bluuebunny/crossref_metadata_2025 huggingface dataset:
A matematikai tanulás eredményességét befolyásoló tényezők
Authors: Svraka Tamásné , Ádám Szilvia
Published: April 2018

Életünk szinte minden területén jelen vannak a számok. Tanulmányaink során legtöbbet matematikaórán foglalkozunk velük. Nem mindegy, hogy milyen hozzáállással közelítünk feléjük. Szívesen foglalkozunk velük, vagy esetleg nem szeretjük használni őket, félünk tőlük. A félelem olyan mértékben eluralkodhat rajtunk, hogy stresszt generál és szorongássá alakul. A stressz pszichoszomatikus tüneteket is okozhat. A matematikai teljesítményben is megjelenik a szorongás mint gátló tényező, annak ellenére, hogy a tanuló rendelkezik a matematika tanulásához szükséges megfelelő képességekkel, vagy sem. A matematikától való félelem felemészti a munkamemória tartalékait, gátolja az absztrahálás folyamatát és megnehezíti a tanulást. A tanulmányban igyekszünk feltárni a matematikai szorongás számos forrásait, amelyek egymással kölcsönhatásban alakítják és tartják fent a szorongást, ezáltal befolyásolják a teljesítményt.
Gondolkodási eljárások tanulása
Authors: Zsinkó Erzsébet
Published: April 2018

A matematikai problémák sikeres megoldásának egyik kulcskérdése, hogy a tanulók ki tudják-e választani és tudják-e alkalmazni a megfelelő gondolkodásmódokat. Ehhez többféle gondolkodási eljárás megismerésére és elsajátítására van szükség. Mit tehet a tanító annak érdekében, hogy hozzásegítse tanítványait gondolkodási eljárások tanulásához? A válasz egyértelmű: jól megválasztott problémafelvetésekkel és tapasztalásra alkalmas tevékenységek szervezésével hozzájárul a tanulási készségek és az önálló tanulás módjainak fejlesztéséhez. Ebben a cikkben tankönyvi feladatok elemzésével mutatok olyan példákat, amelyek alkalmasak gondolkodási eljárások tanulásának támogatására.
Réflexions sur le Laboratoire De Langues et la Linguistique Appliquée
Authors: Léon Monique
Published: April 2018

On ne voit souvent dans l'acception du terme laboratoire de langues que l'aspect mécanique ou électronique de l’installation. Et toute l'histoire du laboratoire de langues montre que les techniques ont toujours été en avance sur les méthodes quand celles-ci n'ont pas manque totalement. Fort heureusement, on trouve de plus en plus de méthodes adaptées à l'enseignement moderne au laboratoire de langues. Mais de nombreux problèmes subsistent à propos des machines, des types d'installation des principes pédagogiques et linguistiques.
They Teach French in England Too
Authors: Thompson Anne R.
Published: April 2018

Language is highly relevant to the Englishman or the European. On a bus or train in or near London or in any large English city, one can hear several languages spoken in the course of a short trip. The majority of businesses do a healthy trade with European countries. Travel in Europe has become so easy that a very large percentage of English schoolchildren cross the Channel, either on holiday with their parents or with a school group. In any of the great cities of Europe, at Easter or Christmas or i n the summer, one can see groups of English schoolchildren discovering for themselves the reality of language. Some schools even take children to France for the day or send them to Russia for a week, during the school term! And yet, despite all this, I think that our present philosophy of language teaching is more apt to enable the average student to communicate with his opposite number in France or Germany than any that I saw in general operation in England this year.
L'Enseignement de la Langue Seconde—Niveau Primairc
Authors: Travers Marguerite
Published: April 2018

Nous sommes témoins, depuis le début du siècle, de changements presque révolutionnaires dans le domaine de l'enseignement de langues secondes. Autrefois, l'étude d'une deuxième langue était un luxe réserve a une élite privilégiée. Les familiers de la haute société engageaient, pour leurs enfants, une institutrice particulière qui parlait la langue désirée. Les écoles privées, fréquentées surtout par les riches, offraient aussi des cours de langues étrangères. Parler une seconde langue était, au cours des siècles passes, l'indice d'un développement intellectuel supérieur.
A View on the Objectives of Teaching Languages
Authors: Dieter J.
Published: April 2018

The teaching of languages is but one aspect of our total educational program, yet it is an integral part. The ultimate goal of education in our society is the development of individuals who are aware of their own selves and of their environment. Each aspect of education contributes toward this end. The sciences develop habits of logical thinking applicable to problems of cause and effect. Thus a teacher of mathematics looks beyond the immediate solution of a problem in mathematics to the formation of a consequential thought pattern. The language teacher also looks beyond the mere assimilation of vocabulary and grammatical rules to something that will help his students to develop an awareness of his self and of his society by means of comparison and contrast with other societies.
Foreign Exchange
Authors: Kenney Morgan
Published: April 2018

Four years ago we introduced French into the elementary schools of Hamilton at the Grade 7 level. The program we have been using follows closely the suggested philosophy and outline of contents provided by the Department of Education. At the time of the introduction of the program, it was agreed that we would continue it for four years - Grades 7 to 10.a
French Language Teaching Modules: A New Approach to Language-Teaching Materials
Authors: Stern H. H. , Weinrib Alice
Published: April 2018

Until very recently, language-teaching materials consisted mainly of textbooks, containing narratives, grammatical exposition, exercises, and a glossary. In addition, teachers had at their disposal other aids, such as readers, books of drills and exercises, song books, and so on. But the textbook was essential and central to the language program.
The OISE Modern Language Center Today
Authors: Stern H. H.
Published: April 2018

Two years ago, I described our plans for a Modern Language Center in the Ontario Institute for Studies in Education (“Language Centers Today and a New Modern Language Center at OISE”, Canadian Modern Language Review, Vol. XXV, No. 2, January 1969, p. 9-2 1). As readers will have seen from the issue of the Review which appeared last June, (Canadian Modern Language Review, Vol. XXVI, No. 4, June 1 970, p. 65), the Center is now established in its own quarters in the new building of OISE. It is perhaps, therefore, an opportune moment for making known to readers the range of activities in which the Modern Language Center is at present engaged. This can most easily be done by reproducing the content of a folder describing the scope, work and staffing of the Modern Language Center. Single or multiple copies of this folder can be obtained (free of charge) by writing or phoning Mrs. Stella Lord, Senior Secretary, Modern Language Center, at 252 Bloor Street West, Toronto 1 8 1 , Ontario, Canada, Tel. 923-664 1, Ext. 64 1, 642.
Methodological Implications of Current Linguistic Theory
Authors: Doherty Joseph C.
Published: April 2018

It is assumed in this survey that any consistent method of teaching a language reflects a theory of the nature of language and language learning. In this frame of reference, the features and problems of current practice should be illuminated by an examination of underlying theory, as well as of other, contrasting theoretical biases.
La Crisi Scolastica in Italia
Authors: Jelincic Val
Published: April 2018

Le presenti difficolta economiche delle democrazie occidentali, in Francia e Germania soprattutto, hanno avuto un’ eco profonda anche in Italia. Grave particolarmente e il disagio delle popolazioni studentesche: dopo anni di studi e di fatiche tutt'altro che lievi, di abnegazione, di privazioni e ristrettezze, troppi sono oggi (e lo saranno purtroppo anche domani) gli studenti diplomati e laureati che non possono trovare lavoro.
Comments on “C’est quoi, le français?”
Authors: Trethewey W. H.
Published: April 2018

In the March number of the Review there appears on pages 20 to 25 an article entitled "C'est quoi, le français?", written by a member of the Universite d'Ottawa. The author discusses the various levels one can distinguish in spoken and written French, with special reference to French in Canada. He assumes, it would seem, that anglophone teachers of French in Canada need guidance and advice on this matter. No doubt there is some justification for such an assumption as it would be na'ively optimistic to claim that all our English-speaking teachers of French possess real competence in the language. For the trained linguist and for the well read teacher of literature, this article offers little or nothing that is new or original and one is led to conclude that the writer's real purpose is to develop a defence of, or apology for, the French of Canada.
What are you Planning for Your Grade 13 Second Credit Courses in French?
Authors: Jackman R. A.
Published: April 2018

Since the disappearance of Grade 13 external examinations and provincial language prescriptions, teachers of French have had great freedom in the choice of reading materials for their Grade 13 program . With the redefinition of a credit for the Honour Secondary School Graduation Diploma, new patterns of scheduling have appeared throughout the province. The new freedom in the choice of authors material and the new scheduling have resulted in a great variety of Grade 13 programs. One can still find the Grade 13 program of the time of prescriptions and external examinations-7 or 8 scheduled periods of French, the careful study and discussion of one novel, careful grammar review and refinement, using a well known grammar textbook-students receiving 1.4 or 1.6 credits for successful completion of this work.
Language Teachers Can Now Be More Independent
Authors: Glinski G�rald
Published: April 2018

When the Departmental examinations terminated a sigh of relief went up throughout the province. Language teachers could now be much more innovative and independent. Most of all, no longer would we have to spend the school year with only one authors text. We have progressed from that point to the present but, I'm afraid, in many instances, we have gone overboard. Instead of teaching language, many of us have given vent to our frustrations and are now teaching what are primarily literature courses, while remaining within the Departmental guidelines. I, for one, feel that if a student wants a survey of French literature from the 16th to the 20th century, he should pursue a literature course at the university level. I am not interested in being a teacher of literature but a teacher of language. If I can use literature as a "point de depart", fine. But I refuse to let literature be my "raison d'etre".
“Comfort ye, Comfort ye, my People”
Authors: Petherbridge D. L.
Published: April 2018

Without wishing to encourage language teachers to become complacent, I hope that this article may relieve some of the frustration and uncertainty which have been our lot for the last decade. We have been subjected to such a multitudinous profusion of writing about language teaching and learning in that period that many of us have been feeling guilty about our ignorance. Reactions have varied from one extreme to the other. On the one hand are those who rigidly stuck to old methods, whatever text they were given to teach. On the other are those who grasped frantically for anything “new”, regardless of what happened to their students’ learning. There have been, of course, all positions between these two extremes.
The Reading Program and Oral Practice
Authors: Mollica Anthony
Published: April 2018

The aim of the reading program at the secondary school level should be the further development of basic oral and reading skills in the study of good literature. 1 Although it is essential to read for accurate comprehension, teachers should avoid excessive grammatical analysis, word study, or translation. Teachers can make reading more purposeful by assigning provocative questions to students before their preparation of a reading passage. This procedure can lead to a sense of anticipation which encourages students to read more carefully. It is often wise to prepare students in class for reading a passage at home. Synonyms, antonyms, definitions, diagrams, and gestures can prepare the student for a more profitable and pleasurable reading assignment. Word study should be done only to help the student to understand, not as a goal in itself. The student might also be encouraged to listen to any available recording of the assigned passage as part of his preparation. He should, as well, prepare a list of new vocabulary items and mark the parts he finds difficult. Teachers should then give the student an opportunity to ask for clarification of difficulties, and through questioning assure themselves that the student has understood the assigned passage. Where available, visual aids to the comprehension of reading should be used : pictures, films, television, slides, films trips, projectuals.
Some Observations of a Student of Russian at The end of Her Fifth Month of Language Study
Authors: Hammer E.
Published: April 2018

It is perhaps rather early to draw attention to an experiment illustrating a modified approach of learning a foreign language after the results of only five months. Yet the situation of present language teaching with the increasing number of drop-outs may justify this premature report.
Authors in an Audio-Lingual Program
Authors: Hurtig Eva M.
Published: April 2018

Since we wished to continue the emphasis on aural-oral learning which is at the core of the L.F.I. program used in our school, we cast about for a story which could be presented audio-visually in conjunction with Level II, Part I of L.F.I. being introduced in our grade 11 classes. We settled upon GerOlrd Vernier, the first of a three-part series entitled Let's Read French by Gerald Lester and Pamela Symonds, published by Oxford University Press. This story proved to be eminently suited to our students' needs both in style and level of difficulty. We were satisfied that it is an excellent vehicle for achieving three of the aims of the grade 11 French program, these being the reutilization and manipulation of structures and vocabulary previously learned, the development of reading skills using material previously presented orally, and the assimilation of new structures and vocabulary within a context or situation. Herewith follows a brief description of the material involved, the methodology used in its presentation, the forms of testing utilized with suggested alternatives, and an attempted assessment of the material and critical analysis of presentation and results.
What are you planning for your Grade 13 Second Credit Courses in French?
Authors: Patenaude Gérald
Published: April 2018

The grade 13 French program at Welland High and Vocational School consists of two different courses: FRE 551 and FRE 552. Since FRE 551 is the equivalent of the former grade 13 French course with which all of you are familiar, I shall only present a brief outline of the content and the materials we are using this year.
Some Ideas on Aural Testing in German
Authors: Marston Patrick
Published: April 2018

Perhaps more teachers might be inclined to experiment with individual instruction as a method of teaching languages if it were not for certain administrative obstacles involved, such as testing, the maintenance of standards, having to follow a course outline or at least a textbook.
The Search for Identity and the Development of Quebec Culture
Authors: Shek B. Z.
Published: April 2018

Based on a background paper prepared by Professor Shek for the Policy Conference of the Committee for an Independent Canada, held in Edmonton, September 14-17, 1972: My aim in this short paper will be to examine briefly the relationship between certain cultural phenomena representative of the present artistic flowering in Quebec, and the development of positive self-assertion and national identity by growing numbers of Quebecois. I shall examine this relationship in the areas of the chansonniers, the novel, poetry, the theatre and film.
A Modern Language Program Based on the Expressed Interests of the Individual Student
Authors: Parker Douglas V.
Published: April 2018

I wonder what the reaction of our students would be if we were to ask each one as he or she came into our room that first day of classes, "What would you like to be able to talk about in the language which we are going to begin to study today?"
A Study on the Role of Explanation in Second Language Teaching
Authors: Cooke David A.
Published: April 2018

Explanation is taken to be some form of description or analysis of language. The aim of the study was to investigate the presence and form of explanation in the teaching of French at Junior High School level . It compared a group which had Practice only, to a group which was given Deductive explanations, a third group which was asked to work out explanations on its own (Induction group), and a fourth group which was told translations of key parts of sentences (Translation treatment). The study also followed the separate performance of boys and girls, and students of High and Low language learning Aptitude.
Le Devoir, Its Value in Language Teaching
Authors: Echard Gwenda
Published: April 2018

Perhaps the most interesting and at the same time most frustrating challenge in language teaching comes when a student has achieved a reasonably firm grasp of basic structures, has acquired a vocabulary adequate for expressing basic needs, and yet is demonstrably in need of more guidance before he gains any real mastery of a second language. One does not have to have taught for many years to be familiar with the problem. Its manifestation is accompanied by outcries against more of whatever approach the student has followed to date - at this stage pattern drills, audio-visual materials, traditional grammar, all suffer the same fate; there is much lamenting of inadequacy and considerable impatience with any course which does not impart instant fluency. The student's distress is very real. So many years invested in the study of a language, so much more to know before he can express himself in a way commensurate with his intellectual maturity. No less real is the dilemma confronting the language teacher. What material at this point will stimulate the student, challenge him and be of sufficient variety to show him how the language works in a diversity of situations? To set the case for Le Devoir in its proper context it should be stated that all observations arise out of having used a newspaper in its weekly edition for two years as an integral part of a second-year university language course. It is assumed that, whereas study of 'le franc;ais litteraire' is both fascinating and necessary, French in its daily non-literary manifestations is of equal importance for today's student. It is also assumed that there comes a point when there is a clear correlation between the progress a student makes in a language and the distance put between him and a textbook. The further away from that textbook, the more he learns.
Why Spanish
Authors: Gold Peter J.
Published: April 2018

There always have been - or at least there always used to be - good reasons why students in Canada whose native tongue is English should learn French.1 It was always, so to speak, the essential "foreign" language. But what about Spanish? Why should a Canadian student entertain the idea of learning Spanish, and where does its appeal lie?
The Pedagogical Method of Paolo Freire and its Importance for Latin America
Authors: Maillard Marie-Jeanne
Published: April 2018

The problem of illiteracy has presented the greatest challenge to the nations of Latin America as they strive to emerge from the state of dependency which underdevelopment has implied. Several attempts have been made to eradicate the problem because illiteracy has been seen as the main contributor to underdevelopment. But few have tried to discover the causes that have encouraged illiteracy or to question the institutions that reject the illiterate. Thanks to experiments carried out in Brazil by the Brazilian educator, Paolo Freire, from which emerged the concept of conscientizai;ao"•), the task of educating the illiterate has been recognized not as the acquiring of a technical ability but as a process of awareness which conditions the mind and consequently has social and political implications.
The Effects of Language Background and Socioeconomic Status on Second Language Study in Manitoba Secondary Schools
Authors: Jamault Marcel
Published: April 2018

Attitude is considered by many educators as being one of the most important factors influencing scholastic achievement. Research in secondlanguage study has revealed that some of the significant · factors influencing a learner's attitude to acquire a second language were methods used, age of the learner, language aptitudes, language background, attitudinal characteristic in the home, teachers' and administrators' philosophies.
Culture and Foreign Language Teaching: A Review of Current Trends
Authors: House Juliane
Published: April 2018

Foreign language learning may be considered to have two fundamental goals: (a) the acquisition of linguistic skills, (b) knowledge of, and attitudes towards, the target culture. Nearly all foreign language teachers feel that the latter goal is an important one, that foreign language study plays a vital role in achieving the basic aim of a liberal education: a liberation of the mind from ignorance and its companion, prejudice, curing the students from xenophobia, ethnocentrism, chauvinism and other forms of provincialism, making them more sympathetic, open-minded, tolerant, peace-loving, and so forth. Statements like the following are by no means rare: "We firmly believe that foreign language study can and should be one of the really humanizing influences in . . . education, and that it provides a unique key to the understanding and appreciation of other cultures."
Problems of French Grammar and Usage: No. 19. The Position of Adjectives  II
Authors: Jeanes R. W.
Published: April 2018

In the preceding article, which introduced the problem of the position of adjectives and discussed it from a theoretical point of view, reference was made to the two kinds of lists present in all grammars of French: 1 ) those adjectives which normally precede, and 2) those whose meaning changes according to whether they precede or follow the noun. Examination of these lists showed that they contained certain adjectives, such as autre, meme, etc., which, in light of the general principle that intensives precede and extensives ( or distinctives) follow, could be more usefully considered as following the article rather than preceding the noun. It is thus possible, in describing the distribution of adjectival expansions within the structure of a noun phrase, to think of four basic functional zones: 1 ) intensives of the article - the article 2 ) extensives of the article - 3 ) intensives of the noun - the noun - 4) extensives of the noun: 1 ) tous - les - 2) autres - 3 ) bons - films - 4) franfais. As was pointed out, this way of analyzing French word order shows why autres will always precede bons, and it can also be useful in explaining why the meaning of an adjective
Reading for Pleasure in French: A Study of the Reading Habits and Interests of French Immersion Children
Authors: Romney J. Clande , Romney David M. , Menzies Helen M.
Published: April 2018

This study of 127 French immersion students examines how much reading they did for pleasure in both French and English and what factors influenced those amounts. More than two-thirds never read at all in French for pleasure outside school. Time spent reading books voluntarily in French was not affected by gender, reading achievement in French, or attitude towards reading in French. On the other hand, students benefitted from some methods used by the French teacher to stimulate reading. The students' reading interests were also investigated. Recommendations to stimulate pleasure reading in the children's second language are formulated.
French Immersion Teacher Shortage: Seeing the Light at the End of the Tunnel
Authors: Obadia André A. , Martin Mélody
Published: April 2018

There appears to be a perception among educators that the previously chronic problem of French Immersion (FI) teacher shortages no longer exists. To explore the validity of this perception, a national survey was conducted of all Ministries of Education and a sampling of school districts from each province and territory. Data collected indicates that the previous near-crisis situation of French Immersion teacher shortage has been surmounted due to: (1) a stabilization in the growth rate of immersion programs; (2) concerted efforts on the part of school districts to respond to the specific needs of the program; (3) the growing number of faculties of education training FI teachers. Two important concerns. however, still remain: (1) the lack of immersion supply teachers and teachers for specialty areas; (2) a serious lack of teachers specifically trained to teach in immersion.
L'Apport des faits phonétiques au développement de la compréhension auditive en langue seconde
Authors: Champagne-Muzar Cécile
Published: April 2018

Cette étude quasi-expérimentale avait pour objectif de vérifier l'influence du développement des habiletés phonétiques réceptives sur le développement de la compréhension auditive chez des apprenants adultes de niveau débutant en fraçais langue seconde en milieu formel d'apprentissage. Au début de l'expérience, les groupes expérimental et témoin s'avéraient équivalents en ce qui concerne les variables observées. Les résultats aux post-tests expérimentaux ont rendu manifestes les gains significatifs réalisés par le groupe expérimental en phonétique. En compréhension auditive, les groupes expérimental et témoin ont tous deux réalisé des gains comparables, c'est-à-dire des gains significativement supérieurs lors des post-tests. Un second test en comprehension auditive, test institutionnel administré une semaine après les post-tests expérimentaux (en phonétique et compréhension auditive) a toutefois révélé une différence significative entre les groupes expérimental et témoin.
Writing strategies in a second language: Three case studies of learners using electronic mail
Authors: Trenchs Mireia
Published: April 2018

This study describes how beginning language learners generated electronic mail in a foreign language, Spanish, and what the resulting texts looked like. The research was conducted at a public school where technology is used to support the curriculum. The article focuses on three of the participants who belonged to two classes of sixth-grade learners of Spanish. The study uncovered different, contrasting writing behaviours and a diversity of texts. The study argues that communicative activities in the language classroom pose dilemmas for language learners. Students experiment with linguistic forms and integrate old and new information sources in order to communicate, but they do not always succeed. E-mail is a tool that can generate communicative contexts for the language classroom, and the study draws implications about the use of electronic mail and of communicative activities in this setting.
The Meaning of Meaning: Affective Engagement and Dialogue in a Second Language
Authors: Yeoman Elizabeth
Published: April 2018

This article examines the affective dimension of comprehension of a second language. A Bakhtinian/Vygotskian theory of language is used to analyze a transcript from a case study in which children talked about their engagement with stories. Several children said that, although they could obtain information from stories in French after five years of French immersion, they did not 'understand' or enjoy them. The author suggests that texts may be understood in the informational sense without true comprehension of meaning at the affective level. At the same time, some experts on language and learning believe that the latter kind of understanding is crucial to children's education (Rosenblatt, 1991; Wells, 1988). The nature of dialogue and its role in second language teaching are explored. Implications for classroom practice are suggested.
Actes de parole: grandeurs et misères
Authors: Berrier Astrid
Published: April 2018

Cet article propose une réévaluation de la place de la communication dans la méthode communicative. Les descriptions théoriques, à ce stade, sont insuffisantes pour cerner le phénomène de la communication dans ses dimensions à la fois pragmatique et culturelle. L'acte de parole ne résume pas la communication. L'article présente les conséquences du choix de l'unique notion d'acte de parole (Stern, 1982) dans la pédagogie communicative: définition floue, fragmentation, simplification, évaluation forcée, «déculturation» et enfin, dégrammaticalisation. Même si l'approche communicative a favorisé la percée de la variation en classe et les progrès de l'évaluation, des problèmes subsistent d'autant plus que la communication enseignée et apprise en classe actuellement reste une caricature de l'acte de communication, et qu'elle subit une sur-simplification.
Is Second Language Reading Vocabulary Best Learned by Reading?
Authors: Raptis Helen
Published: April 2018

The role of vocabulary learning in reading has not received as much attention in second language research as other aspects of reading. Indeed, many reading textbooks currently on the market promote the view that vocabulary is best learned incidentally from the context while reading. This paper surveys both first-language and second language literature in order to show that, while theoretically sound, the notion that reading vocabulary may best be learned by reading is not supported empirically. As a result of these findings, increased research in vocabulary acquisition on the effectiveness of a variety of approaches for a variety of different levels is needed. With regard to practice, teachers need to focus on the specific needs of their learners rather than follow the approaches advocated by various textbooks - approaches which may not be empirically substantiated.
Two Approaches to Beginning Reading in Early French Immersion
Authors: Noonan Brian , Colleaux Jacqueline , Yackulic Richard Alan
Published: April 2018

The purpose of this study was to examine the effects of the order of languages in which students are taught to read in early French Immersion. Specifically, the research compared the results of two matched samples (n = 47) of Grade 3 students on French and English reading skills. One group had been introduced to beginning reading in English, the second group was introduced to beginning reading in French. The results showed no significant differences in English or French reading between the two groups at the end of grade three. The results point to the need for a better understanding of factors which may affect bilingual proficiency, for assessing how such proficiency is measured, and the interdependence between languages in early French Immersion.
Gregory Baum's Answer to the Question: Must Christianity Proselytize?
Authors: Sharma Arvind
Published: April 2018

This article reflects a line of thinking that is integral to inter-religious dialogue and religious pluralism. It records a conversation of Gregory Baum's answer to the question as to whether Christians have a theological imperative to proselytize. It shows his answer as unfolding along lines that take into consideration God, Christ, and the Church to argue for the freedom of non-Christians to pursue their own religions. His answer is augmented by a distinction between a minority and a saturation model of the Church that the author recalls.
Efficient Syntheses of Quinolizidine-Type Poison-Frog Alkaloids via Michael-Type Conjugate Addition
Authors: Zhou De-Jun , Zhai Yang-Yang , Kong Ji-Chuan , Wang Zhen-Hui , Gong Xue-Yun , Huang Mei , Yin Shu-Qiang
Published: April 2018

Efficient and flexible syntheses of 1,4-disubstituted quinolizidine-type poison-frog alkaloids using the highly stereoselective Michael-type conjugate addition reaction as the key step are described. The 1,4-disubstituted quinolizidine poison-frog alkaloids 233A, 235U and 251AA are reported.
A flight-based metric for evaluating NFL punters
Authors: Pasteur R. Drew , Howerton Emily , Pozderac Preston , Young Stuart , Moore Jonathan
Published: April 2018

Common evaluation metrics for NFL punters are outdated, failing to account for field position and touchbacks. Using detailed information on each punt of the 2013 season, a nonlinear model is developed, using these factors alongside hang time, coverage quality, and environmental conditions. This leads to punter evaluation metrics using expected points added (EPA), both in total and per punt. The persistence of punting skill is explored, and the relationships between performance and salary are discussed.
Are strategies for success different in test cricket and one-day internationals? Evidence from England-Australia rivalry
Authors: Lohawala Nafisa , Rahman Mohammad Arshad
Published: April 2018

The paper utilizes the entire cricketing data between England and Australia–Test and one-day international (ODI) matches played between 1877-2015 and 1971-2015, respectively–to provide an econometric perspective on the England-Australia rivalry. We employ the production function approach of Schofield (1988) and model Test match outcomes (loss, draw or win) using an ordinal probit model and ODI outcomes (loss or win) using a binary probit model. The results show that input measures critical to winning are different for the two formats and consequently a team should adopt different strategies in Test and ODI matches. We further show that influences which are perceived as important to match outcomes, including electing to bat first after winning the toss and effect of weather conditions, do not have any statistical support. However, there is strong evidence that England is at a disadvantage while playing a Test match in Australia. Besides, we find that home bias as typically defined in the literature may not necessarily indicate favoritism by umpires. The estimated models fit well and correctly predict about 70% of Test match outcomes and 95% of ODI outcomes.
A closer look at the prevalence of time rule violations and the inter-point time in men’s Grand Slam tennis
Authors: Kolbinger Otto , Großmann Simon , Lames Martin
Published: April 2018

Paragraph 29a of the official ITF Rules of Tennis sets a limit of 20 seconds for the time players can take between points. This study investigates the prevalence of violations of this rule, the corresponding umpire’s behavior and factors that influence the inter-point time in general. Regression analysis of 3475 serves of the 2016 Australian Open Men’s Singles tournament showed an autonomous influence on the variance of the inter-point for the serving player, the duration of the previous rally, the service game, the current scoring streak and the importance of the point. The average time between points was 21.5 seconds and time rule violations were found for 58.5% of the serves. Only two (0.1%) of these rule violations were penalized by the umpire, with the punished incidents occurring after 23.5 and 25.6 seconds, representing the 65.9th and the 78.1th percentile respectively of the detected inter-point times. Thus, we concluded that the current rule is not just applied too lax but also capriciously. Based on the detected influences on the time between points we suggest various adaptions of the rule, e.g. a dynamic time limit based on the duration of the previous rally, as well as ways to improve the enforcement of the rule, e.g. technological officiating aids.
Sparse feature learning for multi-class Parkinson’s disease classification
Authors: Lei Haijun , Zhao Yujia , Wen Yuting , Luo Qiuming , Cai Ye , Liu Gang , Lei Baiying
Published: April 2018

This paper solves the multi-class classification problem for Parkinson’s disease (PD) analysis by a sparse discriminative feature selection framework. Specifically, we propose a framework to construct a least square regression model based on the Fisher’s linear discriminant analysis (LDA) and locality preserving projection (LPP). This framework utilizes the global and local information to select the most relevant and discriminative features to boost classification performance. Differing in previous methods for binary classification, we perform a multi-class classification for PD diagnosis. Our proposed method is evaluated on the public available Parkinson’s progression markers initiative (PPMI) datasets. Extensive experimental results indicate that our proposed method identifies highly suitable regions for further PD analysis and diagnosis and outperforms state-of-the-art methods.
Factors influencing the pregnancy rate in indigenous ewes following AI using frozen semen
Authors: Naher N , Juyena NS , Jha PK , Talukder MRI , Alam MGS , Bari FY
Published: April 2018

Study was conducted to observe the influence of different factors on pregnancy rate in 24 indigenous ewes following artificial insemination (AI) with frozen semen. The ewes were synchronized by intra-muscular injection of Prostaglandin F2α (Ovuprost® Bayer, New Zealand). The onset and intensity of oestrus were determined by oestrus behaviour of ewes with vasectomized ram. VER values were measured immediately before AI using electrical heat detector (DRAMINSKI®, Owocowa 17, Poland). Twelve ewes were inseminated trans-cervically and 12 laparoscopically. Five ewes were treated with Misoprostol (Cytomis® 200 µg tablet; Incepta Pharmaceuticals Ltd. Bangladesh) to relax the cervix 12 hours before TCAI, and cervical penetration depth was measured by a steel rod. Pregnancy was confirmed by ultrasonography at 40 – 45 days after AI. Cervical penetration depth was significantly increased (P<0.05) (0.48 ± 0.04 vs. 3.52 ± 0.17 cm) in treatment group. The pregnancy rate tended to be higher in treatment group (60.0 vs. 28.6%). In treatment group cervical penetration was significantly increased (P<0.05) (0.35 ± 0.08 vs. 3.52 ± 0.17 cm) immediately before AI compared with before oestrus synchronization. The pregnancy rate was significantly higher (P<0.05) (75.0 vs. 28.6%) in LAPAI than TCAI without treatment. The pregnancy rate tended to be higher (75.0 vs. 55.6%) in ewes with high oestrus intensity than in those with medium intensity. The pregnancy rate was significantly higher (P<0.05 : 70.0 vs. 20.0%) in lower VER group (230 - 280 Ω) compared with higher VER group (331 – 380 Ω.) Although LAPAI was superior to TCAI, TCAI in ewes treated with misoprostol giving a pregnancy rate of 60% could be acceptable, until the LAPAI could be made simpler to be used in field. The oestrus intensity and low VER values could be used to select ewes to be inseminated to increase the pregnancy rate.Bangl. vet. 2016. Vol. 33, No. 2, 33-38
The Course of Parturition Affects Piglet Condition at Birth and Survival and Growth through the Nursery Phase
Authors: Langendijk Pieter , Fleuren Marleen , Van Hees Hubèrt , Van Kempen Theo
Published: April 2018

The aim of this study was to relate the course of parturition to the condition of piglets at birth, based on umbilical cord blood acid-base values, and relate the condition at birth to neonatal survival and performance up to 10 weeks of life. Data were collected from 37 spontaneous unassisted parturitions, and neonatal performance was based on observations of 516 piglets. Stillbirth rate increased from 2% in the first piglets, to 17% in piglets born 13th in the litter or later. This was aggravated in sows with longer than average stage II of parturition. Umbilical cord blood values also reflected the effect of birth order, with pH decreasing and lactate increasing in the course of parturition. Interestingly, sows that had a long expulsion stage of parturition also took longer to give birth to the first four piglets (r = 0.74), suggesting that sows with complicated parturition were already experiencing problems at the start of expulsion of piglets. Piglets with signs of asphyxia, based on umbilical blood lactate higher than 4.46 mmol/L, were slower to start suckling, had a higher risk of neonatal mortality, and had a slower growth rate over the first 10 weeks of life.
Prediction of Human Performance Using Electroencephalography under Different Indoor Room Temperatures
Authors: Nayak Tapsya , Zhang Tinghe , Mao Zijing , Xu Xiaojing , Zhang Lin , Pack Daniel J. , Dong Bing , Huang Yufei
Published: April 2018

Varying indoor environmental conditions is known to affect office worker’s performance; wherein past research studies have reported the effects of unfavorable indoor temperature and air quality causing sick building syndrome (SBS) among office workers. Thus, investigating factors that can predict performance in changing indoor environments have become a highly important research topic bearing significant impact in our society. While past research studies have attempted to determine predictors for performance, they do not provide satisfactory prediction ability. Therefore, in this preliminary study, we attempt to predict performance during office-work tasks triggered by different indoor room temperatures (22.2 °C and 30 °C) from human brain signals recorded using electroencephalography (EEG). Seven participants were recruited, from whom EEG, skin temperature, heart rate and thermal survey questionnaires were collected. Regression analyses were carried out to investigate the effectiveness of using EEG power spectral densities (PSD) as predictors of performance. Our results indicate EEG PSDs as predictors provide the highest R2 (> 0.70), that is 17 times higher than using other physiological signals as predictors and is more robust. Finally, the paper provides insight on the selected predictors based on brain activity patterns for low- and high-performance levels under different indoor-temperatures.
The Aesthetic Turn in Mental Health: Reflections on an Explorative Study into Practices in the Arts Therapies
Authors: Samaritter Rosemarie
Published: April 2018

The paper will draw on materials from arts therapies literature and comments from experts’ panels to discuss some specific characteristics of the arts therapies and to investigate the role of aesthetic engagement for resilience and mental well-being. The arts increasingly find their way as interventions in mental health domains. However, explorations into the specific mechanisms that underpin the therapeutic effect of arts-based activities are still scarce. Qualitative data were collected from a thematic literature review and expert comments on meaningful working procedures in arts therapies. Analysis of multiple data sources revealed core themes and core procedures that occur across arts therapy modalities. This paper presents a practice informed model of arts-based methods in mental health that may serve as a conceptual frame of reference for arts therapists and as study material on the applicability of arts therapy interventions for specific mental health settings.
Hypoxia-Induced Cisplatin Resistance in Non-Small Cell Lung Cancer Cells Is Mediated by HIF-1α and Mutant p53 and Can Be Overcome by Induction of Oxidative Stress
Authors: Deben Christophe , Deschoolmeester Vanessa , De Waele Jorrit , Jacobs Julie , Van den Bossche Jolien , Wouters An , Peeters Marc , Rolfo Christian , Smits Evelien , Lardon Filip , Pauwels Patrick
Published: April 2018

The compound APR-246 (PRIMA-1MET) is a known reactivator of (mutant) p53 and inducer of oxidative stress which can sensitize cancer cells to platinum-based chemotherapeutics. However, the effect of a hypoxic tumor environment has been largely overlooked in this interaction. This study focusses on the role of hypoxia-inducible factor-1α (HIF-1α) and the p53 tumor suppressor protein in hypoxia-induced cisplatin resistance in non-small cell lung cancer (NSCLC) cells and the potential of APR-246 to overcome this resistance. We observed that hypoxia-induced cisplatin resistance only occurred in the p53 mutant NCI-H2228Q331* cell line, and not in the wild type A549 and mutant NCI-H1975R273H cell lines. Cisplatin reduced HIF-1α protein levels in NCI-H2228Q331* cells, leading to a shift in expression from HIF-1α-dependent to p53-dependent transcription targets under hypoxia. APR-246 was able to overcome hypoxia-induced cisplatin resistance in NCI-H2228Q331* cells in a synergistic manner without affecting mutant p53Q331* transcriptional activity, but significantly depleting total glutathione levels more efficiently under hypoxic conditions. Synergism was dependent on the presence of mutant p53Q331* and the induction of reactive oxygen species, with depletion of one or the other leading to loss of synergism. Our data further support the rationale of combining APR-246 with cisplatin in NSCLC, since their synergistic interaction is retained or enforced under hypoxic conditions in the presence of mutant p53.
A Biorefinery Cascade Conversion of Hemicellulose-Free Eucalyptus Globulus Wood: Production of Concentrated Levulinic Acid Solutions for γ-Valerolactone Sustainable Preparation
Authors: Rivas Sandra , Raspolli Galletti Anna , Antonetti Claudia , Licursi Domenico , Santos Valentín , Parajó Juan
Published: April 2018

Eucalyptus globulus wood samples were subjected to preliminary aqueous processing to remove water-soluble extractives and hemicelluloses, and the resulting solid (mainly made up of cellulose and lignin) was employed as a substrate for converting the cellulosic fraction into mixtures of levulinic and formic acid through a sulfuric acid-catalyzed reaction. These runs were carried out in a microwave-heated reactor at different temperatures and reaction times, operating in single-batch or cross-flow modes, in order to identify the most favorable operational conditions. Selected liquid phases deriving from these experiments, which resulted in concentrated levulinic acid up to 408 mmol/L, were then employed for γ-valerolactone production by levulinc acid hydrogenation in the presence of the commercial 5% Ru/C catalyst. In order to assess the effects of the main reaction parameters, hydrogenation experiments were performed at different temperatures, reaction times, amounts of ruthenium catalyst and hydrogen pressure. Yields of γ-valerolactone in the range of 85–90 mol % were obtained from the hydrogenation of the wood-derived solutions containing levulinic acid, obtained by single-batch operation or by the cross-flow process. The negative effect of co-produced formic acid present in crude levulinic acid solutions was evidenced and counteracted efficiently by allowing the preliminary thermal decomposition of formic acid itself.
High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative “Get It Quick and Get It Right”
Authors: Dunleavy Teresa K.
Published: April 2018

This article continues to challenge the robust myth that mathematical smartness is exemplified in individuals who consistently complete mathematics problems quickly and accurately. In so doing, I present a set of counterstories from three students in one ninth-grade Algebra 1 classroom. These students described transformative experiences in their perceptions of mathematical smartness. Analysis of interviews revealed four themes about their perceptions of mathematical smartness, including: (1) consistently and unapologetically affording time and space to value multiple solution strategies, (2) belief in mathematical justification and explanation as the goal for demonstrating mastery of mathematical content, (3) valuing mathematically valid ideas from all class members, and (4) valuing collaborative problem solving as a way to help group members, distribute mathematical knowledge and orient students toward learning with one another. I found that their interpretations of mathematical smartness are counter to the still-dominant myths around speed and accuracy. While the four themes that emerged have been previously studied in the frame of teacher practices, this research provides needed additional empirical evidence of students’ voices describing what mathematical smartness can and should look like.