bluuebunny/crossref_metadata_2025 huggingface dataset:
Deletion pada Penerjemahan Directive Speech Act Film The Maze Runner
Authors: Maryam Dewi
Published: September 2020

Directive Speech Act sangat erat kaitannya dengan konteks, maksud penutur serta respon lawan tutur. Penerjemahan directive speech act berorientasi pada kesepadanan yang didasarkan pada tersampaikannya makna direktif tuturan tersebut. Namun, dalam proses penerjemahannya, penyelarasan pada teks sumber dilakukan. Hal ini berdampak pada makna dan fungsi yang bisa saja bergeser.  Dalam menerjemahkan directive speech act, deletion sering kali terjadi. Hal ini menimbulkan pergeseran dari aspek leksikal. Pada proses penerjemahan, deletion dilakukun untuk mengurangi satuan lingual supaya dapat sedekat mungkin dengan bahasa pada teks sasaran. Penelitian ini bertujuan untuk mengidentifikasi bentuk-bentuk deletion pada Directive Speech Act Film The Maze Runner beserta fungsinya. Data dikumpulkan melalui proses transkripsi, catat serta dianalisis secara kontekstual dengan bantuan tabel klasifikasi dan disajikan secara deskriptif dari perhitungan kualitatif. Hasil penelitian menunjukkan bahwa dari 30 data yang mengandung strategi deletion pada terjemahannya, ditemukan 19 (63,3%) berada pada tataran kata, 1 (3,3%) berada pada tataran frasa dan 10 (33,3%) berada pada tataran kalimat. Deletion terjadi pada tataran kata hingga kalimat. Deletion memiliki fungsi dalam penerjemahan. Ditemukan beberapa fungsi deletion, yaitu simplifikasi, reduksi repetisi dan mengeliminasi satuan lingual yang tidak memiliki peran utama dalam tuturan direktif. Dengan ini, Deletion terjadi dalam penerjemahan untuk mencapai fungsi-fungsi tertentu supaya hasil terjemahan pada teks sasaran dapat menjadi sepadan tanpa mengurangi esensi utama dari fungsi direktif pada directive speech act.
Ellipsis Unsur Kalimat Dalam Percakapan Psikoterapi
Authors: Muhimah Fina
Published: September 2020

Ellipsis atau pelesapan adalah hilangnya suatu unsur yang ada dalam suatu teks, dengan makna yang tetap sama karena sesungguhnya unsur yang hilang tafsirannya tetap berada dalam teks tersebut. Terdapat dua tipe ellipsis yaitu cohesive ellipsis dan incohesive ellipsis. Penelitian ini akan berfokus pada incohesive ellipsis dengan tujuan untuk mengetahui konstruksi pelesapan yang terjadi dalam kalimat berdasarkan praanggapan perspektif antar kalimat (intra-sentence). Penelitian ini akan mendeskripsikan incohesive ellipsis dalam percakapan proses psikoterapi yaitu dalam rekaman audiovisual berjudul Psychoanalytic Psychotherapy with Otto Kernberg, MD. Tujuan penelitian ini adalah mendeskripsikan ellipsis melalui proses pelesapan pada unsur fungsi kalimat dengan menggunakan teori sintaksis dan referensi dari unsur yang mengalami pelesapan menggunakan teori pragmatik. Pengumpulan data dalam penelitian ini menggunakan metode simak dan analisis data menggunakan teksik sisip dan perluasan serta metode padan.

Dari jumlah 862 klausa, ditemukan 110 data percakapan dengan proses ellipsis atau pelesapan. Penelitian ini menemukan dua tipe incohesive ellipsis yaitu textual ellipsis dan structural ellipsis. Data paling banyak ditemukan pada textual ellipsis dengan pelesapan pada unsur fungsi kalimat sebanyak 102 data dan, structural ellipsis sebanyak 8 data. Unsur fungsi kalimat yang dilesapkan yaitu subject (S), object (O) dan complement (C) serta gabungan dari beberapa satuan unsur fungsi kalimat membentuk satu rangkaian struktur yaitu S-P, P-S, S-P-O, S-P-C, dan S-P-A. Selanjutnya, reference text yang digunakan dalam data penelitian ini yaitu anaphoric ellipsis sebanyak 98 data dan cataphoric ellipsis sebanyak 3 data. Yang paling banyak mengalami pelesapan atau ellipsis adalah tipe textual ellipsis pada unsur fungsi kalimat subject-predicate (S-P) dengan total data 26 (23,6%) dari 110 data dengan bentuk acuan anaphoric ellipsis.
Perspectives of Parents towards Technical and Vocational Education and Training (TVET) in Zimbabwe
Authors: Mahuyu Joburg , Makochekanwa Albert
Published: September 2020

This paper presents the parents’ perceptions on Technical and Vocational Education and Training (TVET) in Zimbabwe. The target population comprise of 63 parents with children in secondary schools. Quantitative research method, whereby an interview protocol involving twenty open ended questions exploring the parental perspectives, was employed. Open-ended questions allowed participants the freedom to express their views in their own words, in their own time and in a place of their own choice. The study revealed that most parents have negative attitude towards TVET. Going forward, there is need for interventions like implementing media campaigns and awareness raising programs across the country with the aim of encouraging the enrolment of potential students into TVET education and/or institutions.
Recomendaciones didácticas para adaptarse a la enseñanza remota de emergencia
Authors: Galindo Diana , García Lorena , García Sánchez Rubén , González Flores Patricia , Hernández Cerrito Pablo César , López Acosta Mireya , Luna Verónica , Moreno Arellano Carlos Iván
Published: September 2020

Con la intención de apoyar a los profesores en la transición hacia la enseñanza remota de emergencia, algunos miembros de la Red de Innovación Educativa (rie360) hemos preparado una serie de recomendaciones relacionadas con aspectos instruccionales o didácticos en estos momentos en los que es crucial mantener una mirada innovadora en la preparación de la enseñanza debido a la pademia de covid-19. Seleccionamos aspectos puntuales de la educación en línea que han resultado clave para tener resultados favorables en esta transición hacia la educación remota de emergencia, abordamos pautas sobre planificar una clase utilizando el método de aula invertida, plantear objetivos de aprendizaje y definir estrategias dentro de un modelo de aprendizaje activo; así mismo se incluyen consideraciones para favorecer la participación de estudiantes con problemas de conectividad, el acompañamiento tutorial y se presentan sugerencias para lograr un aprendizaje –y una docencia– significativa.
¿Pueden los bosques tropicales resistir o recuperarse del impacto de los huracanes?
Authors: García-Méndez Georgina , Jaramillo Víctor J. , Martínez-Yrízar Angelina , Maass Manuel , Sarukhán José , Nava-Mendoza Maribel , Ahedo Raúl , Araiza Salvador
Published: September 2020

El estudio de largo plazo (35 años) sobre los procesos ecológicos funcionales del bosque tropical caducifolio en la región de Chamela, Jalisco, en la costa del Océano Pacífico, ha sido una herramienta científica muy útil para entender las propiedades del ecosistema y su variabilidad natural. Nos ha permitido documentar, por ejemplo, las alteraciones del bosque en términos de la pérdida de suelo por erosión, y la caída de hojas y árboles debido a huracanes originados tanto en la costa del Pacífico como en la costa Atlántica. Ahora sabemos que el bosque de Chamela tiene alta capacidad de recuperación ante el impacto de los huracanes, pero que dicha recuperación depende en gran medida de la cantidad de lluvia que cae de manera posterior a los mismos. Hemos podido documentar que existe una gran incertidumbre en la cantidad y en la distribución estacional de la lluvia, y cómo es que ésta determina si el bosque es capaz de recuperarse y con qué rapidez. Proponemos que es necesario incorporar dicha incertidumbre tanto en el diseño de estrategias para lograr su conservación, como en estrategias adaptativas y de manejo de ecosistemas que disminuyan la vulnerabilidad de los habitantes de las regiones del trópico estacionalmente seco, expuesto a los impactos de estos eventos.
Carta de los editores
Authors: Reinoso Angulo Eduardo , Iglesias Mendoza Arturo
Published: September 2020

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Moment Tensor Catalog for Mexican Earthquakes: Almost Two Decades of Seismicity
Authors: Franco Sara Ivone , Iglesias Arturo , Fukuyama Eiichi
Published: September 2020

Con el objetivo de obtener las soluciones del tensor de momento para temblores con M ? 4.0 reportados en el territorio nacional en el periodo 2000-2018, hemos analizado más de 20,000 temblores utilizando las formas de onda y el catálogo del SSN (Servicio Sismológico Nacional). Debido al número de eventos, en este artículo proponemos un procedimiento automático basado en un conjunto de criterios que permita obtener las soluciones del tensor de momento para el mayor número posible de eventos. Utilizando la localización epicentral y la magnitud preliminar para cada evento se determina un subconjunto de estaciones válidas. La longitud mínima del registro y el filtro que se aplica a los sismogramas observados y sintéticos es definido de manera automática. La formulación aplicada requiere el conocimiento de la función de Green elástica entre cada par temblor-estación. Para reducir el tiempo de cómputo se usa una biblioteca de funciones de Green pre-calculadas. A través de una inversión lineal, para combinaciones de tres estaciones, los datos observados y las funciones de Green correspondientes son utilizados para determinar el tensor de momentos sísmicos (con parte isotrópica nula). Para minimizar posibles sesgos asociados a una distribución lineal de las estaciones utilizadas, cada solución es pesada en función de la cobertura azimutal. Siguiendo el proceso automático propuesto se obtuvieron soluciones para tan solo 8,000 temblores; ésto debido a ciertas limitaciones como pueden ser el tamaño del registro disponible y/o la integridad de los mismos. La calidad de las soluciones se mide a través del valor de la reducción de la varianza (VR). Un análisis estadístico de la calidad nos permite establecer como límite admissible para soluciones confiables un valor de VR ? 50%. Con este criterio, presentamos un catálogo con 1,500 eventos, incluyendo algunos eventos pequeños (Mw < 4.0). La ubicación de los eventos bien resueltos coincide con las áreas de mayor densidad de estaciones sismológicas y, a la vez, con los límites de las placas tectónicas. La comparación entre el catálogo obtenido en este trabajo y el presentado por el Global Centroid Moment Tensor (GCMT) arroja similitudes importantes; sin embargo, lamagnitud reportada en nuestro catálogo es sistemáticamente menor que aquélla reportada por el GCMT. La ubicación de los eventos bien resueltos coincide con las áreas de mayor densidad de estaciones sismológicas y, a la vez, con los límites de las placas tectónicas. La comparación entre el catálogo obtenido en este trabajo y el presentado por el Global Centroid Moment Tensor (GCMT) arroja similitudes importantes; sin embargo, también muestra un sesgo sistemático en la magnitud reportada por ambos catálogos. El catálogo obtenido es presentado en línea en una base de datos pública (132.248.6.13/~cmt). Este trabajo es el primero en México que presenta una base de datos de esta índole.
Observed Seismic Intensities and Damage Pattern in Central Mexico during Intraslab Earthquakes of 1999 (Mw6.9) and 2017 (Mw7.1)
Authors: Arroyo Danny , Krishna Singh Shri , Ordaz Mario , Meli Roberto , Ramírez Mario
Published: September 2020

El patrón y nivel de daño en la región de México Central durante el sismo de septiembre de 2017 Mw7.1 en Morelos-Puebla son diferentes a los observados durante el sismo de Tehuacán (Mw6.9) en 1999 a pesar de que ambos sismos intraplaca tienen magnitudes similares y profundidades focales comparables 57 km y 60 km, respectivamente. El sismo de 2017 causo claramente mas daño en la región de México Central. Los epicentros de ambos eventos están separados 127 km. Mediante el análisis de los registros sísmicos de México Central encontramos que el área expuesta a diferentes niveles de aceleración máxima del suelo y velocidad máxima del suelo es comparable para los dos eventos. Por ejemplo, el área expuesta a aceleraciones máximas del suelo mayores a 150 cm/s? es de 12,700 km? para el sismo de 1999 y 15400 km? para el sismo de 2017. La forma de los contornos de intensidades y localización epicentral sugiere una ruptura bilateral para el evento de 2017 y una ruptura con directividad hacia el norte para el sismo de 1999. Los cocientes espectrales para los dos eventos revelaron una fuente más energética hacia el norte para el sismo de 1999 que para el sismo de 2017 lo cual es consistente con resultados reportados previamente de directividad en la ruptura. Se concluye que la distinta localización de los dos eventos junto con la diferente distribución de las poblaciones, monumentos históricos y el incremento de población desde 1999 fueron las principales causas de la diferencia de los daños entre los dos eventos.
Geophysics for geothermal exploration. Directional-derivatives-based computational filters applied to geomagnetic data at lake Cuitzeo, Mexico
Authors: Mazzoldi Alberto , Garduño-Monroy Victor Hugo , Gómez Cortes Joaquín José , Guevara Alday Jorge Alejandro
Published: September 2020

Para el desarrollo de un campo geotérmico, el conocimiento de la distribución de fracturas, la hidrología y la evolución tectónica del sitio a través de la caracterización estructural del sistema natural es un requisito previo a la perforación de pozos exploratorios. Fallas y fracturas representan vías preferenciales por el flujo de fluidos en el subsuelo y pueden ser detectadas mediante investigaciones geológicas en la superficie y geofísicas en el subsuelo. Una anomalía magnética positiva y de forma sub-circular en planta se encuentra en el medio del lago Cuitzeo, México. A través de un levantamiento geomagnético dentro y alrededor del área que comprende la anomalía tratamos caracterizar el reservorio geotérmico que, al sur del lago, está notificado por manifestaciones hidrotermales. Utilizando filtros computacionales basados sobre el uso de operaciones con las derivadas de valores de campo a los datos magnéticos grabados, hemos puesto en luz algunas de las estructuras que influencian la circulación de los fluidos en el sistema geotermal. Nuestra atención se focalizó sobre fallas ~N-S and E-W, pertenecientes respectivamente a la tectónica Básin & Range (B&R) y a la del Cinturón Volcánico Mexicano (CVM). Según nuestra interpretación, la interacción de dos o mas estructuras de diferentes orígenes (B&R y CVM), además del entorno geodinámico específico (subducción de zona de fracturas), facilitó el surgimiento de cuerpos magmáticos básicos del profundo que, bloqueados por la capa argilosa de sedimentación lacustre del Cuitzeo, dieron lugar, enfriándose lentamente, al sistema geotermal y contribuyeron a la formación de la anomalía magnética.
Disentangling the different layers of interdisciplinarity
Authors: Klaassen Renate
Published: September 2020

Interdisciplinarity for complex problem solving is a rising phenomenon. Each self-respecting university is trying to realise different programmes and approaches to interdisciplinary teaching and research. The debate on what interdisciplinarity is, how it may work as a substantial part of a university, which barriers are encountered to realising interdisciplinary teaching and research and what the added value is, is addressed in this paper from a social science perspective. Based on the attendance of a conference at the Volkswagenstiftung organised by the Humboldt University of Berlin, different scholarly viewpoints and examples are explored on Interdisciplinary teaching and (researching). Collaborations across the at-times-fragmented subfields of research and education ultimately yield insightful, informative, and even educational experience that creates space for mutual understanding and new ways of thinking about seemingly-established approaches to knowledge-building and communication.
Implementing the principle of considering native language in Russian language textbooks for foreigners
Authors: Krasnokutskaya Nadezhda V.
Published: September 2020

Modern educational trends, including individualization of learning, shifting the focus from the teacher to the student, taking into account the characteristics of the student's personality, including his native language and culture, arouse interest to national-oriented methodology. The objective of this article is to determine the relevance and prospects of this methodological direction in modern teaching of Russian as a foreign language. To realize the objective set out in the article, we used methods of analyzing scientific literature, scientific observation and synthesis of pedagogical experience, conversations with students and teachers. The article is based on scientific research on the methodology of teaching foreign languages, including Russian as a foreign language, textbooks and manuals, both national-oriented and of general type. The article considers the traditions of applying students native language in teaching Russian as a foreign language. We clarify the concepts of native language accounting and reliance on native language, consider the historical formation of the mentioned principle as one of the leading methodological principles, analyze its implementation in textbooks on Russian as a foreign language. The most attention is paid to the analysis of national-oriented manuals. As an example, the textbook Le russe votre rythme. Cours pratique pour francophones by S.A. Khavronina, A.I. Chirotchenskaa, and L. Bron-Tchitchagova is considered. The peculiarities of its orientation to French-speaking audience, ways and means of preventing interlanguage interference and achieving a positive transfer of skills from the native language to the studied one are noted. The prospects for creating such textbooks based on previous experience and methodological traditions are outlined. The scientific novelty of the research consists in the analysis of the results of the national-oriented methodology out of a specific educational situation, limited by certain learning conditions. The theoretical significance of the work consists in generalization and analysis of the accumulated methodological experience in this area. The practical significance is determined by the systematization of methods used in a national-oriented textbook for implementing the principle of native language accounting and identifying the prospects for developing new educational materials of this type.
“Russian as we speak it” (about Serafima A. Khavronina and the book of her life)
Authors: Nikitin Oleg V.
Published: September 2020

The article analyzes one of the most famous textbooks by S.A. Khavronina for studying Russian as a foreign language Russian as we speak it. The book has become a hallmark of the Russian methodology and culture of teaching a non-native language abroad. The author examines the structure of the book, emphasizes the innovative findings of S.A. Khavronina, speaks about the features of presenting and explaining the material. Special attention is paid to the communicative orientation of the textbook, which for the first time offered a clear, simple and at the same time methodologically based strategy for teaching Russian as a foreign language. According to the author of the article, the book by S.A. Khavronina is an example of a balanced approach to the analysis of how the live speech influences on foreigners. It solves the key tasks of modern methodology of Russian as a foreign language: grammar-translated, personal-practical and audio-linguistic. The article draws readers attention to the problem of creating a modern textbook on Russian and intercultural communication, taking into account the best achievements in the history of these disciplines, using traditional approaches proven over the years and the latest methods of studying language as a cultural phenomenon.
O ESTADO DA ARTE DOS ESTUDOS SOBRE LEGENDAGEM E ENSINO-APRENDIZAGEM DE LÍNGUAS ESTRANGEIRAS NAS ÚLTIMAS DÉCADAS
Authors: Lima e Sousa Bill Bot Adonis Arinos , Borges Vládia Maria Cabral
Published: September 2020

O presente artigo é uma revisão bibliográfica dos estudos que tratam do uso da tarefa de produção de legendas fílmicas, legendagem, para o ensino e aprendizagem de línguas estrangeiras (LE). Para coleta desses trabalhos, consultamos o Portal de Periódicos – CAPES/MEC, a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), o Google Acadêmico e o Google.com.br. Após aplicação dos critérios de seleção, obtivemos 20 pesquisas, cujos resultados indicam diversos benefícios da legendagem didática, como o aprimoramento de habilidades linguísticas em LE e a formação de uma consciência intercultural.PALAVRAS-CHAVE: estado da arte; legendagem; aprendizagem de língua estrangeira
CONSTRUÇÃO DE UM CAMPO SEMÂNTICO POR MEIO DE PRÁTICA ESPAÇADA EM ENSINO DE LÍNGUAS ADICIONAIS ONLINE
Authors: Rottava Lúcia , Silva Antônio Márcio da
Published: September 2020

Este artigo foca na construção de campo semântico em algumas atividades relacionadas ao ensino de língua estrangeira por meio de tecnologias em tempo de isolamento social no Reino Unido. Por campo semântico entende-se como sendo uma das variáveis do contexto de situação, definido pela Linguística Sistêmico-Funcional de Halliday, responsável pela construção da experiência do mundo que nos cerca e do mundo criado em nossa consciência como resultante das práticas sociais vivenciadas.  O objetivo é analisar como o campo semântico é construído por meio de unidades temáticas que tem como propósito ensinar o conteúdo programático estabelecido para o ensino básico no Reino Unido. O artigo apresenta algumas tarefas e discute seu propósito e funcionalidade em atividades virtuais no ensino remoto e destaca a importância da “prática espaçada” como forma de ajudar os aprendizes na construção do conhecimento linguístico em termos de vocabulário, estruturas linguísticas e aspectos culturais que entram em jogo no campo semântico.PALAVRAS-CHAVE: Campo semântico; prática espaçada; língua adicional; novas tecnologias; Gsuite.
Recurrent aphthous stomatitis as the only clinical sign of celiac disease in obese adolescent - case report and literature review
Authors: Mandic Jelena , Radlovic Nedeljko , Lekovic Zoran , Radlovic Vladimir , Ducic Sinisa , Nikolic Dejan , Jovicic Olivera
Published: September 2020

Introduction. Recurrent aphthous stomatitis (RAS) is a relatively common oral mucosal lesion of unclear etiology. It occurs in otherwise healthy people, but also in various infectious and non-infectious diseases, including celiac disease (CD). We present an obese adolescent with RAS as the only clinical sign of CD. Case outline. An adolescent aged 15 2/12 years come with very pronounced RAS in previous five months. He had no other difficulties. The patient was obese from the age of 12. Other data were without peculiarities. On admission he was 165 cm tall (P25), obese (BMI 27 kg/m2), in the final stage of puberty, with stretch marks in the distal areas of the abdomen, thighs and gluteus and very pronounced pain-sensitive aphthae in the buccal and labial mucosa accompanied by swelling of the lips and perioral region. Except for lower serum iron levels (8 ?mol/l), routine laboratory blood tests were within the reference range. The serological test for CD was positive (antibodies to tissue transglutaminase IgA 78.5 U/ml, anti-endomysial antibodies IgA positive). Endoscopy revealed reflux esophagitis, without any other pathological findings. Stereomicroscopic and pathohistological analysis of the duodenal mucosa samples showed mild destructive enteropathy (Marsh IIIa). Pathohistological examination of the gastric mucosa revealed grade I-II lymphocytic gastritis. The urease test for Helicobacter pylori was negative. A gluten-free diet resulted in the withdrawal of aphthous stomatitis and no recurrence later. Conclusion. Within the differential diagnostic analysis of the RAS causes, CD should also be considered. Additionally, obesity does not exclude the presence of CD.
The Association of Dietary Choline and Betaine With the Risk of Type 2 Diabetes: The Atherosclerosis Risk in Communities (ARIC) Study
Authors: Dibaba Daniel T. , Johnson Karen C. , Kucharska-Newton Anna M. , Meyer Katie , Zeisel Steven H. , Bidulescu Aurelian
Published: September 2020

OBJECTIVE

To examine the association between dietary intake of choline and betaine and the risk of type 2 diabetes.

RESEARCH DESIGN AND METHODS

Among 13,440 Atherosclerosis Risk in Communities (ARIC) study participants, the prospective longitudinal association between dietary choline and betaine intake and the risk of type 2 diabetes was assessed using interval-censored Cox proportional hazards and logistic regression models adjusted for baseline potential confounding variables.

RESULTS

Among 13,440 participants (55% women, mean age 54 [SD 7.4] years), 1,396 developed incident type 2 diabetes during median follow-up of 9 years from 1987 to 1998. There was no statistically significant association between every 1-SD increase in dietary choline and risk of type 2 diabetes (hazard ratio [HR] 1.01 [95% CI 0.87, 1.16]) nor between dietary betaine intake and the risk of type 2 diabetes (HR 1.01 [0.94, 1.10]). Those in the highest quartile of dietary choline intake did not have a statistically significant higher risk of type 2 diabetes than those in the lowest choline quartile (HR 1.09 [0.84, 1.42]); similarly, dietary betaine intake was not associated with the risk of type 2 diabetes comparing the highest quartile to the lowest (HR 1.06 [0.87, 1.29]). Among women, there was a higher risk of type 2 diabetes, comparing the highest to lowest dietary choline quartile (HR 1.54 [1.06, 2.25]), while in men, the association was null (HR 0.82 [0.57, 1.17]). Nevertheless, there was a nonsignificant interaction between high choline intake and sex on the risk of type 2 diabetes (P = 0.07). The results from logistic regression were similar.

CONCLUSIONS

Overall and among male participants, dietary choline or betaine intakes were not associated with the risk of type 2 diabetes. Among female participants, there was a trend for a modestly higher risk of type 2 diabetes among those with the highest as compared with the lowest quartile of dietary choline intake. Our study should inform clinical trials on dietary choline and betaine supplementation in relationship with the risk of type 2 diabetes.
The Pathological Evolution of Glucose Response Curves During the Progression to Type 1 Diabetes in the TrialNet Pathway to Prevention Study
Authors: Ismail Heba M. , Cleves Mario A. , Xu Ping , Libman Ingrid M. , Becker Dorothy J. , Marks Jennifer B. , Skyler Jay S. , Palmer Jerry P. , Sosenko Jay M.
Published: September 2020

Objective: Glucose response
curves (GRCs) during oral glucose tolerance tests (OGTTs) are predictive of
type 1 diabetes. We performed a longitudinal analysis in pancreatic
autoantibody positive (Ab+) individuals to
assess: 1) characteristic GRC changes during progression to type 1 diabetes, and
2) GRC changes in relation to β-cell function changes and to combined glucose and C-peptide response curve
(GCRC) changes. Research Design and
Methods: Among Ab+ individuals with serial OGTTs in the TrialNet Pathway to
Prevention study, GRC changes from first to last OGTTs were compared between
progressors (n=298) to type 1 diabetes and non-progressors (n=2216). GRC
changes from last before diagnosis to diagnostic OGTTs were studied in
progressors. Results: GRCs changed more frequently from Biphasic (2
peaks) to Monophasic (1 peak) GRCs between
first and last OGTTs in progressors than in non-progressors [75.4% vs.
51.0%; p<0.001]. In contrast, progressors changed less frequently from Monophasic
to Biphasic than non-progressors [12.6% vs. 30.6%; p <0.001]. Monotonic (continuous
increase) GRCs were present in 47.7% of
progressors at diagnosis. The early (30-0
min) C-peptide response decreased in progressors changing from Biphasic to Monophasic between first and last OGTTs
(p<0.001) and from Monophasic to Monotonic between last and diagnostic OGTTs
(p<0.001). Conversely, the early C-peptide response increased among non-progressors changing from Monophasic to Biphasic (p<0.001). Changes in GRCs were related to changes in GCRCs.
Conclusions: Characteristic GRC changes, Biphasic to Monophasic to
Monotonic, occur during the progression to type 1 diabetes. These GRC changes
correspond to decreasing β-cell function.
Development of Knowledge and Attitude Measurement Tools in Disaster Preparedness Schools
Authors: Setiawan Theresita Herni , Salim Gregorio Hernando , Wimala Mia , Van Roy Andreas Franskie , Adianto Yohanes Liem Dwi
Published: September 2020

Indonesia is the largest archipelago country in the world located at the confluence of four tectonic plates. This condition makes Indonesia potentially and become vulnerable to natural hazard that have a significant impact and reach various sectors. One of the impacts of natural hazard that occurred in Indonesia is the education sector. This natural hazard has an impact on the physical building of schools and also hinders the process of teaching and learning, causing trauma, and even fatalities at school. The Indonesian Institute of Sciences (LIPI) through the Community Preparedness (COMPRESS) program inaugurated disaster preparedness education at the school community level. In 2008, LIPI began implementing disaster risk reduction by developing a model of disaster preparedness schools. Then LIPI published Guidelines for Implementing Disaster Preparedness Schools in 2013. This guide does not yet have a specific Knowledge and Attitude category and can be used as a reference. Therefore, the development of the Disaster Preparedness School Implementation Manual needs to be done. The development of this measuring instrument was analysed by compiling a comparison matrix using the AHP method so as to produce a new development system from the Knowledge and Attitude assessment category. This study produced 3 sub-categories of Knowledge and Attitude assessment, namely (1) Standard Operating Procedure (SOP) for Teaching and Learning Disasters with a weight of 33%, (2) Knowledge about Disasters and Disaster Management with a weight of 43%, and (3) Knowledge Access About Disasters and Disaster Management with a weighting of 24%. Such approach can be used in advancement of others variables of measuring tool for school preparedness.
Centering the “T”: Envisioning a Trans Jotería Pedagogy
Authors: Caraves Jack
Published: September 2020

In this piece, the author reflects on his Trans Chicanx identity and how his embodiment shapes his teaching and pedagogy. The author begins with a spoken word piece that captures his journey to his own trans-conocimiento. Then the author looks to the foundational work of Chicana/Latina Feminist pedagogies and transpedagogies to envision a trans jotería pedagogy that centers trans migrants—and trans women and people of color—that is grounded in disruption and vulnerability through the unsettling of borders and binaries tied to systems of power. In doing so, the author reflects on his trans jotería praxis in the classroom and through his podcast Anzaldúing It. The author concludes with looking to the tensions that arise when disruptions of systems of power are central to teaching and pedagogy and highlights the vulnerability necessary of both teacher and student to embark on consciousness raising and healing exchange.
Usnea dasaea, a further new addition to the Lichen Flora of Tamil Nadu State, India
Authors: Mariraj Murugan , Kalidoss Rajendran , Vinayaka Kanivebagilu Shankaranarayana , Nayaka Sanjeeva , Ponnusamy Ponmurugan
Published: September 2020

The present study addresses the addition of one new fruticose lichen species for the first time to the state of Tamil Nadu in Western Ghats, India. Usnea dasaea Stirt. is a new occurrence in Tamil Nadu. Descriptions of identification keys and distributions of such new species in south India provide useful information for identification. The new species addition of such lichen was identified and deposited at lichen herbaria, National Botanical Research Institute, Lucknow, Uttar Pradesh, India and Bharathiar University, Coimbatore, Tamil Nadu, India for further studies.
ГЕНЕЗА НАУКОВОЇ ДУМКИ ЩОДО ІНСТИТУЦІОНАЛІЗМУ ТА ЙОГО ІМПЛЕМЕНТАЦІЯ У СТАНОВЛЕННЯ РЕГІОНАЛІЗМУ В УКРАЇНІ
Authors: Kharchenko Yulia Petrivna
Published: September 2020

Актуальність теми дослідження полягає в необхідності дослідження наукового фундаментального підґрунтя для становлення та розвитку інституціоналізму на впровадження його основ в сучасний регіоналізм в Україні. Постановка проблеми. Для удосконалення інституційної структури економіки регіонів необхідним є здійснення аналізу фундаментальних основ інституціоналізму в регіональній економіці. Аналіз останніх досліджень і публікацій. Сучасні дослідження базуються на працях видатних зарубіжних вчених, як Т. Веблен, К. Ейрс, Д. Норт, Дж. Ходжсон, Дж. Серл, Г. Спенсер, К Менгера та вітчизняних О. Амоши, Б. Буркинського, М. Бутка, С. Вовканича, В. Геєця, Б. Данилишина, М. Долішнього, В. Загорського, Е. Лібанової, І. Манцурова, М. Максимчука, А. Олейник, П. Саблука, В. Сіденка, А. Чухна. Виділення недосліджених частин загальної проблеми. Аналіз ключових теоретичних питань формування категоріального апарату інституціоналізму довів необхідність окреслення його оновних дефініцій через призму децентралізаційних чинників, які відбуваються в Україні та не були акцентовані донині. Постановка завдання. Здійснити характеристику основних теоретичних аспектів розвитку інституціоналізму та його вплив на розвиток продуктивних сил в Україні. Виклад основного матеріалу. Основні децентралізаційні зміни, які відбуваються в нашому суспільстві довели, важливу роль громади у реалізації можливостй людського потенціалу, але є потреба у реалізації розвитку інституту державно-приватного партнерства, розвитку інститутів громадянського суспільства, релігійних осередків, удосконалювати вектори взаємодії та заохочувати соціальну відповідальність бізнесу. Висновки. Інституціональне середовище не є ідеальним середовищем, проте національна економіка має прагнути до формування інституціональної основи, яка б сприяла покращенню умов функціонування її суб’єктів. Розвиток економіки перебуває у взаємозалежності з формуванням інституційної основи економіки, її комплементарних інститутів.
АНАЛІЗ ТЕОРЕТИКО-МЕТОДИЧНИХ ПІДХОДІВ ДО ОЦІНЮВАННЯ РІВНЯ ЕКОНОМІЧНОЇ НЕСТАБІЛЬНОСТІ КРАЇНИ
Authors: Fedchenko Konstantin Anatoliiovych
Published: September 2020

Актуальність теми дослідження. Останніми роками економіка України характеризується нестабільністю фінансово-економічних показників її розвитку, суттєвим впливом факторів зовнішнього середовища та мінливістю політичної ситуації в країні. Це призводить до зниження темпів економічного розвитку, соціальної напруженості в країні та загострення економічної кризи. В цих умовах важливого значення набуває постійний моніторинг динаміки зміни основних показників, що визначають стан економічного розвитку, своєчасне застосування превентивних заходів по мінімізації негативного впливу основних її дестабілізуючих факторів. Постановка проблеми. Відсутність ефективного інструментарію забезпечення макроекономічної рівноваги в країні та повного набору індикаторів її оцінювання зумовлює потребу в розробці інтегрального показника макроекономічної стабільності та його використання в подальшій державній економічній політиці.
Аналіз останніх досліджень і публікацій. Окремі аспекти оцінювання рівня макроекономічної стабільності досліджені в наукових працях О. І. Барановського, О. С. Білоусова, І. А. Канцір, Г. П. Клімова, О. Д. Рожко та інших. Виділення недосліджених частин загальної проблеми. На сьогоднішній день питання оцінювання рівня макроекономічної стабільності потребують більш
системного та ґрунтовного дослідження. В науковій літературі наявна значна кількість підходів до
оцінювання окремих аспектів макроекономічної стабільності, в той час ґрунтовні комплексі підходи до
визначення її інтегрального значення відсутні. Постановка завдання. Основним завданням
дослідження є порівняльний аналіз існуючих підходів до визначення макроекономічної стабільності.
Виклад основного матеріалу. В роботі наведені основні показники макроекономічної стабільності країни, проведений їх горизонтальний аналіз. Висновки. За результатами дослідження зроблено
висновок про те, о стабільність національної економіки є комплексним поняттям ґрунтовне дослідження якого має вирішальне значення на етапі стратегічного та тактичного планування ключових факторів розвитку національної економіки. Зроблено висновок про вагомий вплив макроекономічної стабільності на обсяг ВВП в країні.
Promoting Inter-Asian Understanding through English: Cross-border Exchanges through an Asian Youth Forum
Authors: Cates Kip
Published: September 2020

This paper discusses the importance of going beyond the classroom to provide EFL learners with out-of-class opportunities to use their language skills in real-world situations with same-age peers. It introduces the Asian Youth Forum (AYF), a unique series of international youth conferences designed by English language educators in Asia that aims at promoting cross-cultural awareness, communication skills, leadership and international understanding through the medium of English-as-a-global-language. The Asian Youth Forum is an annual 1-week event that brings together college-aged EFL students from across the Asian region. Participants typically comprise 30 - 80 young people from 10 - 15 countries such as Japan, Korea, Thailand, Indonesia, Vietnam, Cambodia and the Philippines. During this all-English event, students take part in a rich program of academic seminars, presentations and social events built around the themes of language, culture, global issues, and leadership. This paper outlines the aims and history of the Asian Youth Forum, describes its design and special features and reports on the program's outcomes in terms of student attitudes, language development, learner identity and international understanding. The author concludes by calling for further EFL youth exchanges of this type in other regions of the world.
The adoption of “like” and “not like” usage by Saudi international students at a US University
Authors: Siddiq Khalid Ahmad
Published: September 2020

Language change has been a very natural phenomenon throughout the history. Languages adapt, acquire, add, or ultimately quite sadly they extinct. In current study’s case, language user acquired, adapt, add features from the source if they spent time and interact with the native speakers of a language and L2 speaker while immersed in the target language culture and linguistic environment. Therefore, it is inevitable to ignore the native feature acquisition process. The current study primarily aimed to look into the adoption and usage of English particle like as a discourse or pragmatic marker by Saudi female students at an American university in the United States. The results show that the length of the participants stay in the US and the amount of interaction with the American English users have largely influenced their usage of loose language and gap-filler “like” in their spoken English.
Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)
Authors: Cahyono Setyo Prasiyanto
Published: September 2020

This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.
CAF: A Collaborative Approach to Providing Feedback
Authors: Giri Ram Ashish
Published: September 2020

This paper reports findings from a small-scale study on a collaborative technique for providing feedback to student writing, English languages teachers spend a significant amount of their time and effort on providing feedback to students on their writing performances. However, their corrective feedback does not produce desired outcomes. The students either do not pay attention to the comments or they do not learn as much as expected. Research suggests that they generally regard feedback as punitive. and demoralising. One reason for this is that students are not made a part of the feedback process, rather, only its recipients. Based on these premises, a small-scale action research project was conducted in a reputed Australian university. The study employed a collaborative approach, termed here as Collaborative Approach to Feedback (CAF), in which students, rather than their teachers, in small communities, worked together on their writings to provide feedback to each other. CAF, as an educational practice framework, was adopted in this project to involve students actively and collaboratively to provide feedback to other members of their community. Preliminary findings indicate that students felt engaged in and empowered by the process, and that, CAF as a feedback technique exerted positively on the correction of errors in writing. In the pretext of feedback and error correction theory, this paper offers a collaborative feedback framework and a rationale for CAF to be further explored, developed, and adapted.
A text-based learning model for college General English
Authors: Indriyani Christina Eli
Published: September 2020

The fact that an English learning program is provided to equip college students with English skills poses several problems since every university, even every non-English department, likely has its own system. One solution is to provide an acceptable material that is arranged based on the language that needs to be acquired. In order to solve the problem of supporting the English learning process in college, this research aims to produce a learning model for the novice level, i.e. college general English. The general English course is needed to provide the students with college English before academic English. Thus, the problem discussed in this study is what is the acceptable product of the text-based college general English? The researcher employed ADDIE model for the instructional design. The researcher also adopted Borg’s and Gall’s R&D model as the research methodology. The final result was a course book named College Just Ahead. This book consists of five units, which has two or three sub-units in every unit. The result showed that the product was acceptable by the mean score above 4.00 out of 5. Therefore, when it is completed, the course is more transferable. The students and instructors more focus on the process of acquiring an English competence, so that the product is more valid and reliable.
ESL and content teachers’ collaboration
Authors: Giles Amanda , Yazan Bedrettin
Published: September 2020

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.
Observing EFL teachers' use of formulaic language in class
Authors: Thoai Ton Nu Linh
Published: September 2020

Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer (2001) puts it, “[a]ll […] aspects of teacher’s responsibility are reflected in their use of language as the principal tool of their responsibilities” (p. 243). A great deal of research has been devoted to L2 learners and the acquisition of formulaic language, and classroom interaction, but very little attention has been paid to teachers’ use of formulaic sequences in their classrooms. This paper presents a descriptive study with analytical discussion of extracts from four video–recorded lessons conducted by school teachers in different South–east Asian countries. This small-scale study attempts to explore to what extent non–native EFL teachers are familiar with and use formulaic language during class time.
Indian parents’ perspective of maintaining heritage language in the metropolitan Jakarta
Authors: Gupta Munmun
Published: September 2020

The present study examines the role of Indian parents residing in Indonesia in maintaining heritage languages at home. The report presents parents' attitudes towards languages and the strategies used by these parents to promote heritage-language maintenance (HLM) while residing in Indonesia. Two research instruments were used: a questionnaire and a semi-structured interview. 23 Indian respondents (22 mothers and 1 father) residing in Jakarta participated in an online survey. Four participants volunteered for a follow-up interview to explore their language beliefs and attitudes. The majority of these parents regard Hindi or other Indian regional languages to be their heritage language, yet they use English to communicate with their children because of the ease—and lack of time to teach their children their heritage language. They also valorize English and the learning of other languages because of the benefits they entail, such as a better future and economic stability. Most of these parents agree that preserving and maintaining their heritage language is vital; however, they have only been somewhat successful in maintaining it.