Individual Style Research Articles

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Attributive verbalization of dream in M. Tsvetaeva’s texts

The purpose of research is to study the i individual style specificity of the attribute verbalization of the conceptual meaning of «dream» in M. Tsvetaeva’s texts, during which it is planned to identify the role of the epithetization process in the individual style system of the poet, the semantic content of the concept «dream» in M. Tsvetaeva’s texts, as well as the types of epithet words, verbalizing this meaning.Methods. On the basis of cognitive-semantic, component, lexical-semantic, semantic analysis of dictionary definitions, as well as statistical methods of analysis, the attribute verbalization of the concept «dream» in the texts of M. Tsvetaeva is analyzed. The comparison of the methods of attribute verbalization of this concept in the poet’s idiostyle and in language use was carried out on the basis of the M. Tsvetaeva’s texts and the «Dictionary of Epithets of the Russian Literary Language».The results. The considered types of epithet words that verbalize the attribute nomination of dream in M. Tsvetaeva’s texts made it possible to record a partial coincidence of the qualitative attributes of this object of epithetization with usage, while the majority of epithet words demonstrate non-usual lexical compatibility. The epithet paradigm is represented by various modifications of epithet words from simple to complex and compound. It has been proven that this specificity of the characteristic verbalization of a dream is associated with the poet’s individual style, occasional word creation, and reflection on epithet words.Conclusion. Attributive verbalization of the qualitative characteristics of an object is one of the peculiarities of M. Tsvetaeva’s individual style. The usual attributes of the concept «dream» are realized in its idiolect, but are subject to the author’s reflection and rethought. The selection and emphasizing of occasional attributes of an object occurs throughout the entire creative process and is expressed in non-standard epithet complexes. This trend is associated with M. Tsvetaeva’s focus on the subjective perception of reality, the focus on the ultimate expression of the quality of an object.

АНАЛІЗ ОСОБЛИВОСТЕЙ ФОРМУВАННЯ ІНДИВІДУАЛЬНОГО СТИЛЮ ДІЯЛЬНОСТІ СПОРТСМЕНІВ У СПОРТИВНИХ ІГРАХ

The main task of the research is a general analysis of the peculiarities of the formation of the individual style of sportsmenєs activity in sports games. The research data on the problem of individualization of training of athletes are summarized. The main shortcomings and limitations of experimental studies related to the formation of an individual style of activity are analyzed. It was determined that the existing experimental and methodical works mainly solve the problems of sports training and the problems of the individual style of activity in sports games in isolation. It is proved that among the general features of game activity that are inherent in all sports games (operational nature and non-stationary conditions of activity, high mental tension, dynamism, dependence of the result on the collective actions of partners) there are also distinctive ones, primarily due to the rules of a particular game (size of playing fields, method of achieving the result, number of players). These differences determine the peculiarity of technical and tactical actions of players in different sports games and provide for the need to apply different approaches to the problems of forming an individual style of playing activity.

INTERACTION STYLES OF TEACHERS WITH CHARACTERISTICS OF THE DARK TRIAD

Objective: The objective of this study is to investigte a relationship between the dimensions of the dark triad (Machiavellism, Psychopathy, Narcissism) and the individual interaction styles of a teacher (Leadership, Helpful, Understanding, Student-teacher responsibility, Uncertain, Dissatisfied, Objecting, Strict) Theoretical Framework: The dark triad is a set of three personality traits, namely narcissism, machiavellianism, and psychopathy, which are associated with manipulative and exploitative behaviors in interpersonal relationships. This paper examines the relationship between the dark triad and teachers' interaction styles. Specifically, it explores how teachers with high levels of dark triad traits may interact with students in ways that are detrimental to the students' academic and social development. Method: The battery of questionnaires used contained demographic questions at the start, concerning age and gender, teaching profession (preschool/primary teacher, lower or higher secondary teacher, teaching assistant, school principal). The preferred interaction styles of teachers were measured via the Questionnaire of teacher interaction style – self-evaluation, which leans of the teacher interaction behaviour model according to Wubbels et al. (1987) stemming from Leary´s personality model (Leary, 1957) and it measures eight sectors of teacher behaviour: Leadership, helpful, understanding, student-teacher responsibility, uncertain, dissatisfied, objecting, strict. To measure the presence of the so-called dark triad in the personality of the participants we used the Dark Triad Dirty Dozen questionnaire (Jonason, Webster, 2010). Results and Discussion: We found that all three dimensions of the dark triad – Machiavellism, Psychopathy and Narcissism show a medium strength negative relationship to the interaction styles Leadership, Helpful, Understanding and Student-teacher responsibility. All the dimensions of the dark triad – Machiavellism, Psychopathy and Narcissism had a medium strength positive relationship with the interaction styles Uncertain, Dissatisfied, Objecting. A weak positive relationship between the dark triad dimension Machiavellism and the interaction style Strict. Between the dark triad dimensions Psychopathy and Narcissism and the interaction style Strict, no relationship was found. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of education. In relation to this, researchers emphasise the importance of prevention and interventions aimed mainly at the development of emotional intelligence, communicational skills and the creation of positive relationships. This can help minimise the negative influence of the dark triad on teacher interactions and relationships to students. Originality/Value: This study contributes to the literature by showing correlations between the dimensions of the dark triad and teachers' preferred interaction styles. In addition to the importance of prevention, we also highlight issues in the selection of candidates for the teaching profession.

THE PHENOMENON OF THE JUDGE'S SEPARATE OPINION EUROPEAN COURT OF HUMAN RIGHTS

Background: The authors of the article refer to the institution of separate opinions of the judges of the European Court of Human Rights (hereinafter referred to as the European Court, the Court or the ECtHR). They emphasise that this phenomenon has not been sufficiently studied in the legal literature. However, given the leading role of the European Court, its progressive views and authority – primarily on the European continent, where it serves as an umbrella for those who have not found protection at the national level – a judge’s opinion should not merely be an appendix to the Court’s decision. Instead, it should be regarded as the driving force for the development of the doctrine, warranting academic study, consideration by practitioners at the national level, and a possible reference point for forecasting and shaping future interpretations of the provisions of the European Convention on Human Rights in ECtHR future decisions. Methods: In the article, the authors present the points of view of scientists and practitioners on the phenomenon of separate opinions, illustrating specific examples of what they consider to be the most interesting separate opinions attached to the decisions of the European Court of Human Rights. Based on substantive analysis, they formulate conclusions, emphasising the prospective doctrinal importance for world science, law-making and law-enforcement perspective for national legal systems, as well as unconditional axiological importance, because they play the role of a catalyst for creative judicial search, contribute to the support of judicial independence and personal responsibility. The special importance not only of the decisions of the European Court of Human Rights but also of individual opinions, according to the authors, stems from the fact that those key problematic issues that bring citizens before the ECtHR are a priori difficult for the entire European community. The authors analysed separate opinions, such as that of ECtHR Judge Elósegui, which was expressed in the ECtHR case Mortier v. Belgium, regarding the ratio of the provisions of Article 2 "Right to Life" ECHR and euthanasia. The authors also focused on the key conclusions made by the Portuguese ECtHR Judge Paulo Pinto de Albuquerque, who, in his nine-year tenure, independently or with colleagues, formulated more than 150 separate opinions. The authors particularly explore his opinions in two well-known cases, Bărbulescu v. Romania and Svetina v. Slovenia. Notably, in the former case, although the judge remained in the section in the minority, his separate opinion later turned into the opinion of the majority of the Grand Chamber of the ECtHR. Results and conclusions: The authors consider the phenomenon of a separate opinion of a judge of the European Court as a result of independent and deep thinking, an expression of the judge's individual legal awareness. This perspective is based on the author's immersion in the problems that were the subject of consideration by the panel of judges and found or, on the contrary, did not find their expression in the court decision. In examining separate opinions, the authors also pay attention to the specifics of their structural construction often employed by ECtHR judges. These skillfully structured opinions can serve as a valuable example for national courts, many of which are still in search of their individual legal style.

The upsides to working with a lap book as a study aid

This research assesses the utility of lap books as a didactic aid in teaching crowded classrooms with specific reference to the participation level and academic achievement. The study was carried out over three terms of high school English classes in a school in Quito, Ecuador; the assessment of results was done both through oral lessons and by end-term written tests. Results also reveal that lap books foster better performance in tests in terms of an increased number of high scores and reduced lower scores in subsequent years. Combining constructivist learning and differentiation as a teaching approach, lap books enhance student participation as well as foster individual learning styles that make the content more easily understandable and retained. The change that was observed across terms indicates improved overall performance, and the existence of lap books facilitated equality in terms of high grades. Consequently, based on such findings made in this study, it is recommended that the development and use of lap books can be adopted as a more conceptually appealing approach for enhancing students’ learning in situations where a more direct form of one student/teacher ratio, interaction is due to large group sizes.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Elevating Vocational Training: The Power of Learning Management Systems in Shaping Digital Skills

This article examines the impact of Learning Management Systems (LMS) on the development of learners' technological skills within the context of vocational training. Drawing on an analysis of pedagogical practices and recent studies, it explores how the use of LMS facilitates the acquisition of digital skills essential for the employability of future professionals. The article highlights the advantages of LMS in terms of personalized learning paths, flexible access to content, and tracking of learners' progress. It also discusses the challenges associated with the adoption of LMS, particularly in terms of faculty training and technological integration. The findings of this study emphasize that LMS are not just content management tools, but they play a central role in preparing learners to meet the technological requirements of the current job market. The customization features of LMS allow learners to engage with content in a way that suits their individual learning styles and pace. This personalized approach can lead to more effective skill development and a deeper understanding of technological concepts. Furthermore, the flexibility offered by LMS in accessing learning materials enables learners to engage with the content at their convenience, which is particularly beneficial for individuals balancing work and study commitments. Additionally, the ability to track learners' progress through LMS provides valuable insights for educators to tailor their teaching methods and interventions to address specific areas of need. However, the adoption of LMS also presents challenges, particularly in ensuring that educators are proficient in utilizing the technology to its full potential. Effective training and support for faculty members are crucial in maximizing the benefits of LMS for skill development. Furthermore, integrating LMS into existing educational systems requires careful planning and consideration to ensure seamless implementation and usability. In conclusion, this article underscores the significant role of LMS in fostering the technological skills of learners in vocational training. By leveraging the capabilities of LMS, educational institutions can better prepare their students for the demands of the contemporary workforce, ultimately enhancing their employability and competitiveness in the job market.

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

Detection and Correction of Likert Scale Multiplicative Response-Style Bias

Individuals may differ in their tendency to fully use the range of a Likert scale. Such individual response styles may have an effect on estimates of correlations. It is shown with simulated data that a relatively simple nonlinear latent model can be used to detect and correct (to some extent) for the bias introduced by differences in multiplicative response styles. A real-world dataset is examined to show that the effect may occur in reality and may lead to biased conclusions.

Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach

BackgroundPhylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities.ResultsParticipants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style.ConclusionsThis study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity.

Factors influencing EFL learners’ speaking fluency: A case study at a high school in Vietnam

This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.

“SOUVENIR FROM LVIV” BY VIKTOR KAMINSKY AS AN EXAMPLE OF THE AUTHOR’S EMBODIMENT OF THE CONCERT GENRE

This article highlights the distinctive features of Kaminsky's individual style and musical language as realized in his Concerto "Souvenir from Lviv" four piano duet and orchestra, and determines the main interpretive aspects of the piece. "Souvenir from Lviv" exemplifies Kaminsky's ability to merge postmodern eclecticism with neo-romantic emotionality. Kaminsky integrates elements of neo-styles, including neoromanticism and neo-baroque, which add special depth and complexity to his work. These stylistic elements allow the composer to create a rich sound landscape, where traditional forms mix with contemporary harmonies. This highlights the connection between the past and the present, which is typical for Lviv as a city with a rich history. Kaminsky mixes neo-romanticism and modern music to create a special feel of an old city. He stays open to new experiences and emotions, which helps him express the spirit of the time and place through his music. The piece is notable for its instrumentation, featuring two pianos, percussion, and a string orchestra. The four-part structure of the concerto, with programmatic titles such as Aria and Choral, as well as the subtitle a la Partita, allude to the Baroque suite. However, the selected movement order (fast-slow-slow-fast) and the thematic arch between the first movement and the finale suggest the composer’s rethinking of the genre, merging the cyclic suite form with the virtuosity of the concerto. Based on the stylistic approach of Viktor Kaminsky's Concerto for Two Pianos and Orchestra, we can formulate the performance and interpretive challenges that arise for the solo pianists. The performance and interpretation of a work are influenced by its figurative content and should align with the author's intentions in order to fully reveal the intended meaning.

Investigating the effect a single dose of cannabidiol has on measures of stress in cats when being transported in a carrier and meeting a novel person in an unfamiliar environment.

Domestic cats (Felis Catus) are often exposed to stimuli that have the potential to negatively impact their welfare. These can include situations such as veterinary visits, travel, changes to their home environment, and interactions with unfamiliar people or pets. Cannabidiol (CBD)-infused pet products have grown in popularity in recent years, as pet owners search for ways to calm and relax their pets. However, research into the pharmacokinetic properties of CBD in cats is limited and investigations into its efficacy are in their infancy. The present study aimed to explore the effect of a single 4 mg/kg bodyweight dose of a THC-free CBD distillate on measures of stress in cats when experiencing a composite stress-paradigm, consisting of cat carrier travel and exposure to a novel person within an unfamiliar environment. Physiological and behavioural indicators of stress were collected pre-, during, and post-testing. No significant effect of CBD was observed on serum cortisol, IgA, or glucose, either before or immediately after the stress-paradigm (all p > 0.05). This was true despite cortisol being shown to significantly increase post-test for both treatments (both p < 0.001), suggesting that travel and meeting a novel person successfully induced a stress response within this population of cats. No significant differences in any measures of cat behaviour, including latency to approach the novel person, were observed between treatments (all p > 0.05). Overall, no influence of CBD was observed in cats, suggesting further research into appropriate dosage, delivery matrices, and other conditional factors, such as individual coping styles, should be considered.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Importance of learning styles in teaching and learning during the COVID-19 pandemic: A critical review of recent studies

The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.

Teaching the Professional Dimension of Translation in Academic Translation Programmes

Reform policies in higher education have brought about changes in attitudes regarding the education of translators. One of the latest challenges concerns the concept of professionalization of translation and the need for a type of training that would provide students with the specific skills required for the translator’s profession. Indeed, most translation programmes today aim at educating highly qualified translators on a competence-based training. Μore particularly, the emphasis is on metacognitive competence acquisition and the reflexive capacity development taking into account students’ motivation and expectations, their general background knowledge as well as individual learning styles. The present paper proposes a didactic approach on a professionally-oriented basis that would help students enter most effectively the translation industry by realizing at the same time the importance of acquiring a strong theoretical background on translation. Among the main issues to be addressed are the contribution of translation theory to the practice of translation, the role of the translator as cultural mediator, his social responsibilities as well as the translator’s psychological traits and their effect on translation quality. Finally, it proposes a variety of learning activities that are closely related to the act of translating together with a number of student assessment methods bearing a strong professional orientation.

Evaluation of a Visual Cognitive Style in Autism: A Cluster Analysis.

Cognitive style refers to how individuals perceive their environment and solve problems. Among various cognitive styles documented, verbal and visual styles, including object versus spatial cognition, have been widely studied. "Thinking in pictures" is often associated with autism and characterized by enhanced performance and autonomy of certain perceptual areas. This study aimed to characterize the cognitive style of autistic individuals, focusing on this visual "thinking in pictures" style. We assessed 43 autistic and 42 non-autistic adults using the Object Spatial Imagery Verbal Questionnaire to evaluate three dimensions of their cognitive style: visual object, visual spatial, and verbal. Using a cluster analysis, we identified cognitive style profiles. We then examined manifestations of cognitive style within these profiles, including mental imagery abilities (with the Mental Rotation Test), the vividness of mental images (with the Vividness of Visual Imagery Questionnaire), language abilities (with the Mill Hill vocabulary test), and synesthetic experiences. Our results revealed three distinct cognitive profiles: a visual profile characterized by significant mental imagery and vivid mental images, a visuo-spatial profile associated with strong abilities to manipulate mental images but lower vividness of mental images, and a verbal profile with lower spatial imagery and manipulation abilities. While all profiles were observed in autistic individuals, the visual cognitive profile was the most common. Additionally, we found synesthesia to be more prevalent in the autistic population compared to the non-autistic population. This study confirms that, while not exclusive, a visual cognitive style is prevalent among autistic individuals.

Protesting at the intersection of individual characteristics and obstacles to participation: an analysis of the in-person, online and pivoting styles

ABSTRACT Engaging with long-standing debates on the crisis of democracy, manifested as a downturn in civic involvement, this paper scrutinises the evolving landscape of protest participation. First delineating three distinct protest participation styles – in-person, online and what we conceive of as a pivoting style – we identify individual characteristics among protesters that are associated with each style and consider how different obstacles to participation are linked to these individual styles. Using novel survey data from six European countries, we show that online support can be a viable alternative for individuals unable to join protests due to obstacles they face. The online participation style is more common among people who lack connections with social contacts that can facilitate their participation. The in-person style is prevalent among older participants who are less frequent social media users while the pivoting style is more often realised among young, more biographically available people who are media omnivores. Participants who do not embrace the in-person style lack consensus mobilisation whereas those exhibiting a preference for the online or the pivoting styles face obstacles relating to action mobilisation. We conclude the article with a call for a more nuanced understanding of protest participation, as symptomatic of a transformation of democracy.