy, I argue that the tenets can be used as a framework for more equitable adult ESL instruction to build on learners’ “funds of knowledge” (Moll et al., 1992) and “cultural wealth” (Yosso, 2016). In this article, I theorize an “autobiography- driven instruction” approach where L2 writing instruction can foster inclusivity through life writing by acknowledging diverse linguistic and cultural backgrounds as assets, drawing from rich lived experiences, and tapping into multi-competencies. Drawing from the work in translanguaging and life writing, this article problematizes the deficiency-based assumptions, argues for life writing practices, and provides a practical look into the theorized autobiography-driven instruction. I detail how this approach can help students take a more active role in their learning and inevitably leads to amplifying diverse voices and inclusivity in ESL by learners (1) choosing the content they write about, (2) practicing a variety of the life writing genres, and (3) sharing their personal stories to create empathy and build rapport.
Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education
Authors:   Shantou University, China, Fang Fan , Xu Yudie ,   Shantou University, China
Published: October 2022

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.
Starting Points in Critical Pedagogy (Review)
Authors:   Universiti Malaya, Jacobs George M
Published: October 2022

The spirit of today’s time is that much needs fixing in the world. From the climate crisis to children being deprived of a quality education, international organizations often seek to develop ways to improve life for global citizens. This is also true within applied linguistics, as special interest groups in teachers’ organizations such as IATEFL and TESOL International have sought to establish more accessible and equitable access to language education. One such barrier to equity in language pedagogy is an overly single-minded focus on language proficiency, which many are resisting in favor of a holistic stance that instead seeks to ask questions about what works well in our communities and how society can be improved. From this position, Starting Points in Critical Language Pedagogy is a timely book, introducing beginning and experienced teachers to the concept of critical language pedagogy and inviting readers to evaluate the status quo.
PROFILE OF LEPROSY IN CHILDREN FROM 2014-2018 IN DR. SOETOMO GENERAL HOSPITAL SURABAYA
Authors: Billy Jiwandono
Published: October 2022

Type 2 Diabetes Melitus is a metabolic disorder that is marked by the rise in blood sugar due to a decrease in insulin secretation by pancreatic beta cells and insulin function ordisorders (insulin resistance). Risk factors of diabetes mellitus type 2, namely age, gender, obesity, hypertension, genetics, diet, smoking, alcohol, lack of activity. Patients with Diabetes Melitus are required to implement a complex management disease such as nutritional therapy, physical exercise, glucose controlling, and pharmalogical therapy. Diabetes melitus can cause complications and symptoms that interferes activities, the implications of Diabetes Melitus be a stressor that cause stress, stressor can be controlled by coping mechanism. Mechanism coping is an active process in which the use of resources from the private and develop new behavior that aims to grow the strength of an individual, even an emergency reduce the impact of stress in life, disability incurred. Coping mechanism is adaptive and maladaptive. This aims study to explore coping strategies of patients with type 2 diabetes melitus in internal medice polyclinic Cipto Mangunkusumo Hospital, Jakarta. This study used quantitative description. Research result shows that patient who use adaptive coping 38 people (73%), whereas the use coping maladaptive 14 people (27%), then it can be concluded that diabetes mellitus patients more coping mechanisme malaadaptive.
Vécu et représentations du premier rapport sexuel chez les adolescentes
Authors: GILLES DE LA LONDE J , SUN S
Published: October 2022

D'aprés une communication de Clotilde Chanal Le premier rapport sexuel est un événement charnière dont le contexte de survenue et le vécu influencent la santé sexuelle et globale de l’adolescent. La santé sexuelle est définie comme un état de bien-être physique, émotionnel, mental et social en relation avec la sexualité, et nécessite une approche positive et respectueuse des relations sexuelles vécues comme agréables et sûres, sans contrainte, discrimination et violence1. Le médecin généraliste (MG) peut être en difficulté pour instaurer et maintenir la communication et la relation avec les patients adolescents. Interroger la santé sexuelle dans cette période de vie charnière et fragilisante est justifié dans le cadre d’une approche globale.
Comment aborder l'orientation sexuelle des patients consultant en médecine générale ?
Authors: TARRAGON J , MESSAADI N , MARTIN M-J , COTTENCIN O , BAYEN M , BAYEN S
Published: October 2022

Contexte. Les minorités sexuelles regroupées sous l’acronyme LGBT+ représentent une population vulnérable sur le plan bio-psycho-social. Il semble important que le médecin généraliste (MG) connaisse l’orientation sexuelle (OS) des personnes qu’il suit afin de garantir un accompagnement centré sur la personne. Objectif. Comprendre comment les MG s’intéressent à l’OS des personnes qu’ils suivent et les stratégies mises en place pour faciliter l’abord de l’OS en soins primaires. Méthode. Étude qualitative par entretiens individuels semi-dirigés réalisés auprès de MG dans la région des Hauts-de-France. Les MG ont été recrutés de novembre 2017 à mai 2018. Les informations ont été recueillies jusqu’à l’obtention d’une suffisance des données. L’analyse thématique de données a été effectuée à l’aide du logiciel NVivo12®. Résultats. Onze MG ont participé à l’étude. Les questions autour de l’OS et de l’identité de genre (IG) ont une importance reconnue auprès des MG. Ils profitent en général des motifs de consultation pour aborder ce sujet. Ils préfèrent utiliser des questions ouvertes ou avec propositions de réponses « un, une, ou des partenaire(s) » pour obtenir une réponse précise. Ils rapportent de nombreux freins : le manque de temps, leurs craintes et représentations vis-à-vis des patients et de leurs attentes, et leurs expériences de formation et d’exercice. Ils proposent différentes stratégies de communication mises en jeu dans la relation qu’ils développent avec les patients, pour faciliter l’abord de la question dans le respect de l’intimité. Conclusion. Les MG abordent difficilement l’OS des patients en consultation. Une question type est proposée pour chaque patient : « Avez-vous un, une ou des partenaires », mettant en jeu les qualités d’écoute et de communication des MG.
Caractéristiques des patients et conseil des médecins généralistes d’arrêter les statines chez les patients très âgés
Authors: BERKHOUT C
Published: October 2022

Publication originale de : van der Ploeg MA, Streit S, Achterberg WP, et al. ( J Gen Intern Med 2019;34:1751‑7.) Contexte Les statines sont largement utilisées pour prévenir les maladies cardiovasculaires (MCV). L’âge venant, le risque lié à leur prise pourrait être supérieur au bénéfice attendu. Les facteurs qui influencent la décision des médecins généralistes (MG) de conseiller l’arrêt des statines chez les patients âgés de 80 ans et plus sont inconnus...
Lopinavir-ritonavir chez des patients hospitalisés avec une forme sévère du Covid-19
Authors: POUCHAIN D , BOUSSAGEON R , LE ROUX G
Published: October 2022

Publication originale de Cao B, Wang Y, Wen D, Liu W, Wang J, Fan G, et al. N Engl J Med 2020. https://doi.org/10.1056/NEJMoa2001282 (accès libre). Lors d’une pandémie mondiale, et en l’absence de traitement spécifique validé de l’agent infectieux incriminé, la logique consiste à d’abord se tourner vers des médicaments disponibles et disposant au minimum de données d’efficacité in vitro (avec une autorisation de mise sur le marché [AMM], dans une autre indication ou pas) avant d’entreprendre le développement de nouveaux principes actifs. Depuis le début des années 2000, l’association lopinavir-ritonavir (Kaletra®) dispose d’une AMM « en association avec d’autres médicaments antirétroviraux, pour le traitement des adultes, des adolescents et des enfants âgés de plus de 14 jours infectés par le VIH-1 »1...
Covid-19 : argumentaire scientifique sur le dépistage de masse et le confinement
Authors:   Conseil Scientifique du CNGE
Published: October 2022

L’INTÉRÊT DU DÉPISTAGE DES CAS ASYMPTOMATIQUES ET DU REPÉRAGE PRÉCOCE L’Organisation mondiale de la santé recommande le dépistage de masse, ou d’un grand échantillon, associé aux comportements de distanciation physique et aux mesures barrières. Cette approche semble cohérente, compte tenu de la littérature scientifique actuelle, et doit être envisagée en France1 pour maîtriser l’évolution de l’épidémie2...
Vaccin HPV et prévention du cancer du col de l’utérus
Authors: BOUSSAGEON R , FERRAT E , FLORI M , ERPELDINGER S , MAYNIE-FRANCOIS C , SUPPER I , POUCHAIN D
Published: October 2022

Introduction. En 2018 en France, l’incidence annuelle du cancer du col de l’utérus (CCU) était d’environ de 6,1/100 000, ce qui en fait aujourd’hui un cancer « rare ». L’article d’Ecollan et al., publié dans exercer en 2018 sur la vaccination contre le papillomavirus humain (HPV), suggérait que le rapport bénéfice/risque de la vaccination anti-HPV dans la prévention du CCU était favorable. Mé thodes. Analyse complémentaire de la méta-analyse Cochrane de Arbyn et al., avec inclusion de l’essai clinique randomisé VIVIANE sur les critères CIN3+ et AIS. Résultats. L’inclusion de l’ECR VIVIANE modifiait les résultats de la méta-analyse Cochrane sur les critères CIN3+ et AIS. À ce jour, il n’est pas démontré que le vaccin anti-HPV diminue l’ensemble des lésions cervicales précancéreuses de haut grade (CIN3+ et AIS), quel que soit le type de HPV. Discussion. La méta-analyse Cochrane de Arbyn et al. n’était pas fiable concernant les CIN3+ et AIS. Il est nécessaire de faire l’analyse complète de tous les essais cliniques randomisés ayant évalué l’efficacité et la tolérance du vaccin HPV avant de promouvoir une généralisation de la vaccination anti-HPV. Ce d’autant plus que les données en vie réelle dans les pays à forte couverture vaccinale ne montrent pas encore de réduction de l’incidence du CCU. Conclusion. En l’absence d’urgence sanitaire, il convient de prendre le temps d’une analyse indépendante, exhaustive, et transparente des données. Étant donné le bénéfice individuel incertain, la décision médicale partagée avec les patientes doit être plus que jamais promue dans cette situation de prévention primaire, d’autant plus que le programme de dépistage organisé du cancer cervical débute.
Questionner la question
Authors: GILLES DE LA LONDE J , CADWALLADER J-S , LUSTAMAN M , LEBEAU J-P
Published: October 2022

En recherche qualitative, la problématisation est une étape fondamentale qui nécessite la prise de conscience puis la déconstruction des a priori des chercheurs. D’une part, elle réduit et permet de gérer la part de subjectivité dans l’analyse des données brutes. Elle augmente d’autre part les chances de découvertes éclairant la pratique clinique et évite de se limiter aux réponses déjà connues. Cet article propose un outil permettant aux chercheurs de comprendre puis d’expliciter leur posture, leur questionnement et leur opinion sur le sujet pour faire évoluer la question de recherche au-delà de leurs simples résonances personnelles. Les résultats de cette démarche ont vocation à inaugurer le journal de bord de la recherche.
Création d’un support d’information sur l’alimentation végétarienne pour les médecins généralistes en France
Authors: HUMBERT X , BOUDY C-A
Published: October 2022

D’après une publication de Loïc Blanchet-Mazuel, Charly Wissocq et Sophie Augros L’alimentation végétarienne connaît un essor important dans les pays développés, motivé par la volonté d’une meilleure santé et par un engagement pour le bien-être animal et de l’environnement. Le végétarisme, ou alimentation végétarienne, englobe différentes variantes. La forme la plus répandue du végétarisme, l’ovo-lacto-végétarisme, exclut toute chair animale (viande, poisson, crustacés), autorise les oeufs, le lait et ses dérivés...
PENGARUH LINGKUNGAN KERJA DAN PROMOSI JABATAN TERHADAP STRESS KERJA KARYAWAN PT. HIMAWAN PUTRA MEDAN.
Authors: Ivany Ivany , Syawaluddin Syawaluddin , Putra Aidil
Published: October 2022

In creating a strong and successful company, a supportive work environment is needed and clear promotions are needed so that employees do not stress in carrying out work activities in the company. The purpose of this study was to determine the effect of the work environment and job promotions on Employee Stress at PT. Himawan Putra Medan.The research method used is a quantitative analysis method. The data used are primary andÂ secondary data. The study population was 50 people using saturated sampling techniques where all members of the population were sampled. Variables are measured with a Likert scale. The data analysis technique used is multiple linear regression.Based on simultaneous analysis of the work environment and job promotions affect the Employee Stress of PT. Himawan Putra Medan. Partially, there is an influence of work environment variables on employee work stress and there is an influence of job promotion on PT. Himawan Putra Medan. Â Keywords: Work Environment, Job Promotion, Employee Stress
PENGARUH KEPERCAYAAN MEREK DAN KEPUASAN KONSUMEN TERHADAP LOYALITAS MEREK PT ALFA SCORP II MARELAN MEDAN
Authors: Lindawaty Lindawaty , Syawaluddin Syawaluddin
Published: October 2022

Loyal consumers are assets that are meaningful to the company, because in addition to consuming continuously they will also help to market the product to others, and as we know that marketing word of mouth (the word of mouth) is: the most marketing method effective and efficient. High consumer loyalty will certainly require a long time and a good strategy. The factors that will shape loyalty are brand trust and customer satisfaction. This study is to determine the effect of Brand Trust and Consumer Satisfaction on Brand Loyalty at PT. Alfa Scorpii Marelan both partially and simultaneously.This type of research is a quantitative descriptive method. The object of research in this study is the customer of PT. Alfa Scorpii Marelan totaling 150 people. The sampling technique uses the Slovin formula which produces a sample of 109 people, the data analysis technique used is multiple regression analysis, t-test, F-test, and coefficient of determination test.The results showed that partially and simultaneously brand trust and customer satisfaction affected their loyalty. Companies are advised to increase brand loyalty by increasing brand trust by approaching consumers and creating motorcycles with more interesting features and variations. In terms of customer satisfaction, companies are advised to open a suggestion box about customer satisfaction with Yamaha motorcycles. Companies are also advised to increase consumer confidence and safety in riding Yamaha motorbikes, overcome complaints related to Yamaha motorcycles such as durability and product reliability, improve service and establish good relationships with consumers in order to increase customer satisfaction so that Brand Loyalty increases.Â Keywords: Brand Trust, Consumer Satisfaction and Brand Loyalty
Waiting For The End
Authors: Short Kyle ,   After Dinner Conversation
Published: October 2022

Are all religious leaders who say they know the will of God, a cult? In this work of philosophical short story fiction, two young boys, Fletcher and Mark, throw rocks at rusted cars in the local dump. While throwing rocks they discuss the recent proclamation of “the Sister” who has told them the end is coming in just two short weeks. The boys discuss if they believe the Sister, and the unfairness of their lives ending before they have had a chance to fully live. They discuss running away from the group to get additional time before the end, but decide the few extra weeks is not a good trade for an eternity of damnation. In the end, the decide to spend their remaining time in each other’s company, trying to enjoy life and be happy.
Notes From The Struggle
Authors: Hartglass Craig ,   After Dinner Conversation
Published: October 2022

Why does society seem to support the leadership of bully strongmen? In this work of philosophical short story fiction, the narrator is visiting his friend Tomas. They have been of-and-on friends for years, but now Tomas is dying. Over drinks, they reflect on their lives while Tomas retells the story of a baboon tribe he read about. The baboon tribe was run by vicious leaders and violence was common. Until, one day, they found a trash heap. The largest, most dominant members ate from the heap, while the less aggressive were denied access. Eventually, the trash gives the baboon’s tuberculosis, and all the aggressive males die off. The passive males reform the tribe as an egalitarian paradise of sharing. As soon as baboons from the outside tribes try to enter, they quickly learn they will be pushed out unless the adopt the kinder ways. This goes on for six generations. Plato argued humans were too stupid to trusted with voting in a democracy. The baboons might tend to agree.
Performance
Authors: Todd A.M. ,   After Dinner Conversation
Published: October 2022

Are you simply what you repeat? In this work of philosophical short fiction covering the power of repeated action in changing ideas, a weak spirited loser is contacted by the government and informed he has a twin that is the head of a powerful mafia organization. The government will pay him $1 million dollars if he goes through their program to learn the mannerisms and speech of his mafia twin and replace him in the organization. As the twin learns how to act like the mafia boss, he becomes more like him until he escapes the training program with the money and a new personality.
Identification and Alienation in the Anthropocene
Authors: Hverven Sigurd ,   Center for Environmental Philosophy, The University of North Texas
Published: October 2022

This article examines the concepts of alienation and identification in the context of the Anthropocene. It is a common claim in environmental thinking that alienation from nature drives ecological destruction and that a part of the cure for such an unhealthy relationship to nature is to recover a sense of identification with nature. The article challenges this view, by arguing that in the Anthropocene identification with nature may not be solely good, alienation from nature may not be solely bad, and identification and alienation may not be mutually exclusive phenomena. This thesis is defended through a critique of Arne Næss’s view on identification and alienation, and by drawing and elaborating on Simon Hailwood’s study of alienation in environmental philosophy and Adorno’s critique of “identity-thinking.” It also considers a specific case, the so-called “Plastic Whale” that was stranded outside the coast of Norway in 2017.
Molecular and Immunophenotypic Correlates of Metastatic Epithelioid Angiomyolipoma Include Alterations of TP53, RB1, and ATRX
Authors: McCarthy Michael R. , Nichols Paige E. , Sharma Vidit , Stanton Melissa L. , Reynolds Jordan P. , Pitel Beth A. , Halling Kevin C. , Lohse Christine M. , Herrera-Hernandez Loren , Thompson R. Houston , Leibovich Bradley C. , Jimenez Rafael E. , Boorjian Stephen A. , Cheville John C. , Gupta Sounak
Published: October 2022

Context.—

Epithelioid angiomyolipomas (eAMLs) are rare tumors of the kidney that occur in patients with tuberous sclerosis complex or in a sporadic setting; a subset of these tumors exhibit metastatic behavior.

Objective.—

To analyze molecular profiling data to identify pathogenic alterations in rare cases of metastatic eAML, and to identify immunohistochemistry (IHC)-based surrogate markers.

Design.—

Molecular profiling data from the American Association for Cancer Research GENIE registry was accessed for 23 patients with angiomyolipomas, and 9 of 16 patients with eAMLs in our institutional registry were evaluated with next-generation sequencing. IHC was performed to screen for alterations of P53, RB, and ATRX for all 16 institutional cases.

Results.—

Combined alterations of 5 tumor-suppressor genes (TP53, ATRX, RB1, APC, and NF1) were identified using next-generation sequencing in 7 of 8 (88%) patients with metastatic disease compared to a single patient with nonmetastatic disease (RB1 variant of uncertain significance; 1 of 24, 4%). No cases with abnormal IHC results were identified in 11 patients with nonmetastatic disease compared to 3 of 5 patients with metastatic disease.

Conclusions.—

Our results show that the majority of metastatic eAMLs have mutations of 5 tumor-suppressor genes (TP53, ATRX, RB1, APC, and NF1), while these are rare in patients with nonmetastatic disease. Furthermore, IHC for P53, RB, and ATRX may serve as a screen for a subset of these alterations in resource-limited settings. These findings, if validated in larger data sets, have the potential to predict metastatic behavior in eAMLs.
Tunable flux-jump characteristic of multifilamentary composite Nb3Sn superconducting wires in maglev systems
Authors: Dong Shi-Quan , He An , Liu Wei , Xue Cun ,   Department of Engineering Mechanics, College of Science, Chang’an University, Xi’an 710064, China,   Western Superconducting Technologies Co., Ltd. Xi’an 710014, China,   Department of Engineering Mechanics, School of Mechanics, Civil Engineering and Architecture, Northwestern Polytechnical University, Xi’an 710072, China
Published: October 2022

The superconducting solenoid with constant large current is exposed to an alternating magnetic field during the acceleration of the superconducting maglev train, which will cause flux jump of the superconducting solenoid. It can reduce the current-carrying capacity of the solenoid, and generate a lot of heat and make the temperature of the superconducting solenoid rise sharply, which will make the whole superconducting coils quenched. Thus the research of flux jump has very important scientific significance. Nb3Sn superconducting wire is a composite structure composed of multiple superconducting filaments、copper and epoxy resin. In this paper, the magneto-thermal instability behavior of a three-dimensional superconducting wires under alternating magnetic fields and constant current is studied by using a two-dimensional model in which the net current of each filament is constrained to zero. By analyzing the effect of amplitude and frequency of alternating magnetic field on flux jump of a Nb3Sn superconducting wire, we find that when the magnetic field amplitude keeps unchanged, the magnetic field threshold of the initial flux jump changes non-monotonically with the frequency. While the frequency keeps unchanged, the threshold of the initial flux jump changes monotonously with the amplitude of the alternating magnetic field. In addition, with the decreasing applied field, the frequency range for flux jump first increases then decreases to certain critical frequency when the superconducting wire does not have flux jumps. The results of this paper can provide a theoretical basis for regulating the magneto-thermal instability of superconducting wires.
History Teaching in the Covid-19 Outbreak Process
Authors: YELKENCİ Ömer Faruk
Published: October 2022

Tarih boyunca zaman zaman küresel ölçekte salgınlar yaşanmıştır. Ancak eğitimin okullar üzerinden kurumsallaştığı ve kitlelerin neredeyse tamamına yaygınlaştığı modern çağda bu denli uzun süreli bir kesintiye uğramamıştır. Bu şartlar
altında Kovid-19 Salgını eğitim alanını derinden etkilemiş ve eğitimin okulun dışına, çevrimiçi ortama çıkmasına neden olmuştur. Süreçte eğitimde genel anlamda yaşanan sorunların yanında derslere özel sorunlar da yaşanmıştır. Kovid-19
Salgını sürecinde Tarih öğretiminde yaşanan sorunların tespit edilmesi ve bu sorunlara çözüm önerileri sunulması kuşkusuz önemlidir. Böylece zarurî uzaktan öğretim süreçlerinde gereken tedbirlerin alınmasına ve Tarih derslerinin
niteliğinin arttırılmasına yönelik katkı sağlanabilecektir. Bu süreçte İstanbul İlindeki Tarih derslerinin dolayısıyla Tarih öğretiminin durumunu tespit etmek amacıyla yapılan bu çalışma bir tarama araştırması olarak yürütülmüştür.
İstanbul’da görev yapan 404 Tarih öğretmenine uygulanan anketin sonuçlarına göre özellikle salgın sürecinin başında ve süreç boyunca öğretmenler zarurî uzaktan öğretim ve dijital imkânlarla ilgili yeterli derecede hizmet içi eğitim
almadıklarını, teknolojiyi kullanırken yardım almak zorunda kaldıklarını, öğrenci katılımı ve veli desteği hususlarında sorunlar yaşadıklarını belirtmişlerdir. Tarih öğretmenleri, salgın süreciyle uzaktan öğretimde kullanılmaya
başlayan yöntem ve araçların bundan sonraki süreçlerde eğitimde ve Tarih öğretiminde kullanılmaya devam edileceği noktasında görüşlerini ortaya koymuşlardır. Kısıtlama gerektiren benzer durumlara özgü ve Tarih öğretimini her yönüyle
ele alan esnek bir tasarımının yapılması gerekliliği sonucuna varılmıştır.
Middle School Teachers’ Views on Face-to-Face Education Following Distance Education
Authors: BAKIRCI Hasan , ERCAN Gizem , CENGİZ Ekrem
Published: October 2022

Literatürde, özellikle salgın döneminde yapılan uzaktan eğitim ile ilgili birçok soruna dikkat çekilmektedir. Yüz yüze eğitime geçilmesiyle uzaktan eğitimde karşılaşılan sorunların devamlılığı konusunun araştırılması etkili bir öğretim
için zorunlu hale gelmiştir. Ayrıca uzaktan eğitimde ortaya çıkan sorunların, yüz yüze eğitime yansımalarını belirlemenin önemli olduğu söylenebilir. Bu sorunların ortaya çıkarılmasında eğitimin önemli paydaşlarından olan öğretmenlerin
görüşleri önem arz etmektedir. Bu bağlamda çalışmanın amacı, uzaktan eğitimden sonra yapılan yüz yüze eğitim süreci hakkında ortaokul öğretmenlerinin görüşlerini belirlemektir. Bu amaç doğrultusunda yapılan araştırmada, nitel araştırma
yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Araştırma, 2021-2022 eğitim-öğretim yılında Doğu Anadolu bölgesinde bulunan bir il merkezindeki bir ortaokulda görev yapan farklı branşlardan sekiz öğretmen ile yürütülmüştür.
Araştırmada amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi kullanılmıştır. Araştırma için Van Yüzüncü Yıl Üniversitesi Sosyal ve Beşeri Bilimler Yayın Etik Kurulu'ndan etik ve yazılı izin alınmıştır. Araştırmacılar
tarafından geliştirilen yarı yapılandırılmış görüşme aracılığıyla veriler toplanmıştır. Verilerin çözümlenmesinde içerik ve betimsel analiz kullanılmıştır. Öğretmenler, uzaktan eğitim sürecinde öğrencilerin akademik başarılarının
düştüğünü, yüz yüze eğitimde ise akademik başarının arttığını belirtmişlerdir. Ayrıca öğretmenler yüz yüze eğitim sürecinde öğrencilerin derse karşı ilgilerinin, öğrenme isteklerinin ve derse katılımlarının arttığını ifade etmişlerdir.
Öğretmenler, öğrencilerde dikkat dağınıklığı, okuma-yazmada yavaşlama, fiziksel şiddete yatkınlık, argo ve küfürlü konuşmaların arttığını dile getirmişlerdir. Bunun yanı sıra öğretmenler, öğrencilerde konu eksiklerinin, başaramama
duygularının, özgüven eksikliklerinin olduğunu ve olaylara karşı aşırı tepki gösterme gibi psikolojik değişikler gözlemlendiğini belirtmişlerdir. Ayrıca öğretmenler, uzaktan eğitimden sonra yüz yüze eğitime geçilmesi sürecinin
öğrencilerin bazı davranışlarına olumlu yansıdığını gözlemlemişlerdir. Dolayısıyla uzaktan eğitim sürecinde karşılaşılan sorunların yüz yüze eğitimde tam olarak giderilemediği görülmüştür. Bu durumun giderilmesi için, öğretmen,
okul rehberlik servisi ve velilerin işbirliği içinde çalışması önerilmektedir.
Teachers' Holıday: A General Review
Authors: ATALAY Ayşegül , KEPENEKÇİ Yasemin KARAMAN
Published: October 2022

Öğretmenlerin genel anlamda tatil süreleri ve bu yönüyle diğer meslek gruplarına göre sahip oldukları imkânlar sürekli tartışılagelmiş bir konudur. Tatil açısından bakıldığında öğretmenlik mesleğine ilişkin çeşitli şekillerde kalıplaşmış
yargı ve düşüncelerin varlığından söz edilebilir. En temel yargılardan birinin de öğretmenlerin çok fazla tatil yaptığı ve hafta içi ders sürelerinin dışında geniş zaman imkânlarına sahip olabildiği düşüncesine dayanmaktadır. Öğretmenlik
mesleği bu yönüyle kimi zaman eleştirilmekte kimi zaman da toplumdaki bazı kesimin mesleki tercih nedeni bile olabilmektedir. Ancak öğretmenliğin çok fazla talep gerektiren bir iş ve yıpratıcı etkilerinin olduğunu söylemekte fayda
vardır. Zira gürültü ve kaosun olduğu, her şeyin çok hızlı gelişebildiği yerler olan okullarda öğretmenlerden çoğunlukla mükemmel bir düzen kurması beklenmektedir. Bununla birlikte akademik takvimin tamamlanması veya eğitime ara
verilmesiyle birlikte öğrencilere sunulan tatillerden öğretmenlerin de doğal olarak faydalandığı unutulmamalıdır. Ayrıca diğer meslek gruplarındaki gibi yıllık izin hakları olmayan öğretmenlerin bu tatil sürelerinde seminer ve
bazı mesleki çalışmalara da vakit ayırdığı düşünüldüğünde melseğe atfedilen fazla tatil imkânı cazibesini yitirebilmektdir. Dolayısıyla öğretmenler için özelde okul tatilinin nasıl bir süreç işlediği önemli görülmelidir. Buradan
hareketle bu çalışmada öğretmenlerin tatili kavramı ele alınmış, ilgili yasal düzenlemeler incelenmiş ve öğretmen tatiline ilişkin dünyadan örnekler sunularak tartışılmıştır. Literatürden ve ilgili mevzuattan derlemeler yoluyla
yapılan bu çalışma kamu okullarında çalışan öğretmenlerin tatillerine yönelik genel bir değerlendirmeyi içermektedir.
Investigation Of The 7th Grade Turkish Textbooks in Terms Of Readability That Were Taught in The 2021-2022 Academic Year
Authors: OGUR Erol
Published: October 2022

Günümüzde teknolojinin sağladığı imkânlar ne kadar çoğalsa da ders kitapları öğretim sürecinde hala en önemli materyallerdendir. Öğrencilerin yeni bilgiler öğrenmesi, metinlerin içerdiği değerleri özümsemesi ve öğrendiklerini pekiştirmesi
yönünden ders kitaplarının önemi büyüktür. Öğretim programının öngördüğü hedeflerin gerçekleştirilmesini sağlamak açısından da ders kitapları ve bunlara seçilecek okuma metinleri büyük önem taşımaktadır. Metin seçiminin öğrenciye
uygunluğunu gösteren ölçütlerden birisi de metinlerin okunabilirlik yönünden uygunluğudur. Türkçe metinlerin okunabilirlik yönünden incelenmesi bu sebeple önem taşımaktadır. Bu çalışmada, 2021-2022 öğretim yılında ortaokul 7. Sınıflarda
okutulan biri özel, ikisi Millî Eğitim Bakanlığı tarafından yayımlanan üç adet ders kitabındaki metinler okunabilirlik yönünden incelenmiştir. Çalışmada araştırma modeli olarak doküman incelemesini temel alan betimsel niteliklere
dayanan tarama modeli kullanılmıştır. Çalışmaya ders kitaplarındaki serbest okuma metinleri alınmış, şiir metinleri ile dil çalışmalarında kullanılan diğer metin parçaları dahil edilmemiştir. Metinlerin incelenmesinde Ateşman’ın
(1997) Türkçeye uyarladığı okunabilirlik formülü, Çetinkaya-Uzun’un (2010) geliştirdikleri okunabilirlik formülleri kullanılmıştır. Ders kitaplarındaki 39 bilgilendirici, 38 öyküleyici olmak üzere toplam 77 metnin okunabilirlik
puanları ve okunabilirlik düzeyleri belirlenmiştir. Araştırmanın sonunda, öyküleyici metinlerin bilgilendirici metinlere göre okunabilirlik açıcından daha kolay olduğu gözlenmiştir. Metinlerin, Ateşman Formülü’ne göre ağırlıklı
olarak orta güçlükte; Çetinkaya-Uzun Formülüne göre ise seviyenin üzerinde olduğu anlaşılmaktadır. Metin dağılımı küçük farklılık dışında genel olarak dengeli dağılmıştır. Birinci kitapta öyküleyici metin sayısı bilgilendirici
metin sayısından daha fazladır. Genel toplamda da bilgilendirici metinler öyküleyici metinlerden daha fazladır.