Advanced Texts Research Articles

Tahlil Kitab al-Lughah al-‘Arabiyyah li al-Madrasah al-‘Aliyah ‘ala Mandzur ‘Ali Muhammad al-Qasimi

This research aims to analyze the suitability of the Arabic language textbook for the eleventh grade, issued by the Ministry of Religious Affairs in its first edition in 2020, to determine whether the prescribed book aligns with the criteria of a textbook according to the theory of Ali Muhammad Al-Qasimy in developing teaching components for Arabic language instruction for non-native speakers. This textbook is selected because its implementation is still relatively new, and there are ongoing issues, such as using highly advanced reading texts. This research was conducted using a qualitative approach and the desk research method. A content analysis technique was employed to analyze the data. Primary data were collected by documenting content from the "Arabic Language Textbook for the Eleventh Grade" and teacher interviews. Secondary data were collected through documentation from relevant literary sources. The results showed that this book falls into the category of suitable teaching materials for Madrasah Aliyah students in Indonesia based on Al-Qasimy theory in developing teaching material components. First, the basic materials of the textbook consist of: a) reading texts (reading) in the form of dialogue, b) Arabic language leaders, c) exercises, and d) dictionaries. Second, the textbook auxiliary materials comprise: a) dictionaries, b) the books of the tamarin, c) the book of the horoscope, d) the evaluation/test book, e) the teacher's guidebook, and f) visual teaching aids.

An Investigation of EFL Students’ Vocabulary Size and Level at an Indonesian Private Tertiary Institution

Abstract. Having good vocabulary knowledge is essential for every student who learns a new language. However, there are only limited previous research projects which have studied the development of English language students’ vocabulary knowledge. Thus, this current study investigated English students’ vocabulary progress of participants who studied at a private tertiary institution in West Java, Indonesia. The participants came from three batches: 2018, 2019, and 2020 to find out the difference of development of vocabulary among them after studying English for two semesters. In its investigation, this study used two different instruments: the Vocabulary Size Test and the Vocabulary Level Test which respectively were created by Nation & Beglar (2007) and Webb et al. (2017). The findings show that after two semesters, the most improved vocabulary size occurred to participants from batch 2019. On average, the vocabulary size achieved after two semesters is enough to read more advanced texts. However, the average score of their vocabulary level test shows that the high-frequency words were not yet mastered, with a decrease on the average score of 2020 students. The finding might imply that there should be more intervention in the teaching and learning of high-frequency words.Keywords: EFL Students, Vocabulary Size, Vocabulary Level

Why are the electric and magnetic fields in an electromagnetic wave propagating through a conductor not in phase?

Intermediate and advanced texts in electromagnetic theory frequently discuss infinite plane waves propagating through conducting media. They find that the magnetic field has a phase delay (relative to the electric field) that can be as large as π/4 rad depending upon the ratio of the conductivity to the product of the angular frequency and the permittivity [σ/(ω ϵ)]. The expressions given to calculate this phase delay are unnecessarily complicated and provide minimal physical insight. We provide a simple expression for the phase delay and then illustrate how to interpret it by first considering Ampere’s Law and Faraday’s Law separately and then coupling them together. In the classroom, this provides an excellent educational opportunity for our students since we make analogies between the phase shifts associated with Ampere’s Law and equivalent phase shifts in driven oscillators and alternating current RC circuits.

The Music Therapy Assessment Manual: A Guide to Data-Based Decision Making

Scholars have published ample literature about music therapy assessment. Some of this literature includes journal reviews of music therapy assessment instruments, chapters with assessment overviews, practical guides to music therapy assessment, advanced practice texts in assessment tools and psychometrics, and more overview texts of music therapy assessment. (Isenberg-Grzeda, 1988; Chase, 2002; Hanser, 2018; Jacobsen et al., 2018; Gattino, 2021). While there are publications about music therapy assessment instruments, the importance of assessment, and advanced assessment practices; music therapy assessment has not been examined with a step-by-step guide for undergraduate-level pedagogical purposes in music therapy. Therefore, the release of The Music Therapy Assessment Manual: A Guide to Data-Based Decision Making (Waldon, 2021), is a necessary addition to the literature. The Music Therapy Assessment Manual: A Guide to Data-Based Decision Making is an effective resource for use in undergraduate music therapy curriculum. In the foreword, Dr. David E. Wolfe, Professor Emeritus at University of the Pacific, described this text as bringing together “the essential components of clinical assessment…[with] details of the actual steps that a clinician can take to systematically implement procedures that can be used from the onset of a clinical referral/intake to the final termination stages of treatment” (p. x). This text is accessible to all music therapists and approaches to teaching music therapy, as the data-based decision-making methodology is not bound to one approach, rather it can be implemented in any practice to improve therapeutic outcomes.

The Idea of Abdel Moneim Hassan Al-Malik in Teaching Arabic as a Second Language

This study discusses the application and testing of the idea of Abdel Moneim Hassan Almalik, through the applied descriptive approach, at the Institute of Teaching Arabic as a second language. This paper dealt with the importance of each skill of the Arabic language for non-native speakers, as well as presenting and analyzing the idea and comparing the communicative attitudes in the idea with the communicative attitudes in the Sudan Open University series. A table was put in to compare the foundations and principles of the idea with the study sample. It also dealt with the presentation of the teaching steps with the notion, and this paper has chosen the students of the Institute of Arabic Language as a second language at the Open University of Sudan to experiment on them. The study revealed the importance and the possibility of applying this idea to various series of teaching Arabic, provided that it is a second language, besides focusing the idea on the skills as a whole, where none of the four skills is neglected. On the other hand, the teacher is trained to compose by writing advanced texts for each lesson. This model reinforces what he learned and is a foundation to build on. It helped the student remember vocabulary. At the same time, some began to ask questions stemming from the comparison between classical and Sudanese dialects. This resulted in the focus of this model on linguistic correctness.

All About Polytropic Processes

Of all the conceivable ideal-gas processes, almost all introductory physics textbooks as well as more advanced texts on thermodynamics emphasize only four: isochoric, isobaric, isothermal, and adiabatic (isentropic). These are processes in which a state variable—volume, pressure, temperature, or entropy— remains constant. It turns out that these four processes are examples of a more general ideal-gas process, called a polytropic process, in which the specific heat remains constant. Polytropic processes are frequently discussed in engineering thermodynamics but rarely in physics. The goal of this paper is to bring polytropic processes to the attention of physics instructors. These processes have interesting properties (such as, in some cases, negative specific heat), they are easily accessible at the introductory physics level, and they expand the range of examples and problems that can be explored in thermodynamics.

Introducing a Bit of Active Latin into Your Current Advanced Latin Classroom: Usus loquendi et audiendi de Terentio Catulloque

The purpose of this paper is to show how easily and profitably one can introduce a small portion of active Latin into an upper-level Latin classroom through select questioning and response that draws directly from and reinforces grammatical structures and forms, as well as key vocabulary, from the students’ advanced Latin texts under study. Use of active Latin supports SLA (Second Language Acquistion) research about the value of spending time “in the language” in the classroom. The current Standards for Classical Language Learning recognizes this value as well.

Levels of textual cohesion and the meaning‐construction process of advanced second language readers

Academic reading in English requires processing of challenging advanced texts for comprehension. Highly proficient second language (L2) readers, such as graduate students, are expected to interpret complex texts fluently and efficiently for academic success, yet the field has little evidence on how these readers process texts. Through two think‐aloud reading sessions and pre‐ and postreading interviews, this study closely examined nine graduate students' interactions with texts that had low and high levels of discourse cohesion. The focus was on the readers' meaning‐construction process in relation to the texts' cohesion. The researchers analyzed these data qualitatively using a grounded theory approach that revealed text‐processing activities of proficient L2 readers grouped at local and global levels. Although all readers experienced these two levels with both texts, some differences were found in their processing between two texts, especially in reading the low‐cohesive text. The findings of the study provide implications for reading instructors and teacher researchers in understanding how advanced L2 readers construct meaning and draw on text discourse as they read texts in English and potentially in conceptualizing what novice L2 readers must do to progress.

A Task‐Based Approach to Teaching Literary Texts in Advanced Language Classes

AbstractMany scholars have repeatedly argued that the goals of achieving advanced language skills and understanding literary texts are not to be seen as mutually exclusive and cannot be considered separately. Nevertheless, no general consensus on the approach or how to go about it exists. What is still missing are principled and comprehensive ways of linking language learning with literary‐cultural content. This article argues that a task‐based approach has such a potential. It demonstrates how task‐based principles such as the meaningful principle, goal‐orientedness, and language use for authentic communicative purposes can be effectively applied to the teaching of literary texts in order to gain access to literary‐cultural content and at the same time foster the development of advanced linguistic skills. Based on Judith Hermann's short story “Sonja” (1998), a variety of different task types and designs are presented demonstrating these principles in action.

Gender Representation in Secondary and High School EFL Coursebooks

This study investigates representation of male and female characters in the reading texts of English language coursebooks in the Turkish secondary and high school context. In order to examine the gender representation in reading texts, Hallidayan transitivity analysis was used; texts were analysed to to investigate representation of female and male characters as agents and the assignment of experiential processes to these characters. The findings show that as the students move up in their formal education and as the reading texts become more advanced and lengthier, the number of male agents increase radically. In addition, the agents in the most common two processes used in the reading texts are found to be predominantly male, while the remaining three processes identified were distributed between male and female agents more evenly. However, it is also found that there was still a general trend to assign agency to male characters in lengthier and more advanced texts of later years overall. The findings have implications for teachers as well as coursebook writers.

On the past and future of discussing, teaching, and learning the hows and whys of archaeological systematics

Archaeological types have been derogatorily characterized as descriptive, but they must be descriptive in terms of pertinent attributes to be analytically useful. Classifying artifacts has long been (and still is) referred to as “pigeon holing” because some formal variation is masked by the categorization process. Recent discussions of the “tyranny of typologies” echo such concerns. Such caricatures may be the result of inadequate discussion of the hows and whys of archaeological systematics first in the classroom, and second in the professional literature. Seventy-four introductory university-level fundamentals of archaeology textbooks published between 1949 and 2017 devote an average of 2.7% of their pages to archaeological systematics; several recent advanced texts on archaeological method and theory include no discussion of archaeological systematics; over the last 100 years 51 programmatic books on zoological systematics have been published in contrast to eight programmatic volumes on archaeological systematics. After continuous growth since 1900 and a peak in the 1970s, the number of journal articles and book chapters on the programmatics of archaeological systematics published per decade has decreased over the past 40 years; the substantive literature seems to display the same trend. These data suggest reduced consideration by the discipline of the whys (ontologies) and hows (epistemologies) of archaeological systematics. Additional study of the substantive research literature—applications of typologies to particular sets of artifacts—may find discussion has shifted to this sort of venue. Hopefully the future will witness more extended discussions of systematics in new introductory textbooks, and discussions of the relevance of particular mechanics and specific theories of systematics with respect to archaeologists’ favored explanatory theories.

‘I will learn from it for as long as I live’ – religious reading and functional literacy skills

ABSTRACT Max Weber claims in his well-known book, The Protestant Ethic and the Spirit of Capitalism, that the emergence of capitalism had its roots in the Protestant work ethic. Becker and Woessmann’s seminal 2009 paper finds that the more likely relationship between Protestantism and economic prosperity runs via literacy. They claim that Protestants unintendedly acquired literacy skills that functioned as human capital in the economic sphere by adhering Luther’s call to learn to read the Bible on their own. In this paper, we investigate at individual level to what extent one by reading Holy scripts acquired functional literacy skills. By using unique individual-level data from nineteenth-century Protestant Norway, we are able to identify offsprings of families known to be intensive readers of religious texts. Our results indicate that the effect of religious reading on functional literacy was restricted: religious reading gave better skills to read easily understood texts, but did not give better skills to read more advanced texts. Our results give more nuances in our understanding of what role pre-modern Nordic religious reading played in economic progress in Lutheran Nordic countries.

Student-Friendly Guide to Molecular Integrals

Preceding even the Hartree–Fock method, molecular integrals are the very foundation upon which quantum chemical molecular modeling depends. Discussions of molecular integrals are normally found only in advanced and technical texts or articles. The objective of the present article is to provide less experienced readers, or students in a physical/computational chemistry course, a thorough understanding of molecular integrals. Through a series of detailed Handouts, the student/reader can participate in the derivation of molecular integrals, and in turn implement them in computer code. Hartree–Fock theory is discussed in enough detail to motivate the molecular integrals and address such topics as the atomic orbital basis. An introduction to the programming language of choice, Python3, is provided, tailored toward developing the essential skills necessary for implementing molecular integrals. The article is intended to be useful not only to instructors of physical/computational chemistry, but also to any reade...

What is the frequency of an electron wave?

Particle–wave duality is a central tenet of quantum physics, and an electron has wave-like properties. Introductory texts discuss the wavelength–momentum relationship , but do not discuss the frequency–energy relationship. This is curious since a wave is periodic both in space and time. The discussion in more advanced texts is not satisfactory either since two different expressions for the frequency are given based on the relativistic and non-relativistic expression for the electron energy. The relativistic expression yields the correct frequency, and we explain why the expression based on the Schrödinger equation gives the incorrect expression. We argue that the electron frequency should be discussed at the introductory level.

Web-Based 2D NMR Spectroscopy Practice Problems

2D NMR spectroscopy is regularly utilized for determination of organic structures. Problem-solving using a variety of 2D techniques is increasingly covered in the undergraduate curriculum. While several advanced texts provide some practice problems, these books are often expensive and aimed at graduate students. A free and publicly available set of 2D NMR problems with answers was developed to provide students an opportunity to develop their advanced structure elucidation skills.

Foundation mathematics for computer science: a visual approach

John Vince describes a range of mathematical topics to provide a foundation for an undergraduate course in computer science, starting with a review of number systems and their relevance to digital computers, and finishing with differential and integral calculus. Readers will find that the author's visual approachwill greatly improve their understanding as to why certain mathematical structures exist, together with how they are used in real-world applications. Each chapter includes full-colour illustrations to clarify the mathematical descriptions, and in some cases, equations are also coloured to reveal vital algebraic patterns. The numerous worked examples will consolidate comprehension of abstract mathematical concepts. Foundation Mathematics for Computer Science covers number systems, algebra, logic, trigonometry, coordinate systems, determinants, vectors, matrices, geometric matrix transforms, differential and integral calculus, and reveals the names of the mathematicians behind such inventions. During this journey, John Vince touches upon more esoteric topics such as quaternions, octonions, Grassmann algebra, Barycentric coordinates, transfinite sets and prime numbers. Whether you intend to pursue a career in programming, scientific visualisation, systems design, or real-time computing, you should find the authors literary style refreshingly lucid and engaging, and prepare you for more advanced texts.

Lam time in Quranic grammar between grammarians and commentators

After that journey, with the study of the significance of the lam in those blessed texts, the research reached the following: The lam in the advanced texts is the lam of time.The lam al-waqt is a variant of the lam al-siyasat, as it denotes the specialization of a meaning at a specific time.

Binomial Sampling Charts Revisited with Graphical and Analytical Arguments

ABSTRACTConfidence interval estimation via binomial sampling charts is an important tool in the reliability field. The topic of reliability can be taught in engineering programmes at both the undergraduate and the graduate levels. It is demonstrated how to apply the binomial distribution-based belt curves to predict confidence intervals. Our demonstrated approach relies on charts that are readily available for typical confidence levels, such as, 80%, 90%, 95%, or 99%. It is the proposition of this paper that understanding the basis for the graphical confidence interval prediction method is significantly easier to appreciate if the formal analysis, which can be found in more advanced texts on reliability, is combined with visual representations for the connections between two distributions: the discrete binomial distribution and continuous partial beta distribution. The paper is presented using a combination of analytical and graphical arguments that leads to the expressions that reproduce the belt curves consistent with the “gold standard” of the Clopper–Pearson (C&P) 1934 model. The detail is sufficient to generate belt curves using a math software package. Examples illustrating the technique for predicting confidence limits with confidence belt curves are included. Students’ assessment data are also provided to support the effectiveness of the combined approach.

Spontaneity and Equilibrium III: A History of Misinformation

Necessary and sufficient criteria for reaction spontaneity in a given direction and for spontaneity of finite transformations in single-reaction, closed systems are developed. The criteria are general in that they hold for reactions conducted under either conditions of constant T and p or constant T and V. These results are illustrated using a simple, liquid-to-vapor phase transition as an example. Following this development, the paper investigates the source of the mathematical and logical errors contained in textbooks ca. 1950 to the present that led to the fallacious statements still present in most introductory chemistry textbooks and some more advanced texts that the conditions for spontaneity are ΔG < 0 at constant T and p and ΔA < 0 at constant T and V, whereas the corresponding conditions for equilibrium are ΔG = 0 or ΔA = 0. This investigation shows the principal errors to be (i) incorrect evaluation of definite integrals; (ii) failure to determine whether the results of such integrations produce criteria for spontaneity and equilibrium that are necessary conditions, sufficient conditions, both, or neither; and (iii) incorrect logical arguments related to equilibrium. The question of why such errors have been perpetuated in textbooks for over 50 years is also addressed. Some recommendations for revision of textbooks, for more frequent use of the concept of chemical force in discussing spontaneity and equilibrium, and for revision of the notation and nomenclature related to spontaneity and equilibrium are made.

Philicity and Fugality Scales for Organic Reactions

Theoretical scales of reactivity and selectivity are important tools to explain and to predict reactivity patterns, including reaction mechanisms. The main achievement of these efforts has been the incorporation of such concepts in advanced texts of organic chemistry. In this way, the modern organic chemistry language has become more quantitative, making the classification of organic reactions an easier task. The reactivity scales are also useful to set up a number of empirical rules that help in rationalizing and in some cases anticipating the possible reaction mechanisms that can be operative in a given organic reaction. In this review, we intend to give a brief but complete account on this matter, introducing the conceptual basis that leads to the definition of reactivity indices amenable to build up quantitative models of reactivity in organic reactions. The emphasis is put on two basic concepts describing electron-rich and electron-deficient systems, namely, nucleophile and electrophiles. We then show that the regional nucleophilicity and electrophilicity become the natural descriptors of electrofugality and nucleofugality, respectively. In this way, we obtain a closed body of concepts that suffices to describe electron releasing and electron accepting molecules together with the description of permanent and leaving groups in addition, nucleophilic substitution and elimination reactions.