Narrative Text Research Articles

The knowledge layer: the role of key messages for translating data into meaning

Abstract The large volume of data generated by health information systems often remains siloed within the institutions that produce it, posing significant challenges to its reuse and interpretation. This fragmentation can result in conflicting information on critical health topics, complicating the decision-making process for policymakers. To address this issue, Belgium has initiated the ‘Health Status Report’ website, hosted at healthybelgium.be. This website aims to synthesize and present health data in a manner that supports evidence-based policy formulation. The website adopts a structured approach to data integration and interpretation: initially, we identify and prioritize key health topics based on their relevance and the quality of available data. Subsequently, we merge and analyze data from diverse sources to discern patterns and trends that are crucial for public health monitoring. The insights gained are then presented through both narrative texts and interactive visualizations, facilitating access and understanding for a broad audience. Crucial to this process is ongoing communication with experts and stakeholders, ensuring that the data is not only accurately interpreted but also aligns with the needs and expectations of its users. We also aim to translate the raw data into meaningful key messages by consulting with internal and external experts. This interactive platform thus serves as a critical tool for translating complex health data into actionable knowledge, enabling informed public health strategies and interventions.

Circumstantial Factors Among Kentucky Nurse Suicide Decedents, 2005 to 2019.

Background: Nurse suicide, a complex occupational health concern, is urgently in need of research due to the personal and occupational suicide risk factors experienced by nurses, namely mental health problems (e.g., depression), job problems, and substance misuse. Therefore, the study aims were to determine the contextual characteristics and circumstantial factors associated with nurse suicide in Kentucky. Methods: Secondary suicide data were obtained from the Kentucky Violent Death Reporting System (KYVDRS) from 2005 to 2019. Nurse suicide cases were identified using the Bureau of Labor Statistics Standard Occupational Classification. A mixed-methods analysis using descriptive statistics and qualitative evaluation was conducted to determine the distributions of demographic, injury, and weapon characteristics, followed by a qualitative analysis of the KYVDRS incident narrative text of nurse suicide decedents. Results: There were 88 decedents identified with a nursing occupation. The predominant means of death for male (59%) and female (45%) nurses involved firearms. Thematic analysis showed nurse decedents experienced a mental health problem (51%) and premeditated (50%) suicide preceding death. Incidentally, 51% of all cases experienced multiple circumstantial factors (e.g., relationship problems and premeditation) preceding their death by suicide. Discussion/Application to Practice: Nurse suicide decedents experienced multifactorial risk factors preceding their death by suicide, namely depression, premeditated suicide, and relationship problems. Occupational health practitioners and health care organizations can implement individual and organizational prevention efforts to help prevent nurse suicide.

Continuation and Chronography: Notes on the Composition of Ibn Aʿtham al-Kūfī’s History

Abstract This paper revisits the hypothesis that Ibn Aʿtham al-Kūfī (d. ca. 320/932) only wrote parts of the two works typically ascribed to him, the Kitāb al-Futūḥ and the Kitāb al-Taʾrīkh. Drawing on recent work that dates Ibn Aʿtham and his history to the first half of the fourth/tenth century, it seeks to demonstrate that textual features and narratives which have been interpreted as pointing toward a change in authorship need to be reconsidered. Ultimately, it is suggested that Ibn Aʿtham’s history, which has often been treated as an eccentric, possibly sectarian text, may be seen as more-or-less typical of fourth/tenth century historiography.

‘Happy Loong Year”: translating festive language into English in Shantou’s coffee shops

ABSTRACT Temporal markers provide unique opportunities for a community to revisit traditions, construct identity, and negotiate solidarity. The linguistic landscape (LL) encapsulating the celebration of the Chinese New Year, a momentous festival for both the Chinese community and people worldwide, presents a distinctive avenue for exploring the contestation and negotiation of diverse values and viewpoints in envisioning the future in the public sphere. The paper investigates the use of multilingual and multimodal resources to commemorate the Chinese New Year in Shantou’s coffee shops, revealing a diverse textual and visual narrative of celebration. In this process, socially constructed linguistic borders dissolve, facilitating the meshing and fusion of languages and enabling the reimagination, reinterpretation, and rewriting of the New Year. The juxtaposition of elements in differing linguistic and semiotic repertoires opens a dialogue, wherein values and traditions associated with the New Year are negotiated and reconstructed within the context of the evolving social attitudes and beliefs in post-pandemic Shantou.

Digital Teaching Materials for Historical Narrative Texts Oriented to Character Education for SD/MI Students

This research aims to develop digital teaching materials for historical narrative texts oriented towards character education for SD/MI students. Background to the problem of this research 1) What is the need for digital teaching materials for historical narrative texts oriented towards character education for SD/MI? 2) How are digital teaching materials for historical narrative texts oriented towards character education for SD/MI? 3) What is the feasibility of digital teaching materials for historical narrative texts oriented towards character education for SD/MI? This research uses research and development methods with the ADDIE (Analysis Design Development Implementation Evaluate) model. The steps in this research consist of needs analysis, designing digital teaching materials, developing digital teaching materials, implementing digital teaching material products, and product evaluation (digital teaching materials). Data collection in this research was by collecting data from the results of expert validation questionnaires and student assessment questionnaires. The data obtained was analyzed descriptively using a Likert scale. The results of the validation test by material experts obtained a value of 2.93, the validation test by media experts obtained a value of 3.00. The validation test by the Indonesian language teacher received a value of 3.03. The results of implementing e-module teaching materials in schools received a positive response from students with a score of 3.2. The conclusion of this research is that digital historical narrative text teaching materials oriented towards character education for SD/MI students meet the appropriate criteria for use as teaching materials by students or teachers in Indonesian language subjects. Narrative text materials for fifth grade SD/MI students.

End-of-life doulas: A systematic integrative review and redirection.

End-of-life doulas (EOLD) are an emerging role providing non-medical support and advocacy for the dying and their families. Research about EOLD is new and currently highlights a need for more clarity in role definition and application. This review aims to comprehensively analyze existing knowledge regarding EOLD and their role in end-of-life care. A systematic and comprehensive search of nine bibliographic databases identified all published academic articles related to EOLD (as named, self-identified, and/or trained) research from inception to June 2023. This review utilized an integrative approach and textual narrative synthesis to summarize the existing body of research findings related to EOLD. Twenty-five articles were identified, representing multiple disciplines including health and medicine, public health, social/behavioral sciences, and humanities. Research on EOLD has rapidly increased in recent years and is showing signs of maturation. The review focuses specifically on summarizing the breadth and depth of identified research on EOLD and critically analyzes emergent themes from the review: Application, Perception, Identity, and Future Research Directions. This review provides the most comprehensive review of the research literature on EOLD to date. Thematic findings for future research directions have provided the basis of a redirected research agenda to guide the field going forward. There is still a need to clarify who EOLD are and how they are being conceptualized by multiple stakeholders. Future research must address these missing voices to fully grasp the value and unique role that EOLD contribute to EOL care.

Combining linguistic and non-linguistic expression in reading in the performative university

ABSTRACT This study investigates the complementarity between linguistic and non-linguistic modes of expression in reading in Higher Education and how this combination can counterbalance the accountability that characterises the measured university in current times. Participants are Argentine college students aged 21–22 at the time of data collection. They read a literary narrative text in Spanish about a culturally familiar theme – a regional Christmas celebration. The hypothesis that the native language and the familiar topic would facilitate cultural understanding was not confirmed. The case is innovative because cultural understanding is generally investigated using research instruments and measures of analysis that focus on memory and recall. By contrast, here participants completed a reading response task and a visual reformulation, which enabled the combination of linguistic and non-linguistic modes of expression – the latter not usually favoured by schools and universities. Content analysis shows the complexity and fluidity of cultural understanding in Higher Education even when students read about familiar cultural content in their native language. The article is of interest to educators and researchers involved with reading-mediated courses, activities and tasks in Higher Education. Implications for pedagogy are explored.

Psychosocial and pandemic-related circumstances of suicide deaths in 2020: Evidence from the National Violent Death Reporting System.

To describe and explore variation in 'pandemic-related circumstances' among suicide decedents during the first year of the COVID-19 pandemic. We identified pandemic-related circumstances using decedents' text narratives in the 2020 National Violent Death Reporting System. We use time-series analysis to compare other psychosocial characteristics (e.g., mental health history, interpersonal difficulties, financial strain) of decedents pre-pandemic (2017/2018: n = 56,968 suicide and n = 7,551 undetermined deaths) to those in 2020 (n = 31,887 suicide and n = 4,100 undetermined). We characterize common themes in the narratives with pandemic-related circumstances using topic modeling, and explore variation in topics by age and other psychosocial circumstances. In 2020, n = 2,502 (6.98%) narratives described pandemic-related circumstances. Compared to other deaths in 2020 and to the pre-pandemic period, decedents with pandemic-related circumstances were older and more highly educated. Common themes of pandemic-related circumstances narratives included: concerns about shutdown restrictions, financial losses, and infection risk. Relative to decedents of the same age that did not have pandemic-related circumstances in 2020, those with pandemic-related circumstances were more likely to also have financial (e.g., for 25-44 years, 43% vs. 12%) and mental health (76% vs. 66%) psychosocial circumstances, but had similar or lower prevalence of substance abuse (47% vs. 49%) and interpersonal (40% vs. 42%) circumstances. While descriptive, these findings help contextualize suicide mortality during the acute phase of the COVID-19 pandemic and can inform mental health promotion efforts during similar public health emergencies.

Hazard Analysis for Massive Civil Aviation Safety Oversight Reports Using Text Classification and Topic Modeling

There are massive amounts of civil aviation safety oversight reports collected each year in the civil aviation of China. The narrative texts of these reports are typically short texts, recording the abnormal events detected during the safety oversight process. In the construction of an intelligent civil aviation safety oversight system, the automatic classification of safety oversight texts is a key and fundamental task. However, all safety oversight reports are currently analyzed and classified into categories by manual work, which is time consuming and labor intensive. In recent years, pre-trained language models have been applied to various text mining tasks and have proven to be effective. The aim of this paper is to apply text classification to the mining of these narrative texts and to show that text classification technology can be a critical element of the aviation safety oversight report analysis. In this paper, we propose a novel method for the classification of narrative texts in safety oversight reports. Through extensive experiments, we validated the effectiveness of all the proposed components. The experimental results demonstrate that our method outperforms existing methods on the self-built civil aviation safety oversight dataset. This study undertakes a thorough examination of the precision and associated outcomes of the dataset, thereby establishing a solid basis for furnishing valuable insights to enhance data quality and optimize information.

Implementing Vocabulary Journals through Digital Narrative Text for EFL Secondary Students in Learning General Vocabulary

Four fundamental language skills such as listening, speaking, reading, and writing are important skills for EFL secondary school students to develop it. Learning English requires fundamental knowledge of vocabulary since it influences these abilities greatly. However, vocabulary instruction is often overlooked in traditional language learning strategies. On the other hand, the use of digital narrative texts, such as videos, provides a modern approach to facilitating students in general vocabulary learning. This study explores the integration of vocabulary journals with digital narrative texts to enhance vocabulary acquisition among EFL secondary students specifically in junior high school students. This study used action research and involved 25 students from a junior high school in Karawang. Data collection methods included vocabulary journal logs, observations, interviews, and reflective journals. The findings revealed that vocabulary journals significantly assist students in understanding and retaining new vocabulary, enhancing overall language comprehension. Students expressed positive attitudes towards this method, highlighting its engaging and interactive learning strategy. This study concludes that combining vocabulary journals with digital narrative texts effectively supports vocabulary acquisition, making learning more enjoyable and impactful. This approach fosters deeper understanding and long-term retention of vocabulary, improving students' language skills and academic performance. The findings suggest that this innovative strategy could be beneficial in educational settings.

DERCo: A Dataset for Human Behaviour in Reading Comprehension Using EEG

This paper introduces the DERCo (Dublin EEG-based Reading Experiment Corpus), a language resource combining electroencephalography (EEG) and next-word prediction data obtained from participants reading narrative texts. The dataset comprises behavioral data collected from 500 participants recruited through the Amazon Mechanical Turk online crowd-sourcing platform, along with EEG recordings from 22 healthy adult native English speakers. The online experiment was designed to examine the context-based word prediction by a large sample of participants, while the EEG-based experiment was developed to extend the validation of behavioral next-word predictability. Online participants were instructed to predict upcoming words and complete entire stories. Cloze probabilities were then calculated for each word so that this predictability measure could be used to support various analyses pertaining to semantic context effects in the EEG recordings. EEG-based analyses revealed significant differences between high and low predictable words, demonstrating one important type of potential analysis that necessitates close integration of these two datasets. This material is a valuable resource for researchers in neurolinguistics due to the word-level EEG recordings in context.

Penggunaan teknik Fives dalam meningkatkan pemahaman membaca teks naratif di SMP

This study aims to evaluate the effectiveness of the FIVES (Facts, Inferences, Vocabularies, Experiences, and Summary) technique in improving learning motivation and reading comprehension of narrative texts among 9th-grade students at Madrasah Mu'allimin Yogyakarta. The research background includes students' difficulties in understanding texts and finding information from readings, as well as the need to increase their learning motivation. The researcher employed Classroom Action Research (CAR) methodology, consisting of two cycles. Data were collected through test and non-test techniques (observation, questionnaires, and documentation), then analyzed using qualitative and quantitative methods. Results show a significant increase in English learning motivation after implementing the FIVES technique. Students became more enthusiastic about improving their narrative text reading skills. The average student scores also improved from 72.9 in Cycle I to 84.46 in Cycle II. In conclusion, the FIVES technique proves effective in enhancing students' learning motivation and reading comprehension of narrative texts. This research recommends using the FIVES technique as a good method for teaching reading skills.

Getting to the situation: the N400 can indicate meaning integration beyond word priming

ABSTRACT Can integration processes during reading be detected in the N400 time window? Although many results have supported this possibility, recent research controlling for semantic priming concluded that only word-meaning retrieval is detected in the N400 [Delogu, F., Brouwer, H., & Crocker, M. W. (2019). Event-related potentials index lexical retrieval (N400) and integration (P600) during language comprehension. Brain and Cognition, 135, 103569. https://doi.org/10.1016/j.bandc.2019.05.007]. We report three experiments designed to detect N400 integration effects by encouraging situation-level comprehension, manipulating integration difficulty through event congruence. Experiments 1 and 2 created narrative texts and questions targeting attention to event structures, showing priming but no additional integration effects. In Experiment 3, readers formed mental images, updating their mental model with each sentence. The results show integration effects during the N400 window and later around 600 ms, indicating both priming and message-level integration effects can emerge in the N400 when readers engage in situational comprehension.

Research on Narrative Reading Teaching Strategies in Upper Elementary Grades of Elementary Chinese Textbooks under the Concept of Learning Task Groups

This study delves into the strategies of teaching narrative text reading in higher grades of primary school under the Unified Edition Chinese Textbook, guided by the concept of Learning Task Groups. The concept, a novel educational approach, emphasizes designing a series of interconnected, progressively deepening learning tasks to stimulate students' interest in learning and foster their comprehensive thinking and learning abilities. Through methods such as questionnaires, interviews, and classroom observations, the study comprehensively analyzes the current state of narrative text reading instruction in higher grades. It highlights the challenges faced by teachers in designing and implementing learning tasks and proposes targeted improvement strategies. The implementation of the Learning Task Groups concept, as evidenced by specific case studies and practices, has been shown to effectively enhance students' reading comprehension, language expression, and innovative and critical thinking abilities. Despite challenges like limited resources and individual differences among students, the study suggests that enhancing teachers' professional capabilities and optimizing educational resources can further promote the effectiveness of teaching strategies. Finally, the paper provides comprehensive suggestions for education policymakers, educators, and frontline teachers, emphasizing the need to focus on the holistic development of students, advocating innovative teaching methods, and improve the quality of education to nurture well-rounded individuals equipped with critical thinking, innovative capabilities, and a sense of social responsibility.

Metaphors Realized in Narrative: A New Direction for Biblical Metaphor

ABSTRACTAn insight of Conceptual Metaphor Theory (CMT) is that metaphor is more than a mere literary device; it influences readers through cognitive connections. Yet biblical metaphors have most often been studied in poetic, theological contexts and within linguistic rhetorical devices like “YHWH is my shepherd.” In contrast, some of the most ideologically powerful metaphors are those that shape the Hebrew Bible's prose stories. These metaphors reify cultural constructs and experiences, making them seem “natural.” The study of realized metaphor—metaphor embodied as a literal narrative feature—offers a new pathway for applying CMT to narrative texts, even those without overt linguistic metaphors. This article surveys the history of realized metaphors in literary theory, then provides some brief examples of biblical texts where a CMT approach reveals metaphors embedded in the fabric of the narrative. It concludes with a challenge: how can we extend metaphor theory to the full range of biblical texts, poetry and prose alike, in order to understand how metaphor shapes human perception in the past and the present?

INTEGRATING REPETITIVE READING WITH SERVICE LEARNING IN AMELIORATING CRITICAL READING AT A PRIVATE ISLAMIC JUNIOR HIGH SCHOOL

The Community Service Programme carried out by lecturers and students of the English Language Education Study Programme, Tarbiyah and Teacher Training Faculty of IAIN Langsa aimed to improve the English language skills of the community in the environment around the campus. This activity is carried out in the form of training to find the needs of the participants. In this activity, the intended participants were students of MTS Swasta An-Nur Kota Langsa grade VII that consisted of 11 students. The methods used in this activity included repetitive reading methods with a communicative approach through service-learning activities. The results of this programme showed a significant improvement in the critical reading skills of English narrative text as evidenced by the results of the score analysis with SPSS. The success of this programme not only has a positive impact on the participants, but also provides practical experience for students in applying English learning theory in the field, as well as strengthening the role of lecturers as community servants. The implementation of this programme reflects the institution's commitment to supporting sustainable educational development and contributing to improving the quality of human resources in the community.

WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play an important role in influencing the washback effect. This study aims at explaining washback effect of online students’ assessment on reading comprehension in narrative text. Secondly, to describe students’ engagement in following online learning and assessing of reading comprehension. It employed qualitative method and descriptive research design. Data collection techniques used observation, online reading test, interview, and documentation. Meanwhile, data analysis techniques implemented data reduction, data display, data verification. The research participants were 32 the seventh graders of an Islamic secondary school in Semarang regency. The results show that narrative reading text used folklore digital storytelling namely The Crying Stone. The reading comprehension test consisted of forty items, they were short answer, close test, true or false, vocabulary development, matching, and references. Based on the data, there are two types of washback effects namely negative washback effect and positive washback effect. Positive and negative washback effect covered formative assessment and summative assessment. They are included assessment as learning, assessment for learning, and assessment of learning. Positive washback effects made students have eagerness to be autonomous learners. Students had high motivation and well-prepared in joining reading class. Meanwhile students had difficulties in learning and follow the reading assessment because of bad internet connection as negative washback. Sometimes some parents were not able to buy internet data package.

1.5 million materials narratives generated by chatbots

The advent of artificial intelligence (AI) has enabled a comprehensive exploration of materials for various applications. However, AI models often prioritize frequently encountered material examples in the scientific literature, limiting the selection of suitable candidates based on inherent physical and chemical attributes. To address this imbalance, we generated a dataset consisting of 1,453,493 natural language-material narratives from OQMD, Materials Project, JARVIS, and AFLOW2 databases based on ab initio calculation results that are more evenly distributed across the periodic table. The generated text narratives were then scored by both human experts and GPT-4, based on three rubrics: technical accuracy, language and structure, and relevance and depth of content, showing similar scores but with human-scored depth of content being the most lagging. The integration of multimodal data sources and large language models holds immense potential for AI frameworks to aid the exploration and discovery of solid-state materials for specific applications of interest.

Unlocking Fluent Speech: Enhancing Student Speaking Skills through Digital Storytelling

This study evaluates the impact of digital storytelling on improving college students' speaking skills, based on Vygotsky’s Social Constructivism, which emphasizes the role of social interaction and cultural tools in learning. Using a quasi-experimental design, 60 fourth-semester students at the Islamic Institute of Sunan Kalijogo Malang were divided into an experimental group and a control group. The experimental group from the Faculty of Islamic Da'wah and Broadcasting engaged in digital storytelling, while the control group, including students from the Tarbiyah and Teaching Faculty, did not. Narrative texts such as fairy tales and fables were used in the intervention. The experimental group showed a significant improvement in speaking skills, with their mean post-test score increasing from 55.39 to 61.72, compared to a decrease in the control group's score from 57.01 to 55.12. Digital storytelling effectively enhances students' speaking skills by providing engaging, interactive learning experiences. The study supports the integration of digital storytelling into language instruction to improve oral communication abilities

Students’ Difficulties In Using Critical Thinking Skill While Reading Narrative Text

In the era of globalization and information technology, the ability to think critically is a very important skill for students to have. This ability is not only useful in an academic context, but also in everyday life to make informed and rational decisions. However, research shows that many students still have difficulty in using critical thinking skills, especially when reading narrative texts. This study aims to identify the difficulties experienced by students in using critical thinking skills when reading narrative texts. In addition, this study also aims to find effective teaching strategies to improve students' critical thinking skills in this context. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and document analysis. The research participants were junior high school students who were selected by purposive sampling. The data obtained were analyzed using thematic analysis techniques to identify the main themes that emerged from the data. The results showed that students experienced several difficulties in using critical thinking skills when reading narrative texts, including difficulties in analyzing characters, understanding the storyline, and identifying key themes. In addition, the study found that the use of teaching strategies involving group discussions and open-ended questions can help improve students' critical thinking skills. The implications of this study show that teachers need to develop more interactive and collaborative teaching strategies to improve students' critical thinking skills.