Question Of Style Research Articles

Two Cats, One Fish: The Animal,Leviathanand the Limits of Theory

Animals populate our artistic and philosophical discourses in critical ways. From Jacques Derrida's or Karen Barad's cat, to Donna Haraway's dog, to the fish in Lucien Castaing-Taylor and Véréna Paravel's Leviathan (2012), these animals feature heavily in discussions regarding limits – the limits of the human and thus its relation with non-humans, but also the limits of knowledge itself. Cute or dangerous, real or fantasised, dead or alive: in this article, I juxtapose the various ways that such animals confront us with what Jacques Derrida describes as “the point of view of the absolute other”. Similarly, recent texts stage encounters with animals – thus distributing agency towards a larger variety of beings, carving out space for a previously excluded non-human other. Yet these encounters are mediated in profoundly different ways. In researching how encounters with the animal are differentially inflected and “defracted” respective to the medium in which they are staged, this article invokes questions of form and style within the critical dialogue that attempts to centre non-human animals. Highlighting how formal decisions are not accidental, but rather integral, to the praxis of the philosophy of animality, this article aims to draw attention to how specific forms and styles allow for a moment of contact with a non-human other. To this end, this article examines three oft-cited encounters: Derrida's encounter with his cat, an intense stare with a fish in Leviathan, and Barad's inflection of Schrödinger's cat. This juxtaposition gives insight into the (ethical) limits of certain styles of producing thought and critically reflects on these works in their discussion of non-human life and agency.

THE RELATIONSHIP OF PARENTING PATTERNS WITH LEARNING OUTCOMES OF STUDENTS OF CLASS V ELEMENTARY SCHOOL INPRES 1 DONGGULU

This study aims to determine the relationship between parenting styles and student learning outcomes in grade V SD Inpres 1 Donggulu as well as differences in the average student learning outcomes of the three types of parenting. The parenting style in question is authoritarian, democratic and permissive upbringing. This study uses a quantitative type of experimental research method. The sample in this study were students of class V. The data collection techniques used were questionnaires and documentation. The data obtained were analyzed using correlation test and ANOVA test. The results of data analysis show that: (a) the significance value of authoritarian parenting is greater than 0.05 (0.600 > 0.05), (b) the significance value of democratic parenting is greater than 0.05 (0.442 > 0.05), and ( c) the significance value of permissive parenting is greater than 0.05 (0.862 > 0.05). So Ho is accepted and Ha is rejected, meaning that there is no relationship between parenting styles and student learning outcomes in grade V SD Inpres 1 Donggulu. The results of data analysis using one way ANOVA show that the significance value 0.137>0.05, which means that the average student learning outcomes of the three parenting styles are "the same", so that the average difference in student learning outcomes between the three types of parenting are insignificant

An evaluation of the question types used by criminal justice professionals with complainants in child sexual assault trials

The way that complainants of child sexual assault are questioned about their experiences can profoundly influence the accuracy, credibility, and consistency of their evidence. This is the case for all people, but especially children whose language, social, and cognitive capacity is still developing. In this study, we examined the questions used by a representative sample of Australian prosecutors, defense lawyers, and judges/magistrates to determine if this is an area that warrants improvement. Our focus was the type of questions used by the different professionals and how (if at all) these varied across complainant age groups (children, adolescents, and adults, total N = 63). Our findings revealed that each complainant group was questioned in a manner known to heighten misunderstanding and error (e.g., complex and leading questions were used frequently by all professional groups). There was also little indication of question adaption according to age (e.g., prosecutors asked children more complex questions than they asked adults). When the results are considered in the context of the broader literature on the impact of different question styles, they suggest that professional development in questioning would improve the quality of trial advocacy and judicial rulings.

“Three Paraphrastic Odes of Psalm 143”: Religion and Politics in the Poetry Contest of Trediakovsky, Lomonosov and Sumarokov in 1743

The article clarifies the circumstances of the creation of the first translations of the psalms by V.K. Trediakovsky, M.V. Lomonosov and A.P. Sumarokov, printed in the brochure “Three Paraphrastic Odes of Psalm 143” (St. Petersburg, 1744; published at the end of 1743). As it is known, they were written in connection with their theoretical discussion about Russian versification (on the semantics of the iambic and trochee) and were brought to the public as the results of a poetic contest. In this article attention is focused not on questions of style and metrics, but on the content of these poems and for the first time an explanation is given why three poets had chosen psalm 143 (in the Hebrew numbering 144) for their first transcriptions. It belongs to the “royal” psalms, it is inscribed “Psalm of David about Goliath”, and in the final verses it has two opposite reading options: in the Greek version it is about the temporary well–being of sinners (foreign people), in the Hebrew - about the eternal bliss of the righteous (their own people). The Slavic translation was made from Greek, and the German translation by M. Luther was made from Hebrew. All three poets made interpretations according to the Slavic translation version, showing their loyalty to Orthodox Christianity, and at the same time expressing the hope that the power of the Lutheran Germans in the St. Petersburg Academy of Sciences will soon be put to an end. The allegorical religious and political meaning of the translations of Psalm 143 was revealed in comparison with the German translation and was supposed to sting the enemies of Lomonosov and Trediakovsky at the Academy of Sciences. Three odes were written in August 1743, shortly after the conclusion of the Abo Peace with Sweden (which secured another victory of the Orthodox Russians over the Lutheran Swedes, David over Goliath) and the release of Lomonosov from arrest (where he had been since the end of May due to a conflict with German professors). Аpparently, he was the first who suggested choosing psalm 143 for the poetic contest (later he will make its another interpretation according to the Hebrew version). The publication of the “Three Odes” was part of a set of events for the second anniversary of Elizabeth Petrovna’s accession to the throne, so it was supervised by the Prosecutor General of the Senate, Prince N.Y. Trubetskoy.

Japanese, Korean and Chinese folk paintings: on the questions of style, technique, iconography and artistic image

Japanese, Korean and Chinese folk paintings: on the questions of style, technique, iconography and artistic image

Feminist Styles of Immanent Critique: Judith Butler and Denise Riley

Taking up the question of style, I argue that this term provides a generative framework for reassessing the historical challenges of feminist writing and politics. To develop my argument, I read Judith Butler's philosophy alongside Denise Riley's poems, historical criticism, and philosophical prose, proposing that both writers are inventive participants in the tradition of immanent critique. I demonstrate how feminist questioning of linguistic conventions and social norms is enfolded in Butler's paratextual reflections on philosophical grammar and in Riley's poetic and theoretical efforts to acknowledge her uneasy relationship to lyric. Any dialogue between philosophy and poetry returns us to the longstanding debate about the value of these respective disciplines. I conclude by proposing that Riley and Butler encourage us to consider that each demands the other as a supplement—a necessity that emerges from the need to account for the collective life in which language is embedded.

GENRE EXPERIMENTS OF K. TUR-KONOVALOVIN THE FILM-NOVEL «KRUTY 1918»

Film-novel is a specific synthetic genre that appeared at the end of the 30-s of the 20-th century, when silent cinema gave way to sound cinema. This is an experimental form of the novel, which arose as an embodiment of the idea that art should be syncretic. Usually, such work combines the means of cinema and literature and is oriented towards a screen adaptation. K. Tur-Konovalov is a Ukrainian screenwriter and director who managed to transfer his cinematic experience to literature, and his literary experience to the field of cinema. Today, K. Tur-Konovalov is known as the author of the film novels «Rezhyser» («The Film Director») (co-authored with D. Zamriy and O. Lisovykova), «Khudozhnyk» («The Artist») (co-authored with D. Zamriy) and «Kruty 1918». The question of the creative style of K. Tur-Konovalov is relevant and studied insufficiently. The purpose of the article is to analyze the peculiarities of the cinematographic writing of K. Tur-Konovalov in the film novel «Kruty 1918». It was found out that the film novel was created with a conscious focus on certain cinematographic methods of narration: dividing the action into short episodes, laconism of dialogues and author’s explanations, montage nature of episodes, etc. The composition of the work is free, reflecting the presence of three time planes: present, past and future. The main attention is focused on the historical truth modeling in the work, first of all, in the prefaces, which resemble a kind of documentary evidenceі about past long-ago times and explain the role of Ukraine in the international arena, in introductions, which introduce the documentary testimonies of participants and eyewitnesses of the events near Kruty, and in the epilogue, which tells about the further fate of the students who were not shot. The authenticity of the film novel is facilitated by the introduction of well-known personalities (A. Goncharenko, M. Hrushevskyi, S. Petlyura, V. Pypskyi, M. Muravyov and others) into the plot. It is noted that there are no extensive portrait descriptions of the characters in the work, since the author’s main goal was to influence the reader’s imagination by visualizing only individual details in the images of the characters. Only occasionally do we come across the inner thoughts of the characters. The plot is revealed through the actions of the characters, their dialogues. Individual scenes (a kind of film stills) are described succinctly, they are easy to imagine. It is indicated that the events of the novel are concentrated in time and space. The following genre elements are emphasized: the author’s intervention in the course of depicted events (the presence of various types of messages, comments, indents, and biographical references), the simultaneous use of several artistic representation techniques (simultaneity), special colorism. K. Tur-Konovalov’s genre experiments take place on the border between literature and cinema.

Question banks for effective online assessments in introductory science courses

AbstractThe transition of our large (∼300 student) introductory soil science course to the online setting created several challenges, including engaging first‐ and second‐year students, providing meaningful hands‐on learning activities, and setting up online exams. The objective of this paper is to describe the development and use of question banks for online exams and other forms of assessment in an introductory soil science course. Use of question banks for the development of the online exams, especially in large classes, may be advantageous due to time saving features such as automatic marking of quiz style questions, the ability to easily setup practice exams, and question randomization to reduce the risk of misconduct. Instructors should keep in mind that questions in the question banks should be aligned with course learning outcomes, and organized by theme and level of difficulty. Through a case study of this course, we hope to provide lessons learned which may be applicable to other large introductory science courses.

Coronavirus disease 2019 critical care essentials course for nurses: Development and implementation of an education program for healthcare professionals

Introduction: As Australian federal, and state, governments prepared for the possible influx of critically ill patients associated with Coronavirus disease 2019, initiatives were sought to assist frontline healthcare workers meet the complex care requirements of these patients. Objectives: To describe development, implementation, and evaluation of an evidence-based online critical care nursing education program to upskill a registered nurse workforce in response to Coronavirus disease 2019 pandemic. Methods: A team of experienced acute and critical care nursing, medical practitioners, education specialists, online and mobile learning specialists, and front-line workers were assembled. This team designed, developed, and delivered, via an online platform, ten educational modules for upskilling Victoria, Australia’s registered nursing workforce. Results: An online Critical Care Essentials course was launched in May 2020. In its first month 2875 students had accessed this course. Course evaluation (n = 395 students) found over 92% responded favourably (Strongly Agree or Agree) to all 14 Likert style questions. Inductive qualitative course feedback revealed four core themes: applicability, accessibility, engagement, and endorsement. Conclusions: An inter-professional and inter-organisational model was proposed for the development and implementation of future online programs. This innovative project demonstrated how a university department of nursing collaborated with government and industry partners to rapidly respond to develop and implement an online educational program. This program was immediately responsive to local, national, and international urgency. Funding: Safer Care Victoria, a branch of the Department of Health and Human Services, supported course development and implementation. Initial funding enabled 2000 Victorian nurses to access this course without charge.

Lexical-semantic peculiarities of Andrii Kokotiukha’s detective novels

The article touches upon various lexical-semantic peculiarities of Andrii Kokotiukha’s detective novels, specifically the nomination of people – characters of the novel. Such research are presented mostly from the point of view of literary studies. Scientists studied peculiar features of composition, genre, and plot of detective novels. The question of language and style of detective novels would uncommonly become a subject of research as they are regarded to as so-called mass literature, that is one that is focused on literature preferences of a wide circle of readers, in other words – it is a popular, entertaining, trivial literature.
 Linguistic research of detective works were mostly done on the material of literary texts of English and French languages, Ukrainian detectives were not a subject of such analysis. Questions of influence of genre peculiarities on the choice of linguistic units was also left beyond attention of researchers, which predetermines the relevance of the research. The source basis of the research consists of detective novels by Andrii Kokotiukha – one of the most notable Ukrainian detective authors. That is a series of retronovels, where the action takes place at the beginning of XX century in Lviv, and three novels about the modern period as well.
 The aim of the work is to explore lexical units that denote a person in Andrii Kokotiukha’s detective novels in terms of their expressive functions depending on the aim and genre features. Vocabulary of denomination of people is widespread in Kokotiukha’s works. Specifics of detective novels involves agile, dynamic nature of vocabulary and their text.
 Semantics of people’s names is diverse: its affiliation to the biological genus of humans; gender; age; family status; profession and occupation; status from the point of view of law; class and social structure of Ukrainian society; social status; financial situation; nationality or confession; affiliation to political parties; names of dead people, external signs; temporary sign. The author frequently uses descriptive compounds, metaphors, jargon, and colloquial language. A distinctive method of nominating a person which, according to genre requirements, creates mystery and enigma of presentation, is descriptive compounds with pronouns. Quantitative ratio of lexical groups mentioned depends on the peculiarities of the plot of specific novel.
 Nomination of people in A. Kokotiukha’s detective novels are components of dynamic and static descriptions, help convey the cultural-historical background, create the appropriate emotional tint. That is one of the elements which ensures that the text corresponds to the canons of detective genre.

Using simulation to increase resident comfort discussing social determinants of health

BackgroundSocial determinants of health (SDoH) play an important role in pediatric health outcomes. Trainees receive little to no training on how to identify, discuss and counsel families in a clinical setting. The aim of this study was to determine if a simulation-based SDoH training activity would improve pediatric resident comfort with these skills.Methods We performed a prospective study of a curricular intervention involving simulation cases utilizing standardized patients focused on four social determinants (food insecurity, housing insecurity, barriers to accessing care, and adverse childhood experiences [ACEs]). Residents reported confidence levels with discussing each SDoH and satisfaction with the activity in a retrospective pre-post survey with five-point Likert style questions. Select residents were surveyed again 9–12 months after participation.Results85% (33/39) of residents expressed satisfaction with the simulation activity. More residents expressed comfort discussing each SDoH after the activity (Δ% 38–47%; all p < .05), with the greatest effect noted in post-graduate-year-1 (PGY-1) participants. Improvements in comfort were sustained longitudinally during the academic year. More PGY-1 participants reported engaging in ≥ 2 conversations in a clinical setting related to food insecurity (43% vs. 5%; p = .04) and ACEs (71% vs. 20%; p = .02).DiscussionSimulation led to an increased resident comfort with discussing SDoH in a clinical setting. The greatest benefit from such a curriculum is likely realized early in training. Future efforts should investigate if exposure to the simulations and increased comfort level with each topic correlate with increased likelihood to engage in these conversations in the clinical setting.

FTD Disorders Registry (FTDDR) disease impact survey: Understanding the lived experience of persons affected by frontotemporal degeneration (FTD), including those diagnosed, their families and caregivers

AbstractBackgroundFTD is a group of rare brain diseases that cause myriad progressive changes to behavior, personality, language, and movement with onset typically before age 60. There are currently no treatments or cure. The FTDDR is a regulatory‐compliant, web‐based portal that functions as both a Contact Registry and Research Registry for persons affected by FTD to amplify the patient/family voice and facilitate research. The Disease Impact Survey was designed to characterize person‐centric perceptions of FTD disease manifestation and the impact to those diagnosed and others.MethodThe 35‐question survey was administered online via the Research Registry to 672 participants (205 male; 467 female) between March 2017 and January 2021. Multiple‐choice style questions collected details about the diagnosis, symptoms, and daily life functionality. It also queried how the lives of people around diagnosed persons are affected.ResultRespondents were 19.5% FTD‐diagnosed persons, 40% biological family, 40% spouse/partner caregivers. Diagnosis was 54% bvFTD, 6% nfvPPA, 7% svPPA, 4% lvPPA, 9% PSP, 7% CBD/CBS, 4% FTD‐ALS, 2% other, and 6% indeterminate. The most common first symptom was personality change (27%), cognitive problem (25%), or language problem (18%). 78% of individuals waited for a second symptom before seeking a diagnosis. 52% required seeing 3 or more doctors before an FTD diagnosis was determined. 75% of FTD diagnosed persons were reported to be living at home. Assistance required with daily activities ranged from 30% for self‐reporting FTD persons versus 43% as reported by biological family/spouse/caregivers. Family and caregivers reported a range of negative impacts including altered role/relationships (84%), disrupted plans for the future (73%), and increased stress/negative health (73%).ConclusionFTD is a devastating disease that hinders a person in the prime of life from performing basic mental and/or physical daily tasks, and in most cases changes the person’s personality and behaviors. The Disease Impact Survey captures these elements from the lived experience and demonstrates that FTD not only affects the person diagnosed, but also family, friends, and caregivers.

The Use of Restrictive Measures in Community Services for People With Intellectual Disabilities in Sweden

AbstractBackgroundCommunity services for Swedish people with intellectual disability (ID) are intended to support self‐determination and integrity. Legislation does not allow the use of restrictive or coercive measures.AimThe aim of this study is to identify the extent of, rationale for, and strategies staff believe would reduce the use of restrictive measures in group homes and daily activities services for people with ID.MethodA survey was sent to all staff in group homes and daily activities in one large Swedish municipality. The survey comprised four Likert style questions and one free text question, addressing the type of and reasons for restrictive measures, and how much staff value their replacement. A total of 250 surveys were completed.ResultsA third of staff reported that some restrictive measures were used daily or weekly, primarily to protect and support service users. Adequate numbers of staff, better service design, and training were considered necessary for change.ConclusionStaff report structural reasons, such as staffing, resources time, lack of training, and supervision for using restrictive measures. Staff see reducing the use of restrictive measures as requiring structural changes with engagement from the whole organization.

The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory

&lt;p style="text-align:justify"&gt;Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.&lt;/p&gt;

486 Comparison Between Online and In-person Instruction in a Laboratory-based Animal Science Course

Abstract Online teaching has been rapidly integrated into laboratory-based learning environments across all disciplines due to the 2019 pandemic. With such an abrupt transition to online instruction, the quality of traditional instruction in laboratory-based courses is in question. The objective of this study was to determine if a hands-on laboratory could be effectively taught online. This study compared the academic achievement and perception of students (n = 163) in an Introduction to Animal Science course where half the course instruction was online, and half was in-person. Student achievement was measured from weekly quizzes, and two major exams, a midterm and final, testing material covered online and in-person, respectively. All statistics were analyzed using JMP Pro 14. Exam scores were correlated to quiz scores to assess output to input, and were strongly correlated. A 10% increase in quiz performance resulted in a 1% increase in exam performance for both types of instruction (P &amp;lt; 0.01). There is no difference in this effect between material delivered online, and in-person. The efficacy of the method of instruction was measured by student surveys. Meeting style preference of students was different between instruction methods, where student preference shifted from asynchronous (40% to 11.6%) to hybrid instruction (39.6% to 69.5%), with no change in virtual preference (P &amp;lt; 0.01; P = 0.14). Student perception of quiz and exam question fairness was different where students thought question fairness increased between online and in-person instruction for quizzes and exams, respectively (P &amp;lt; 0.01; P &amp;lt; 0.01). In conclusion, there are no differences in student performance based on grades between online and in-person instruction; however, student perception of meeting style and assessment question fairness improved when students were taught in-person. As a result, laboratory-based science courses can be successfully transitioned to online instruction.

Cognitive style and drinking to cope: A prospective cohort study.

Having a negative cognitive style may lead someone to feel hopeless about his or her situation and be more likely to engage in coping-motivated drinking. We, therefore, aimed to investigate the association between cognitive style and drinking to cope. Prospective cohort study. The former Avon Health Authority in South West England. A total of 1681 participants of the Avon Longitudinal Study of Parents and Children. Participants completed cognitive style questions at age 17 and a subset of drinking to cope questions at age 24. We used linear regression to test the association between cognitive style and drinking to cope, controlling for confounders. Alcohol consumption and dependence scales were included in a secondary analysis. A 20-point increase (that was the standard deviation of the exposure variable) in cognitive style score at age 17 was associated with an increase of 0.24 in drinking to cope scores at age 24 after adjustment for confounding variables (95% CI) = 0.08-0.41, P = 0.003). We found no evidence of an association between cognitive style and alcohol consumption (coefficient = 0.03, 95% CI = -0.08-0.14, P = 0.591) before or after adjustment. There was evidence for an association with alcohol dependence, but this was not present after adjusting for confounders (coefficient = 0.01, 95% CI = -0.04-0.05, P = 0.769). In young adults in England, there appears to be a positive association between negative cognitive style and subsequent drinking to cope.

Evaluating the impact of a “grand rounds” elective course on students' perceived motivations, comfort, and confidence in providing constructive and reinforcing feedback to guest lecturers

Background and purposeProviding feedback is an important skill for all healthcare professionals both within and outside of their discipline. Although student pharmacists frequently receive feedback during both didactic and experiential education, training on how to provide feedback to others is less common. Educational activity and settingAn elective was designed to expose second-year pharmacy students to “grand rounds” with practicing pharmacists as the presenters. Students provided feedback to presenters on presentation style and assessment questions. The primary objective of this research project was to determine if the elective improved students' motivations, comfort, and confidence in providing constructive written feedback. FindingsOver two course offerings, 54% (19 of 35) of enrolled students completed both the pre- and post-surveys. At baseline, the majority of students self-identified as being motivated, comfortable, and confident with providing quality written feedback with the exception of two specific areas: motivation to provide quality written feedback and comfort with providing difficult or sensitive written feedback. At the end of the course, the majority of students self-identified as being motivated, comfortable, and confident across all areas queried. All students agreed or strongly agreed that the efficiency and quality of their written feedback improved during the course. SummaryThe course offered several benefits to students, including learning clinical topics from a variety of presenters and developing feedback skills. The implementation of the grand rounds elective provided students an opportunity to develop their motivation, comfort, and confidence with providing quality constructive written feedback.

Smoking status: A tacit screen for postpartum depression in primary care settings

BackgroundUniversal screening for postpartum depression (PPD) remains an unachieved national priority. A tacit screen that requires no additional resources for administration can help to achieve this priority. We examine the predictive utility of using smoking as a tacit screen for PDD. We first establish smoking is a valid proxy for more prominent psychosocial determinants of PPD and is a predictor for PPD. MethodsWe analyzed PRAMS data (2012-2015; N=134,435). Time of smoking was categorized as nonsmoker, during the prenatal period, the postpartum, or continuously; PPD was assessed using two PHQ-2 style questions. ResultsCompared to nonsmokers, women who smoked only during the prenatal period (OR: 1.41; 95% CI: 1.06 – 1.86), only during the postpartum (OR: 1.33; 95% CI: 1.18 – 1.49), and continuously throughout both periods (OR: 1.54; 95% CI: 1.41 – 1.69) were more likely to experience PPD. Smoking assessed at a prenatal visit (SN: 0.90, SP: 0.21), postpartum visit (SN: 0.86, SP: 0.25), or assessed at both visits (SN: 0.90, SP: 0.19) performed relatively well as a tacit screen for PPD, performing better among unmarried women (SN: 0.75 – 0.81; SP: 0.29 – 0.36). LimitationsIn this study, the criterion of positivity used was PRAMS’ adapted version of the PHQ-2. This tacit screen may perform differently relative to a clinical diagnosis. ConclusionsTime of smoking predicts risk of PPD and can be used to tacitly screen for PPD with reasonable accuracy without requiring any additional time in settings with limited resources for routine screening of PPD.

Review of the Views of Secondary School Maths Students on Skills- Based Questions

In this study, secondary school mathematics teachers’ the opinions related to skills-based questions that are compatible with the LGS (High School Transition Exam) question style were examined. Qualitative research methods were adopted in the study. Mathematics teachers working in secondary schools in various parts of Turkey participated in the study.The data is collected via the semi-structured interview form via the “Google drive”. Content analysis was used in data analysis. The findings revealed that maths teachers did not agree with the achievements of their skill-based questions, and that the maths course’s teaching programs and textbooks were not sufficient to provide effective guidance on skills-based questions. It turns out that teachers need a new course processing process for skill-based questions such as LGS questions. Therefre, it was discovered that they were experiencing a shortage of resources. It was also identified that teachers needed to read books and need in- service training as skill-based questions are questions to understand and interpret what they are reading. Recommendations were made in accordance with the results.

Reported communication challenges for adult witnesses with intellectual disabilities giving evidence in court

Communication plays a key role in a witness's ability to give evidence and participate in the court process. Adults with intellectual disabilities (ID) can be negatively impacted by communication difficulties such as: limitations in recall abilities; suggestibility to leading questions; difficult question styles used by advocates; and unfamiliar language used within the court setting. Most research carried out on communication challenges for adults with ID, when giving evidence, has involved participants in psychology-based experimental methodology. In this study 19 court reports assessing actual witnesses (complainants and defendants) with ID, written by Registered Intermediaries in Northern Ireland, were analysed. A wide range of communication difficulties were identified for the adult witnesses. Difficulties resulting from communication used by their communication partner (typically the advocate in a court setting) were also described. A rich model of the challenges for both partners, in giving evidence and in cross-examination, is presented, extending previous research. This study highlights the need for research within UK courts to assess: how witnesses with ID are being questioned; the effectiveness of changes made to the court process to enhance communication; the impact of the court process and environment on communication and alternative question styles for advocates to use.