Word Of Explanation Research Articles

Ibn e Hummam and His book Fath ul Qadeer: Introduction and Methodology

Fath ul Qadeer is one of the most comprehensive and well organized works in the Hanafi School of thought. Full name of this book is Fath ul Qadeer Lel ‘Aajez el Faqeer. It is a commentary and illustration of Hedaya, the most popular and authentic book in Islamic jurisprudence and in Islamic schools of thought. It is compendium of Islamic knowledge with a discussion on various subjects that are from various types of fiqh and Usool-e-fiqh. Author, Ibn e Hamam used a critical explanation of words from lexical to technical, their grammatical analysis, connection on the basis of grammatical and syntax regulations and illustration of differences between synonyms. The methodology of this book is unique as it provide unprejudiced and impartial in analysis of various topics under discussion and the rational and logical arguments given by the author in support of his view make this book a significant work and a remarkable milestone in fiqh collections. The paper concludes with a comprehensive analysis of the aspects dealt with in terms of methodology and its characteristics.

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book with a dictionary that provided word explanations. The children clicked on hotspots which provided the explanation two more times. The children thus heard the meaning of the word three times in each session, with a total of six times. Not all difficult words received a dictionary explanation. The control group received the regular kindergarten program. The children's receptive word learning, word explanation and production of focal words were tested pre and post intervention. An improvement in all dependent measures was found post-intervention, compared to the control group. The dictionary in the e-book supported not only receptive word learning, but also word explanation. Words that received a dictionary explanation supported word learning better than words which were not included in the dictionary. Furthermore, receiving support six times was more effective than three times. Educational implications are discussed.

Learning vocabulary through e-book reading of young children with various reading abilities

Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed.

Design Research: Aesthetic Epistemology and Explanatory Knowledge

The article explores the “what” and the “how” of design research. It discusses the epistemological assumptions of design and design research—the conception of true knowledge that underpins the quest to advance design knowledge through research. The article also examines the media and methods of doing design research—that is, the “how” of such research. As it developed over the past century, the design field has drawn extensively on three pivotal but often tacitly deployed epistemologies: the Platonic-Aristotelian, the pragmatic, and the postmodern. Platonic epistemology is latent in many commonplace design instruction texts. Pragmatic epistemology underscores the industrial-arts ethos of design. Postmodern epistemologies dominate in university programs—especially graduate and Ph.D. programs. The article considers how these competing epistemologies understand the role of imagination in the act of creation. The article then considers the role of explanation in the carrying out of research in creative design and arts fields. It addresses whether, and to what degree, design research ought to rely on explanatory words as its principal medium of research, or whether it is valid to substitute artifactual creation for intellectual explanation in the research process.

Word explanation and content expansion during storybook reading: relation to SES and children’s language

ABSTRACTWe examined the relation between mothers’ word explanation and story content expansion during shared book reading, family socio-economic status (SES) and children’s language. The participants included 90 mothers and their children (aged 5–6 years) from low and middle SES. Mother–child storybook reading was videotaped, and the child’s vocabulary, storytelling and phonological awareness were tested. Results show that the mothers explained about one word during the book reading across SES, whereas story content expansion was more frequent. Children’s language and mothers’ story content expansion were correlated positively with SES, but mothers’ frequency of word explanation and manner of explanations were not correlated with SES, except for provision of word meaning, which correlated negatively with SES. Story content expansion was related to the children’s vocabulary level, whereas discussing story illustrations was negatively related to the children’s vocabulary. The limited word explanation support by mothers in shared book reading and its implications are discussed.

Nilai-nilai Toleransi dalam Islam pada Buku Tematik Kurikulum 2013

This article discusses the values of tolerance found in the thematic text-book of 2013 curriculum. The thematic text-book has an important role in building students’ character, especially regarding the values of tolerance. This article aims to answer questions concerning the design of tolerant attitude in the thematic text-book for class one of elementary school, the advantage and deficiency of the book, and solutions for thematic text-book regarding tolerant attitudes. As a study of documentation, this article deals with eight themes on thematic text-book for class one of elementary school. In analyzing the data, this study refers to seven indicators of tolerant attitude using content analysis method. This study concludes that the design of tolerant attitudes consists of respect, collaboration, help, friend-ship, equality, harmony, freedom of worship. The advantage of the text-book is its identification of seven indicators, while its deficiency is related to the presence of pictures contradictory to the values of tolerance. The solution for its deficiency is to revise the explanation of words in the negative pictures very to contradict the values of tolerance.

The many roles of “explanation” in science education: a case study

In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science classroom settings. Science classroom communication is examined in terms of one teacher’s word use during eleven lessons about evolution. The study contributes empirical examples of how disciplinary norms of valid explanations are manifested in science classroom communication. A dialogical analysis shows how the teacher provides three conversational structures: asking for acts of explanation, providing opportunities to talk about what explanations are in this context and providing opportunities to talk about explanations constructed by students. These three structures facilitate the process of learning how to evaluate and justify explanations. Three potential meanings of the word “explanation” are pointed to: an everyday meaning, a pedagogical–professional meaning and a scientific meaning of the word. It is suggested that the co-existence of these three potential meanings has communicative consequences in science education.

An investigation into the adoption and adaptation of the English loan words swap and spread in Romanian and Polish translations of economic documents

This paper identifies strategies for the adoption and adaptation of English loan words in economic documents translated from English into Polish and Romanian at the European Central Bank (ECB), using the terms swap and spread as examples. The economic vocabulary in the Polish and Romanian languages is much less developed than in English, the international language of finance and economics. Therefore, new European terms related to capitalism and the market economy pose a challenge to translators. Polish and Romanian tend to borrow English economic terms due to their novelty and the lack of a well-established economic vocabulary in these two languages. Creative, morphological adaptation is also employed in both languages, as are additional, explanatory words. However, Polish seems to be slightly more conservative – rather than adopting the English term, the Polish language versions contain more instances of the term spread being translated into Polish.

Characteristics of Chinese Grammar and the Grammatical Information in Chinese Dictionary for Second Language Learners

This paper discusses the Configuration and the Presentation of Grammatical Information in Chinese Dictionary for Second Language Learners on the basis of two Chinese dictionaries: one is the Commercial Press Learner’s Dictionary of Contemporary Chinese, the other one A Chinese Dictionary for Learners and Teachers. It emphasizes that the tagging of the sub category of Chinese part of speech should be considered in accordance with the characteristics of Chinese grammar. The features of rhythm restriction to Chinese syntax should also be included in grammatical information. It is important to make full use of the existing corpus for more suitable examples. It is also important to pay more attention to systematical consistency of grammatical tagging and the explanations of symmetrical words.

State‐of‐the‐Art Research into Multimedia Learning: A Commentary on Mayer's Handbook of Multimedia Learning

SummaryThis article reviews the research into multimedia learning through the lens of a recently updated Handbook of Multimedia Learning edited by Richard Mayer. By examining the theories underpinning the research and the major experimental findings, a number of conclusions emerged. Firstly, the major theories and models guiding the research are well accepted and based on classical memory research, although there is a need to extend them to the affective domain. Secondly, most of the boundary conditions for effective learning from basic multimedia materials (e.g. explanatory words and pictures) have been identified. Thirdly, for more complex learning environments (e.g. games and computer‐based tutors), much less is known, and more research is required to untangle the various moderating factors. Fourthly, there is a need for further investigations that match specific instructional strategies (e.g. self‐explanations) with multimedia materials to find the most effective learning combination. Copyright © 2015 John Wiley & Sons, Ltd.

Augustinus: Der Markt der Geschwätzigkeit und der Sinn des Verstehens

AbstractThe paper discusses the intellectual development of Augustinus by means of his discussion of the status, the sense, the function and his judgement on rhetoric. This discussion let Augustinus be an important station in the history of the philosophy of language. Starting point is the explanation of the dialectics of the topos (or pathos) of the ›ineffabilis‹. Augustinus shows that the antirhetoric meaning of the ineffable leads in selfcontradictions. Therefore he discusses the forms and the conditions of understanding. This begins with the early dialogue De magistro and reaches to De trinitate and one of the central subjects within this theoretical mainwork of Augustinus: the concept of the verbum intimum. With the (at first view) extreme reductionism in the theory of signs, presented in De magistro - a mental ›oracle‹ is claimed as instance and criterion of understanding -, he destructs the naive representation-belief in an 1:1-relation between outer signs and mental contents. The subject of the ›inner word‹ in De trinitate then is the question of understanding signs as signs. It is shown that only the explanation of the inner word as a mental achievement within ordinary language is sufficient to answer the question of understanding. An excursus elucidates that the sermocinalis scientia of Wilhelm v. Ockham in the 14th century continues the discoveries and philosophical innovations, Augustinus made at the end of antiquity. These discoveries are inalienable for present debates concerning the philosophy of language. And they are inalienable for concepts of rhetoric based in the hermeneutics of understanding. The critique of rhetoric as ›fair of talkativeness‹ brings up a purified sight of the art of language: of the art, language ›is‹.

The Doctrine of Salvation in the First Letter of Peter. By MARTIN WILLIAMS.

T his monograph, the revised version of the author’s Ph.D. dissertation that was accepted at the University of Otago (superviser: P. Trebilco), combines a classical fine-tuned exegetical analysis of particular passages with what some might consider to be a rather unusual look at reception history based on theological considerations. The work consists of eight chapters divided over three parts that deal with methodology. Part I (ch. 1): a ‘theological-critical’ exegesis; Part II: a ‘literal sense’ exegesis (chs. 2–6: five topics or aspects of salvation as this is addressed in the Letter: election, atonement, the metaphor of rebirth to denote salvation, the futuristic aspect of salvation, and the presentation of salvation as victory and vindication); and Part III: ‘intercatholic [ sic ] conversation’ (chs. 7–8: picking up on the first two items of the previous part). While the contents of the middle part are probably easily imagined, a word of explanation may be needed for the two other parts. The first one offers a long reflection on what the author proposes to call ‘a theological-critical exegesis’. This method is first described in a negative and somewhat ambiguous way as being the opposite of ‘(merely) “historical-critical” or even “historical-grammatical” exegesis (though it is no less than these)’ (p. 11). The difference with the historical-focused methods is then said to be with the goal that it is aimed at: ‘For the theological exegete, the goal of interpretation is to hear the word of God and to behold the glory of God in Scripture and to be transformed by it’ (p. 11). How this happens and what it brings about is then further illustrated in the third part, in which the author proposes to start ‘a conversation between 1 Peter and the different faith/theological traditions’ (i.e. of the Reformed churches), as he formulates it (p. 35). While granting that there is more to biblical exegesis than reconstructing the past (of a text and of the situation it addresses), I can imagine that this description may sound rather disturbing to many biblical scholars. Moreover, the author’s musings on the relation between New Testament studies and systematic theology, on why he is promoting such an approach, and on a hermeneutics that makes ‘literal sense’ exegesis subservient to ‘intercatholic conversation’ (all very much influenced by K. Barth and K. Vanhoozer) may not suffice to take away the impression that (a specific tradition of) systematic theology has taken over from exegesis, or the suspicion that the latter is largely directed by the former. Actually, there is quite some proof in this book that the reservations I have just formulated are fully on target.

Paucity and Disparity in Kindergarten Oral Vocabulary Instruction

The purpose of this study was to examine how oral vocabulary instruction was enacted in kindergarten. Four days (12 hours) of instruction were observed in 55 classrooms in a range of socio-economic status schools. All instruction was coded for evidence of vocabulary instruction for a total of 660 hours of observation. Results revealed that teachers explained word meanings during “teachable moments” in the context of other instruction. Findings revealed one-time, brief word explanations, unsystematic word selection, and minimal time devoted to subject areas, such as science and social studies, in which word explanations were most dense. Teachers serving in economically advantaged schools explained words more often and were more likely to address sophisticated words than teachers serving in economically disadvantaged schools. These results suggest that the current state of instruction may be contributing to rather than ameliorating vocabulary gaps by socioeconomic status.

Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning

AbstractWe investigated the extent to which a dictionary embedded in an e‐book with static or dynamic visuals with and without printed focal words affects word learning. A pretest–posttest design was used to measure gains of expressive words' meaning and their spelling. The participants included 250 Hebrew‐speaking second graders from low‐socioeconomic status families who were randomly assigned to five equal groups. Four groups read the e‐book with a dictionary with (1) static visuals (SVs) without the printed focal words, (2) dynamic visuals (DVs) without the printed focal words, (3) SVs with the printed focal words, or (4) DVs with the printed focal words. The fifth group read the e‐book without a dictionary (control). The results show that word explanations and word use progressed the most after reading the e‐book with DVs and printed focal words. Less progress was observed when reading with SVs with printed focal words and DVs without printed focal words. Even less progress was observed when reading with SVs without printed focal words. The lowest support was in the control group, who read the e‐book without a dictionary. Word spelling progressed significantly in all groups. This study contributes to our knowledge on the potential benefits of multimedia for supporting the language and literacy of preschoolers. More specifically, it shows the contribution of a dynamic dictionary together with printed focal words for expressive word learning, along with the benefit of highlighted text in an e‐book for supporting word spelling.

Digitaliseret digtlæsning. Om nogle muligheder i internetbaseret litteraturformidling med Gustaf Munch-Petersens forfatterskab som eksempel

The article discusses the considerations behind the content and design of a test website dealing with the Danish author and artist Gustaf Munch-Petersen (1912-1938). The website, which can be visited at address http://www.kb.dk/proto/gmp/, is the result of a research and development project at the Royal Library, Copenhagen, the purpose of which is to examine various ideas for presenting Danish literature over the Internet which exploit that medium’s special characteristics. The medium bears within itself a number of opportunities, both for summarising an author’s production and for assisting the reader’s understanding of individual texts. The website tests certain of these opportunities on the basis of a specific author taking as target group the teachers and students of Danish in Danish upper secondary schools. Inspiration for the content and design of the website derives in part from an initial exploratory interview survey of this target group which aimed at uncovering their needs and desires relating to Danish literature on the Internet. The website is based on two main ideas, each of which in its own way seeks to facilitate the reader’s understanding and interpretation of the literature, namely thematisation and contextualisation. With regard to the former, eight theme lines have been drawn through Gustaf Munch-Petersen’s collected works. These are: “Emancipation and the clash of generations,” “Women and love,” “Bourgeoisie and the working class,” “Revolution,” “To be an artist,” “The primitive,” “Dreams and the unconscious” and “The mystical experience.” These theme lines give a general impression of important topics in the author’s work, and enable readers to concentrate their reading on one or more of them while offering certain hints for interpretation. With regard to the latter idea, the texts have been provided with various types of context: explanatory or perspectivecreating material in words or images. These cover explanations of words, a time line showing critical events in the author’s life, cultural life and contemporary society, Gustaf Munch-Petersen’s paintings and drawings, his letters and manuscripts, relevant quotations from other texts, and finally reviews and other press articles on the author. It is shown how thematisation and contextualisation on the website can contribute to what the reader can draw from Gustaf Munch-Petersen’s texts. This is done both by examining the course of one of the eight theme lines, “Women and love”, and by showing how the contexts can give rise to different interpretations in certain of the poems, taking “til en” and “det underste land” as the main examples. Finally future applications and ideas for future development of the website are discussed.

Effective practices to enhance immigrant kindergarteners’ second language vocabulary learning through storybook reading

This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children’s vocabulary learning during storybook reading. (In the present study the terms “immigrants” and “second language learners” are used alternatively meaning kindergarteners from immigrant families who are in the process of acquiring a second language besides their mother tongue.) Eighty seven immigrant kindergarten children, aged 4–6 years old (mean = 61.68 months, standard deviations = .51) were recruited from 12 public kindergarten classrooms located in Crete. Children were acquiring Greek as a second language. The immigrant children of the 12 kindergarten classrooms were randomly assigned to two experimental groups and one control group. During the intervention phase, six stories were read twice in whole group settings. Target and non-target words were assessed by multiple choice vocabulary measure before and after the storybook readings. In the first experimental group, children were provided brief explanations of target words by direct instruction. In the second experimental group, children were involved actively in discussing target words according to interactive instruction techniques. In the control group stories were read without any explanation of target vocabulary. Results showed that interactive instruction was more beneficial on target vocabulary learning than direct instruction and the impact was greater for instructed words than for uninstructed ones. In addition, results showed that boys and girls responded differently to the teaching procedures. Specifically, in both conditions where teaching procedures were implemented, girls outperformed boys on instructed words. Furthermore, children’s initial level in Greek receptive vocabulary and target word knowledge had a significant impact on target word learning.

How to Do Things with Words: Connecting Words to Actions in Organizations

Words are powerful tools (e.g., Austin, 1966, Wittgenstein, 2010 [1953]). Organizational research contains myriad illustrations that actors can – and do – use words strategically to create meaning (e.g., Hirsch & DeSoucey, 2006; Wry, Lounsbury & Glynn, 2011) and guide the actions of others (e.g., Lounsbury & Glynn, 2001; Rindova, Dalpiaz & Ravasi, 2011). Despite widespread acknowledgement of words’ power, a longstanding focus on the outcomes of words has led us to overlook how actors successfully use words to do such things. In this symposium, we build from the general understanding that “what and how words are communicated determine the results they effect” (AOM Call for Submissions, 2014) as we develop new insights in this area. Specifically, we focus on better understanding the process by which words – in the form of stories, narratives, discourse, rhetoric and more – resonate with audiences and prompt desired action. Bringing together scholars from several different streams of research, we connect insights on discourse and action to offer a fuller explanation of words’ power in organizational life.

A comparative study on official title of Khitan in the Khitan small script and word explanation in the history of Liao

Recently, new material appeared in Khitan scripts. At the same time, research has also been made actively. Thus, research of Khitan language and scripts has become a very important task in study of Altaic language. In this study, I compare Chinese character with Khitan small script in official title of Khitan.<BR> Conclusions were as follows:<BR> 1. Chinese character used in official title of Khitan was relatively accurate.<BR> 2. Words that are not appeared in the historical record could also see in Khitan small script.<BR> 3. There are many Chinese loanwords in Khitan language.<BR> 4. Some of the differences appeared between Khitan small scripts and 3.<BR> Chinese characters. And some of the differences are important indicator of the future analysis.<BR> - Iriphil(夷??) and Ima(林牙) differ from the notation in vowel and further precise analysis is required.<BR> - Consonant between two vowels do not appear or disappear in the process of the change of Mongolian language. The same phenomenon appears in Khitan language[Alrota(斡??), Uwol(于越), Ima(林牙)].<BR><BR> There is a need to detailed analysis for official title in word explanation of history of Liao. Especially the pronunciation of Khitan script used in the 11th century from 10th century connects to the 13-14century’s pronunciation of Chinese character is very difficult. But data are summarized and future research will be even better. We believe these problems are resolved automatically.

Words, Words Everywhere, But Which Ones Do We Teach?

AbstractThis article highlights the challenging task teachers face in selecting vocabulary to teach. First, we briefly discuss three features of the English lexicon that are crucial to keep in mind when selecting vocabulary for instruction and three approaches that have been suggested. Then, we present a theoretically based approach called Selecting Words for Instruction from Texts (SWIT) that we developed and implemented in a vocabulary instruction research project. SWIT enables teachers to identify optimal words for instruction within three different categories (Essential, Valuable, Accessible, and Imported) and determine whether to provide Powerful Vocabulary Instruction, provide Brief Word Explanations, or guide students to Infer Meanings using context and morphology. Following that, we present detailed examples illustrating how teachers can use SWIT to identify and teach key vocabulary from a narrative text and from an informational text. The article ends with an appendix describing the research project in which we developed SWIT.

E-book as facilitator of vocabulary acquisition: support of adults, dynamic dictionary and static dictionary

We investigated the effects of three facilitators: adults’ support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4–6) from middle SES neighborhoods. The entire sample read the e-book without a dictionary once, and was pretested on receptive word comprehension, expressive word explanation and word production in story retelling. The sample was then randomly divided into four groups, each reading an e-book three times, with: (1) adults’ vocabulary support; (2) dynamic visual dictionary support; (3) static visual dictionary support; or (4) without support. The participants were then posttested on the same measures. Children’s progress in all measures was dependent on group, with adults’ support appearing as most effective, dynamic dictionary as second, static dictionary as third, and no support as least effective. However, the gains differed significantly only between some of the groups, but were always significantly different between the group given adults’ support and the control group which was given no support. We conclude that e-books can be used effectively to facilitate word meaning acquisition at different levels. This contribution can be augmented by adults’ support and dynamic dictionary support.