bluuebunny/crossref_metadata_2025 huggingface dataset:
Research and Policy: A Four Resources Analysis of Technology in the CCSS
Authors: Pandya Jessica Zacher , Aukerman Maren
Published: March 2024

In this column, we map some of the ways technology has been interpreted and emphasized in the implementation of the Common Core State Standards thus far, and suggest potential areas for research. To create our map, we applied Luke & Freebody’s four resources model to the interpretations of technology in the CCSS. The model suggests that literate people draw on four distinct resources as they read and write in the world: coding, pragmatic, semantic, and critical competencies. We engaged in a close reading of the Standards, looking for each of these competencies, and found technology most often visible as pragmatic and semantic competencies. We discuss these perspectives, as well as the troubling lack of attention to coding and critical competencies. We also address current responses to the CCSS, from the addition of media literacy standards to institutional hardware and professional development needs.
Changing Hearts, Minds, and Actions through Collaborative Inquiry
Authors: Mills Heidi , O’Keefe Tim , Hass Chris , Johnson Scott
Published: March 2024

In this article, the authors demonstrate the ways elementary teachers, their university partner, and children co-construct knowledge within a culture of inquiry. Inquiry permeates teaching, learning, and ongoing professional development at the Center for Inquiry in Columbia, South Carolina. The teachers featured in this piece illuminate how their students became reading researchers, engaged parents in the research process, investigated eating habits and food waste in the school cafeteria, and participated in international citizen science projects. As young researchers, the kids grew new beliefs that led them to take new actions. They became more sophisticated and strategic readers, more conscientious eaters, more careful consumers, and better caretakers of the earth. The authors conclude with concrete strategies for engaging students in action research. They also offer recommendations for grounding ongoing professional development in teacher inquiry.
Commentaries: The Arts in Language Arts
Authors: Shaw Michael , Tochelli Andrea L. , Shanahan Lynn E. , Williams Wendy , Olshansky Beth , Shaw Louise J. , Kurkjian Catherine
Published: March 2024

Language Arts readers offer their take on “The Arts in Language Arts” through experiences, perspectives, and resources that have shaped their appreciation for and use of the arts in widely differing classrooms.
The 2011 NCTE Presidential Address: Telling Our Stories (Ka Ha'i Mo'olelo 'Ana)
Authors: Siu-Runyan Yvonne
Published: March 2024

Yvonne Siu-Runyan’s presidential address, delivered at the NCTE Annual Convention in Chicago, Illinois, on November 20, 2011, focuses on the powerful stories that define us.
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Authors: Caughlan Samantha , Juzwik Mary M. , Borsheim-Black Carlin , Kelly Sean , Fine Jodene Goldenring
Published: March 2024

Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, defined as instruction that provides students with frequent opportunities to engage with core disciplinary concepts through sustained, substantive dialogue. The curriculum invited secondary English teacher candidates to repeatedly enact dialogically organized instruction and to receive feedback from peers using video and Web 2.0-based technologies across a year-long student teaching internship. In English methods seminars, eighty-seven participants from two cohorts generated over 300 five-minute video clips, associated planning documents, transcripts, and reflections. We coded documents for student participation, evidence of planning for dialogic instruction, and classroom discourse variables associated in previous research with greater student engagement in substantive classroom interaction. We find that those who planned for dialogic instruction using dialogic tools were significantly more likely to have higher ratios of student utterances in relation to teacher utterances. The use of dialogic tools—conceptualized as those practical tools mobilized in teacher planning and practice with potential to mediate dialogically organized instruction in a given classroom situation—explained more of the variance in student participation than did any other factor. Attention to such tools may help English teacher candidates enact dialogically organized instructional practices.
The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity
Authors: Thompson Ian
Published: March 2024

This article develops a theoretical understanding of the processes involved in the co-construction of a written text by a teacher and student from a Vygotskian perspective. Drawing on cultural-historical and sociocultural theories of writing and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this case study of a student and teacher interaction in a UK secondary school examines the social mediation of collaborative activity in the negotiation of meaning.While expressivist process theories of writing focus on the development of the authentic voice of the writer, this article contends that the development of a student’s writing abilities requires active intervention by a teacher within a constructed zone of development. Writing is viewed as a situated activity system that involves a dialectical tension between thought and the act of composition.Finally, the article will argue that the recursive and complex nature of writing development is an integral tool in the learner’s own agency in creating a social environment for development.
Learning to Write a Research Article: Ph.D. Students’ Transitions toward Disciplinary Writing Regulation
Authors: Castelló Montserrat , Iñesta Anna , Corcelles Mariona
Published: March 2024

This paper presents a study designed from a socially situated and activity theory perspective aimed at gaining a deeper understanding of how Ph.D. students regulate their academic writing activity. Writing regulation is a complex activity of a highly situated and social nature, involving cyclical thought-action-emotion dynamics and the individual’s capacity to monitor his/her activity. The central purpose was to analyze how writing regulation takes place within the framework of an educational intervention, a seminar designed to help Ph.D. students write their first research articles. The seminar not only focused on teaching the discursive resources of disciplinary articles in psychology but also sought to develop students’ recognition of epistemic stances (ways of knowing) and identities (ways of being) of their academic and disciplinary communities. While doing this, the seminar also aimed at helping students overcome the contradictions they encountered as they constructed their identities as researchers and writers through writing. We collected data on seminar participants’ perceptions (through analyses of interviews, diaries, and in-class interaction) and practices (through analyses of successive drafts and peers’ and tutors’ text revisions). Contradictions represent a challenge for which the individual does not have a clear answer. Consequently, solutions need to be creative and often painful; that is, the individual needs to work out something qualitatively different from a mere combination of two competing forces. The unit of analysis was the “Regulation Episode,” defined as the sequences of discourse and/or action from which a contradiction may be inferred and which, in turn, lead to the implementation of innovative actions to solve. Results showed that contradictions regarding students’ conceptualizations of their texts—as artifacts-in-activity versus as end-products—and of their identities as disciplinary writers become visible through certain discursive manifestations such as “dilemmas” and “critical conflicts” (Engeström & Sannino, 2011). The development of students’ disciplinary writing identity was affected by their perceptions of peripheral participation in the disciplinary community and of contradictions between different communities. Two successful ways students resolved contradictions and regulated their writing activity were to redefine the output and consider the text as a tool to think; implementing these solutions resulted in substantial changes to drafts. These results might be used to design socioculturally oriented educational interventions and tools to help students develop as disciplinary writers.
Negotiating Translingual Literacy: An Enactment
Authors: Canagarajah A. Suresh
Published: March 2024

This article argues that an understanding of writing as translingual requires a shift to a different orientation to literacy—i.e., from autonomous and situated to negotiated. Such an orientationtreats the text as co-constructed in time and space—with parity for readers and writers in shaping the meaning and form—and thus performed rather than preconstructed, making the multimodal and multisensory dimensions of the text fully functional. Going beyond the native/nonnative and monolingual/multilingual speaker binaries, this study demonstrates that both student groups can orient themselves to such literate practices in the context of suitable pedagogical affordances. Drawing from teacher research informed by an ethnographic perspective, the study identifies four types of negotiation strategies adopted by writers to code-mesh and readers to interpret texts: envoicing, recontextualization, interaction, and entextualization. Envoicing strategies set the conditions for negotiation, as it is a consideration of voice that motivates writers to decide the extent and nature of code-meshing; recontextualization strategies prepare the ground for negotiation; interactional strategies are adopted to co-construct meaning; and entextualization strategies reveal the temporal and spatial shaping of the text to facilitate and respond to these negotiations. The analysis points to the value of a dialogical pedagogy that can further develop the negotiation strategies students already bring to the classroom.
“Nobody Knows the . . . Amount of a Person”: Elementary Students Critiquing Dehumanization through Organic Critical Literacies
Authors: Campano Gerald , Ghiso María Paula , Sánchez Lenny
Published: March 2024

This article draws on a four-year practitioner research study of a university partnership with an all-boys public elementary school to analyze students’ socially situated literacy practices thatoccurred on the margins of a curriculum driven by high-stakes testing. We bring together critical literacy (Freire, 2007; Janks, 2010; Luke, 2000), realist theory (Alcoff, 2006; Mohanty, 1997;Moya, 2001), and Gramsci’s (1971) conception of the organic intellectual to provide a layered framework for understanding how students at our research site mobilized their cultural identitiesfor critical ends, what we define as “organic critical literacies.” Through illustrative examples of third- and fourth-grade African American boys’ interactions with fiction and nonfiction texts,we examine how students critiqued common ideologies that devalued them, their school, and their city, and enacted more humanizing visions. The elementary students whose work we featurewere realizing their capacities as emerging organic intellectuals, translating their singular critical insights and observations into a broader dialogue that had more universal resonance. Weconclude by discussing the educational, epistemological, and ethical implications of our study.
Editors’ Introduction: Power and the Schooling of English: Ideologies, Embodiments, and Ethical Relationships
Authors: Juzwik Mary M. , Cushman Ellen
Published: March 2024

In this issue, a group of emerging scholars take up diverse and timely questions about language ideologies, literate embodiments, and the ethically consequential relationships that come to be constructed, reflected, and contested at the scenes of written communication.
“Words That You Said Got Bigger”: English Language Learners’ Lived Experiences of Deficit Discourse
Authors: Shapiro Shawna
Published: March 2024

In recent decades, academic outcomes for English Language Learners (ELLs) have become a major focal point of research in English education. Much of the scholarly discourse on this topic reinforces a deficit orientation toward ELLs, constructing them as an educational “problem” rather than an asset (e.g., Crumpler, Handsfield, & Dean, 2011; Gutiérrez & Orellana, 2006; Mitchell, 2013). This article examines how ELLs at one high school in New England perceived and resisted this deficit discourse by analyzing statements these students made during public protest and personal interviews. I employ Critical Race Theory (Kubota & Lin, 2006; Ladson-Billings, 1998; Solórzano & Yosso, 2002) as a framework for understanding how these students—all Black, former refugees from African countries—experienced the effects of deficit discourse in their lived experience at school and in the community. Focusing on four themes—Essentialization, Educational Deficit, Intellectual Inferiority, and Resistance—I show how students came to link deficit discourse with limited educational opportunity, and how particular schooling practices—such as language/literacy testing and academic tracking into low-level English classes—came to be seen by students as an outgrowth and reinforcement of deficit discourse. In the discussion of findings, I highlight alternative forms of representation (i.e., “counter-stories”) that were put forth by the students, and outline a number of implications of this study for teaching, research, and advocacy in English education.
Indirect Challenges and Provocative Paraphrases: Using Cultural Conflict-Talk Practices to Promote Students’ Dialogic Participation in Whole-Class Discussions
Authors: Sherry Michael B.
Published: March 2024

English education researchers have established that whole-class discussions can support language and literacy learning. However, few studies have provided examples of whole-class discussions in which students explicitly reference their classmates’ ideas in order to elaborate different, but related, perspectives. Research that has described students’ uptake of their classmates’ ideas has typically portrayed disagreement either as an obstacle to student participation or as a step toward eventual consensus. In this article, I offer a sociolinguistic discourse analysis of two conversations in which a preservice teacher encouraged her urban, 10th-grade students to disagree. My analysis demonstrates the positive effects of the teacher’s use of indirect challenges and provocative paraphrases—features of the African American sociable conflict-talk practice known as The Dozens—to promote collaborative disagreement during whole-class discussion. I argue that teachers can promote collaborative disagreement in whole-class discussions by appealing tostudents’ home-cultural disagreement practices, which may already overlap with argumentation practices valued in school settings. I call for further research into the influence of teachers’ and students’ out-of-school discourses on discussions characterized by collaborative disagreement—a practice that is essential to ELA curricula and to participation in a democratic, literate society.
Readers Write: Leaving the Well-Rutted Contours of My Pedagogical Past
Authors: Christiansen Ron
Published: March 2024

This article questions our reliance on textbooks through my own struggles to come to terms with my ambiguous, sometimes frustrating, relationship with textbooks.
Anxiety and the Newly Returned Adult Student
Authors: Navarre Cleary Michelle
Published: March 2024

Based on interviews with students who had recently returned to school, this essay demonstrates the need for, challenges of, and ways to respond to the writing anxiety many adults bring with them back to school.
Conversing in Marginal Spaces: Developmental Writers’ Responses to Teacher Comments
Authors: Calhoon-Dillahunt Carolyn , Forrest Dodie
Published: March 2024

This article describes a pilot study on developmental writers’ attitudes toward and use of instructor-written feedback in multiple sections of a precollege-level writing— course at our college.
Feature: Critical Reflection on the Road to Understanding the Holocaust: A Unique Service-Learning Project at a Two-Year College
Authors: Maloy Jennifer , Carroll Julia
Published: March 2024

The authors argue for a critically reflective model of service-learning by detailing the features of a project in which an ESL reading and developmental writing class interviewed Holocaust survivors for the Kupferberg Holocaust Resource Center and Archives.
Readers Write: Success in Dual Enrollment: Motivation and Maturity
Authors: McCord Maureen , Roberts Leslie
Published: March 2024

The authors discuss the keys to a successful dual enrollment experience.
Text Complexity: A New Way Forward or Two Steps Back?
Authors: Sanden Sherry
Published: March 2024

Sanden explores how students’ increased interactions with texts that both fail to meet them where they are and are a constant source of struggle affect their overall perceptions of reading.
Transforming Literate Identities: Writing and Multilingual Children at Work
Authors: Laman Tasha Tropp
Published: March 2024

Tasha Tropp Laman’s article documents how writers’ notebooks can be used as mediational tools for meaning making, especially the creation of multilingual texts.
Common Core: Ignoring Education’s Real Problems
Authors: Krashen Stephen
Published: March 2024

Stephen Krashen discusses current issues related to emergent bilinguals and the Common Core Standards.
Stories along the Way: I reach, I climb, I reach again
Authors: Kittle Penny
Published: March 2024

Just when you think you are making progress, making a difference, a student cheats, and you feel the air go out of you. It’s a good student, one you felt a connection with. So what happens when she apologizes, wants to take the quiz over? Teachers face tough decisions every day. Sometimes they turn out well; sometimes they don’t. In the end, we can only reach again.
Progressive Writing Instruction: Empowering School Leaders and Teachers
Authors: Lacina Jan , Block Cathy Collins
Published: March 2024

Many recent publications describe writing as the neglected “r”; however, there is very little data on what writing instruction looks like in schools, especially in grades 4–6. The purpose of this article is to describe large urban school district literacy leaders’ views on the state of writing instruction within their districts—and their projections for the future of writing instruction.—— Educators at all levels must re-think how they approach the teaching of writing, re-envisioning how to transform teaching practices to impact our students and their world for the next decade to come.
Nontraditional Texts and the Struggling/Reluctant Reader
Authors: Fingon Joan C.
Published: March 2024

This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance studentsâ€™ vocabulary development and reading comprehension. The article stresses the importance of what classroom teachers can learn from listening to young adolescents, including struggling readers and English Language Learners, and what they have to say about their reading interests and utilizing such books as a visual support to engage them in the reading process.
Coda: Our Compulsory Goals: Effective Teaching and Meaningful Learning through Powerful Cultural Tools
Authors: Wilhelm Jeffrey D.
Published: March 2024

Wilhelm asks, â€œBut are new literacies just fun?â€ Then he immediately answers, â€œAbsolutely notâ€”if we as teachers provide the right context and conditions of their use.â€ Offering research-based advice on incorporating technology to increase motivation and deepen learning, Wilhelm boils it down to this bottom line: itâ€™s engaged, substantive, reflective learning that is the thing, not the new literacies or the technology per se. To the degree that new literacies and technology promote this kind of deep learning, we must embrace it.
Editors' Message: It’s Not Impossible to Acquire and Expand Classroom Language: Instruction Matters
Authors: Lapp Diane , Fisher Doug , Frey Nancy
Published: March 2024

Being prepared for success in high school, college, and most careers involves the ability to read, talk about, and write information that is conveyed through inextricably entwined academic and content language. Acquiring proficiency with academic language is a challenge for all middle school students, and doubly so for those who do not speak English as their home language. The authors in this issue of Voices share examples illustrating that when teachers provide familiar, quality instruction that promotes meaning-centered interactions among students, the children learn how to use an academic register to speak, read, write, explain, and persuade across the disciplines.
Critiquing and Constructing Canons in Middle Grade English Language Arts Classrooms
Authors: Thein Amanda Haertling , Beach Richard
Published: March 2024

Middle grade language arts teachers can expect to encounter an array of “canonizing” forces as they navigate their instructional choices, including awards programs, tests and textbooks, and— most recently—the Common Core State Standards. This article outlines some of those forces, illustrating how they serve to construct and perpetuate canons. It also offers an alternative framework for selecting texts—one that challenges teachers to work with their students to critique the narratives in the most common canons and to construct their own classroom canons that encourage students’ particular interests and identity needs. The authors conclude that such critique and construction has the potential to empower rather than limit students as they select, engage with, and construct literary texts.
21st-Century Students Demand a Balanced, More Inclusive Canon
Authors: Perry Tonya B. , Stallworth B. Joyce
Published: March 2024

Historically, the canon has been chosen by a “closed group” to determine the types of quality literature for our society. This limited list still exists in schools today, but an expansion of this prescribed inventory is essential for the 21st-century student who demands an understanding of a global society and current issues that require a deep analysis and evaluation of multiple types of texts.
Young Adult Literature: The Common Core Text Exemplars—A Worthy New Canon or Not?
Authors: Moss Barbara
Published: March 2024

This column evaluates the text exemplars found in Appendix B of the Common Core State Standards in terms of what role they will assume in classrooms, how the books were selected, and the inclusion and exclusion of particular works. Criticisms of the text exemplars related to five areas are addressed: 1) the over-inclusion of classics; 2) the lack of contemporary fiction and informational titles; 3) limited representation of multicultural titles; and 4) the lack of match between titles recommended for particular grade levels and existing grade-level curricula. The integration of text exemplars into the Common Core Curriculum Maps is cited as a means of identifying effective classroom uses for these titles.
Aristotle in the Classroom: Scaffolding the Rhetorical Situation
Authors: Carbone Paula M.
Published: March 2024

Preparing students for meaningful participation in democratic society begins with constructing arguments around issues important to them. Argumentative writing is important not only for students' abilities to enter the conversations on topics of individual, community, national, and international importance, but also for developing critical thinking and understanding of academic writing in general. This article describes a process for bringing rhetoric to the classroom for facilitation of students' writing fluency—formulating ideas and expressing them in writing. First, the author discusses helping students understand what rhetoric means. She then explains how to model Aristotle's triangle and the rhetorical square to scaffold construction of arguments.
Accuracy in Digital Writing Environments: Read Up, Ask Around, Double-Check
Authors: Wolsey Thomas DeVere
Published: March 2024

Increasingly, students are held accountable for the accuracy of what they write—by their teachers, by state and national standards, and on assessments of their learning. This article outlines three approaches to accuracy in writing that go beyond spelling and punctuation. New expectations include the use of sources to inform writing in many discourse modes. Digital environments have the potential to improve the accuracy of student writing. This article proposes that students learn to read digital and traditional materials in order to inform their written work, use digital tools to interact with peers during writing processes, and double-check their work for accuracy.
Teaching the Common Core: Writing in Common: Lessons from Kentucky Middle Schools
Authors: Overturf Brenda J.
Published: March 2024

Kentucky was the first state to adopt the CCSS, so how do middle school teachers there ensure that their students meet those Standards? Brenda Overturf takes us inside three successful classrooms from three schools where different curricula and different approaches have four things in common: Writing-focused professional development; the view that reading writing, speaking/listening, and language are interwoven and inseparable; teamwork; and an awareness that it takes time to reach a comfortable level of familiarity and competence with Standards implementation.
CODA: Writing as Struggle: Embracing the Power of Practice
Authors: Wilhelm Jeffrey D.
Published: March 2024

This article explores the complexity and struggle of becoming a proficient writer and the manifold payoffs of doing so. This complex challenge of composing specific narrative, informational, and argument text requires teachers who provide specific assistance with the conventions of particular text structures, as well as lots of focused and scaffolded practice to master those conventions.
Equalizing the Teacher-to-Student Ratio through Technology: A New Perspective on the Role of Blended Learning
Authors: Fassbender William J. , Lucier Julia A.
Published: March 2024

As the popularity of technology exponentially increases every year and online classrooms gain traction in education, traditional face-to-face teachers are met with a new conundrum: how to adapt existing educational philosophy and instruction to meet the needs of 21st-century learners amid a current climate of budget restrictions and lack of available resources. This article evaluates arguments for technology in the classroom, particularly in the area of blended learning, and takes an in-depth look at how one teacher was able to create a blended classroom based on the model of the North Carolina Virtual Public School. The article also explores the following questions: What elements of a blended learning environment make this form of online learning successful? How can technology be used to reach students on a one-on-one basis as class sizes increase? What are the advantages of a blended course versus a traditional face-to-face classroom? What effects do blended learning approaches have on the role of the traditional classroom teacher? What new gaps in achievement arise as the switch is made from traditional to blended classrooms? The field study examined how technology was implemented within one on-level 8th grade classroom of 23 students and qualitatively analyzed the successes and pitfalls of a blended classroom over a three-month period.
The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction
Authors: Baldino Shannon
Published: March 2024

In this rapidly evolving digital world, students need to learn not what to write, but how to write using technology and social media. Our students immerse themselves in Facebook, Twitter, Instagram, etc., and it has to be asked: Who is teaching our students to appropriately and respectfully write in the digital world? A class blog can be used to teach students the following: As teachers, we must evolve with the times and not only teach with technology, but use it to teach our students to be professional, respectful contributors to our digital society.
CODA: Teacher as Trickster
Authors: Wilhelm Jeff
Published: March 2024

This commentary argues that the most effective teacher is a “trickster,” a boundary crosser putting existing content, tools, and strategies into new combinations. This combining creates Third Spaces of possibility that can lead not only to deep understanding, but to personal and social transformation. Reading can be a Third Space when it is pursued as an exploration of what could be. Blended learning environments are not so much about using technology, as about using technology, the arts, and other learning tools in new combinations and ways, to inquire and to design usable knowledge artifacts. Technology must be a research resource and design tool to work towards understanding, application and transformation. This process teaches students to become problem solvers and will help them to meet the next generation standards and assessments.
Distribution and evolution of Florida's troglobitic crayfishes
Authors: Franz Richard , Lee David S.
Published: March 2024

The current knowledge of Florida's troglobitic crayfish fauna is discussed, interpretations of distributional and ecological patterns are reviewed, and an explanation of their evolutionary history is attempted. These crayfishes are restricted to certain geological formations that have light to nonexistent elastic overburdens. Areas with moderate to heavy accumulations over the carbonate rocks lack these crustaceans. The Crystal River Formation, a group of highly soluble Eocene Iimestones, is the most important geological element influencing the distribution of most Florida cave-dwelling crayfishes. Members of the Procambarus lucifugus complex (with the possible exception of an undescribed species from Lake County), Procambarus pallidus, Troglocambarus maclanei, and Cambarus cryptodytes, are apparently confined to this formation. The remaining species are confined to other limestones (Procambarus acherontis and Procambarus species from Lake County in the Hawthorne Formation, Procambarus milleri in the Miami Oolite, Procambarus horsti and Procambarus orcinus in the St. Marks Formation). Field observations suggest that available sources of food energy dictate which species groups inhabit particular cave systems. Species complexes that are most restricted to environments which provide large accumulations of organic detritus become ecologically and geographically isolated from other populations and exhibit increased speciation. For example, members of the Procambarus lucifugus complex seem to have demanding energy budgets and occur only in localized karst areas exhibiting mature features and high energy input. Dependency on constant energy supplies provided by large sinkhole entrances and/or bat roosts probably limits their dispersal ability. In contrast, members of the Procambarus pallidus complex inhabit systems with limited energy inputs, such as springs and sinkholes with small openings. Troglocambarus maclanei occurs syntopically with members of the Procambarus lucifugus and Procambarus pallidus complexes and may be capable of interstital movements from one cave to another. This may help to explain its extensive distribution.
Performance of Chlorella vulgaris in Phycoremediation of Livestock Effluent
Authors: Siti Kamariah Md Sa’at  , Muhammad Danish Badrul Azmi
Published: March 2024

Livestock effluent is known to contain significantly higher concentrations of organic matter and challenging-to-degrade organic compounds compared to urban wastewater. This makes the effluent treatment challenging and adversely affects nearby aquatic environments if improperly treated. Phycoremediation uses microalgae in water and wastewater treatment. This research aim was to evaluate pollutant removal efficiencies, including chemical oxygen demand (COD), total suspended solids (TSS), nitrate (NO₃-N), turbidity, and phosphate (P), using microalgae Chlorella vulgaris (C. vulgaris) cultivation systems for livestock effluent treatment. The biomass weight of C. vulgaris in the cultivation systems was also observed. In this study, C. vulgaris was cultivated in closed cultivation systems in 5 L water bottles with different dilutions (100%, 75%, 50%, and 25%). The water effluent was compared to permissible values using the National Water Quality Standard (NWQS) class II for recreational water use. TSS was significantly removed by 61.97%, while COD and P were removed by 39.1% and 36.4%, respectively. The biomass growth was observed through the dry weight of the C.vulgaris. Therefore, the removal of nutrients from cattle farm effluent by phytoremediation using C. vulgaris demonstrates potential for treatment efficacy.
Rethinking Federal Inducement of Pretext Stops
Authors: Heydari Farhang
Published: March 2024

Few topics in policing have received more attention than pretextual traffic stops—traffic stops made for crime-fighting purposes. Community leaders, legislators, police executives, and even presidents have recognized that the overuse of pretext stops has deleterious effects, including racially disparate enforcement, needless death, and degraded public trust in law enforcement. The result is a growing movement at the state and local level to roll back the widespread use of this tactic. As promising as these developments are, most discussions of pretext stops largely omit a key player that drives the problem: the federal government. Presidents from Bush to Biden have decried discriminatory pretext stops and federal investigations have pushed localities to limit their use of the tactic. Yet, behind the scenes, the federal government has long trained and incentivized police to use pretext stops widely. This Article has two goals: First, to demonstrate that the federal government long has been and continues to be a key driver of pretextual traffic stops by state and local law enforcement. The Article catalogs the multitude of ways that federal agencies push this tactic, and in the process, tells a complex story about how the federal government sets national policing policy. The federal actors involved include law enforcement agencies (as one might expect), but also other administrative agencies whose ostensible missions seem to have little to do with policing. Second, this Article calls for the federal government to develop a new, comprehensive, and coherent approach to traffic stops as a crime-fighting tool—an approach that centers on public safety and avoids falling into tired patterns of harmful and discriminatory enforcement. This Article proposes a variety of tangible reforms, such as changing federal law enforcement policy, creating a centralized review process for federal policing programs, and developing a method to calculate the social cost of a traffic stop. A strong federal response—in tandem with continued state and local action—is the only way to wean policing off traffic stops as a central crime-fighting tool.
Concept of Parental Treatment in Surah Luqman Verses 13-19
Authors: Lubis Adlan Fauzi , Rosfiani Okta , Putri Husnul Hanifah Kamawi , Agustin Cahya Lestari , Wisnu Ilham Asyam Fajariyanto , Farhan Muhammad
Published: March 2024

This article investigates parenting patterns within the Al-Quran, specifically focusing on verses concerning parent-child communication. Examining the education and guidance provided by four parents, the study highlights the risks associated with parenting approaches diverging from Quranic values, potentially leading to children's mental health issues. Notably, authoritarian parenting is explored for its negative impact on children's lives and disobedience towards elders. Drawing insights from Surah Luqman [31]:13-19, the research reveals a balanced blend of authoritarian and democratic parenting rooted in Quranic principles, emphasizing rational control. Addressing child depression, the study advocates strategies such as prohibiting shirk, fostering compassion, attending to actions, prayer, patience, and discouraging arrogant attitudes. This research contributes valuable perspectives on effective, Quranic-aligned parenting strategies, offering insights into mitigating mental health challenges and disobedience among children.
Assessing The Efficiency of Web-Hosted E-Learning Platforms in Afghanistan Academic Settings
Authors: Amiri Frishta , Quraishi Tamanna , Hakimi Musawer , Fazil Abdul Wajid
Published: March 2024

This study investigates the utilization and effectiveness of web-hosted e-learning platforms within the academic environment of Herat University. Adopting a quantitative research design, data were collected through a structured questionnaire administered to students and faculty members across various disciplines. The sample comprised 190 respondents from the Faculty of Medical, Education, Computer Science, Economics, and Law. Analysis involved descriptive statistics and chi-square tests using SPSS 26 software. Findings revealed diverse platform preferences, with HELMS emerging as the most commonly used platform. Overall, participants expressed high satisfaction levels with platform usability and perceived effectiveness in facilitating student engagement and interaction. Challenges related to cost, internet connectivity, and technical issues were identified, impacting the learning experience. Recommendations include enhancing platform usability through user-friendly interfaces and comprehensive training, as well as addressing technical and connectivity challenges. The study contributes to understanding the current landscape of e-learning at Herat University and provides insights for improving educational practices and policies.
Harnessing The Power of Knowledge Graphs in Question Answering
Authors: Kau Amanda
Published: March 2024

Unlocking the Power of Questions — A deep dive into Question Answering Systems

Author:

Amanda Kau (ORCID:

0009–0004–4949–9284

)

Virtual assistants have popped up on numerous websites over the years.
The relevance of Political Science: Some thoughts on the recent critique
Authors: Rohlfing Ingo
Published: March 2024

The charge that Political Science (or other non-STEM disciplines) is lacking relevance and does not produce interesting research is made then and again, with two new pieces published these days. One is written by a political economist, stating that most research is boring;
Improvement of Working Volume and Applications of Retractors Used in Surgical Operations
Authors: Cinel Akif , Ipek Huseyin , Uşun Altuğ , Çava Kutay , Aslan Mustafa
Published: March 2024

Retractor systems are crucial in assisting physicians during surgical operations, ensuring optimal access to the surgical site, holding necessary equipment, and facilitating various procedures such as holding open wounds, stretching tissues, and removing them from the surgery site. Currently, retractors are tailored to specific anatomical regions. For instance, thyroid surgery presents unique challenges due to the gland's location and proximity to vital structures. Accessing the thyroid tissue amid the complexities of the neck region, which includes muscles like sternohyoid, sternothyroid, thyrohyoid, and omohyoid, requires careful retraction for a safe and effective procedure. The success of thyroid surgery relies on distinguishing the thyroid gland from surrounding structures, precisely determining surgical margins, and ensuring a clear view of the surgical field to mitigate potential complications. In this study, two distinct retractor holder designs, versatile for various operations, were developed and evaluated for their working volume, degrees of freedom in design, and applicability in surgical procedures. These designs aim to contribute to improving surgical outcomes, reducing complications, and general advances in the field of surgical instrumentation
Analisis Struktur Pasar Buah di Pasar Buah Minulyo Kota Pacitan
Authors: Hidayat Muhammad Fauzan Wahyu
Published: March 2024

The market is a place where sellers and buyers meet. Today the market is growing, with it being composed of various market structures. One that can be found is the fruit market which is part of the market structure. This research was conducted to find out what types of market structures exist in the Minulyo Fruit Market based on their characteristics. By taking the research place at the Minulyo Fruit Market, Pacitan Regency, this research includes field research using descriptive qualitative research methods to analyze and describe the research data obtained. The results of this study indicate that the Minulyo Fruit Market in Pacitan Regency is included in a perfectly competitive market structure because of the large number of sellers and buyers, the goods traded in the market are homogeneous and entry for new sellers is free to enter and exit.

Pasar merupakan salah satu tempat bertemunya penjual dan pembeli. Dewasa ini pasar semakin berkembang dengan hal itu tersusunlah berbagai struktur pasar yang bermacam-macam. Salah satu yang dapat ditemui adalah pasar buah yang merupakan bagian dari struktur pasar. Penelitian ini dilakukan untuk dapat mengetahui termasuk jenis struktur pasar apakah yang terdapat pada Pasar Buah Minulyo berdasarkan ciri-cirinya. Dengan mengambil tempat penelitian di Pasar Buah Minulyo Kabupaten Pacitan penelitian ini termasuk penelitian lapangan (field research) dengan menggunakan metode penelitian kualitatif deskriptif untuk menganalisis dan mendiskripsikan data hasil penelitian yang didapatkan. Dengan hasil penelitian tersebut menunjukkan bahwa Pasar Buah Minulyo Kebupaten Pacitan  termasuk dalam struktur pasar persaingan sempurna karena jumlah penjual dan pembelinya yang banyak, barang yang diperjual belikan di pasar tersebut bersifat homogen dan akses masuk bagi penjual baru bebas keluar masuk.
Analisis Kondisi Pasar Sayur di Kota Magetan
Authors: Cahyani Fatikhah Nur
Published: March 2024

This study aims to determine the condition of the vegetable market in Magetan. The research method used is a qualitative methodology with an observation approach. The results showed that, The interesting thing when entering the traditional market is the way of bargaining. Despite its characteristic noise, the smiles and frowns of those who will enter and are in it. The noise of bargaining seems to be the 'spirit' of market dynamics. Things like that really distinguish traditional markets from modern shopping centers. The market in the city of Magetan is categorized as the Main Market and the center of the trading market. Sellers and buyers measure the depths of each other's hearts and then emerge winners in pricing.

Penelitian ini bertujuan untuk mengetahui kondisi pasar sayur di Magetan. Metode penelitian yang digunakan adalah metodologi kualitatif dengan pendekatan observasi. Hasil penelitian menunjukkan bahwa, Hal yang menarik bila masuk di pasar tradisional adalah cara tawar menawarnya. Di samping kebisingannya yang khas, senyum dan cemberut orang-orang yang akan masuk dan yang ada didalamnya. Riuh rendahnya tawar-menawar seakan menjadi 'roh' dinamika pasar. Hal-hal seperti itulah yang sangat membedakan pasar tradisional dengan pusat perbelanjaan modern. Pasar di kota Magetan dikategorikan sebagai Pasar Utama dan pusatnya pasar perdagangan. Penjual dan pembeli saling mengukur kedalaman hati masing- masing lalu muncul pemenang dalam penetapan harga.
Aplikasi Model ARIMA untuk Memprediksi Produk Domestik Bruto Indonesia
Authors: Wahyuni Ajeng
Published: March 2024

GDP is one of the crucial indicators of the economy in a country. GDP is the total amount produced by all business units in a particular country or is the total value of final goods and services. The purpose of this study is to predict the value of GDP from 2022 to 2023. The Box Jenkin approach is used in this study to build the best ARIMA model for Indonesia's GDP data obtained from Bank Indonesia data. The best model we found is the ARIMA (4,1,2) model, and GDP is predicted to continue to increase.
PDB merupakan salah satu indikator penting perekonomian suatu negara. PDB adalah jumlah total yang diproduksi oleh semua unit bisnis di negara tertentu atau merupakan nilai total barang dan jasa akhir. Tujuan dari penelitian ini adalah untuk memprediksi nilai PDB dari tahun 2022 hingga 2023. Pendekatan Box Jenkin digunakan dalam penelitian ini untuk membangun model ARIMA terbaik untuk data PDB Indonesia yang diperoleh dari data Bank Indonesia. Model terbaik yang kami temukan adalah model ARIMA (4,1,2), dan PDB diprediksi akan terus meningkat.
Analisis Faktor-faktor yang Mempengaruhi Permintaan Telur Ayam Ras di Kabupaten Magetan Pada Tingkat Rumah Tangga
Authors: Abiyani Ellyvia
Published: March 2024

This study aims to determine the factors that affecting broiller chiken egg demand in Magetan District at the household level. The research method used is associative research (cause and effect). The research sample for consumers of broiller chiken eggs was determined intentionally (purposive sampling). Respondents from this study were taken from 10 (ten) consumers of broiller chiken eggs in the household. The study's findings reveal that the factors that affecting broiller chiken egg demand in Magetan District at the household level are needs, desires/tastes, egg prices, egg quality, and number of family members at home.

Penelitian ini bertujuan untuk mengetahui faktor-faktor yang mempengaruhi permintaan telur ayam ras di Kabupaten Magetan pada tingkat rumah tangga. Metode penelitian yang digunakan adalah penelitian asosiatif (sebab akibat). Sampel penelitian untuk konsumen telur ayam ras ditentukan secara sengaja (purposive sampling). Responden dari penelitian ini  diambil dari 10 (sepuluh) orang konsumen telur ayam ras dalam rumah tangga. Hasil penelitian menunjukkan bahwa faktor-faktor yang mempengaruhi naik atau turunnya permintaan telur ayam ras di Kabupaten Magetan pada tingkat rumah tangga adalah kebutuhan, keinginan/selera, harga telur, kualitas telur, dan jumlah anggota keluarga yang ada di rumah.