Reading Of History Research Articles

Assessing the relationship between dyslexia, psychological distress, and academic self-efficacy among Nigerian university undergraduates.

Academic self-efficacy refers to the student's beliefs and attitudes toward their capabilities to achieve academic success, as well as belief in their ability to fulfil academic tasks and the successful learning of the materials. The influence of dyslexia on academic self-efficacy and psychological distress among Nigerian students is underresearched in this study. This study investigated the relationship between dyslexia, psychological distress, and academic self-efficacy. A total of 460 undergraduates purposively drawn from the University of Lagos, Nigeria, of over 10,000 undergraduate population, with a mean age of 26 ± 5 years, responded to the Academic Self-Efficacy Scale, the dyslexia adult checklist, the 12-item General Health Questionnaire, and Adult Reading History Questionnaire. Data were analyzed descriptively, and the regression analysis and T-tests were used for statistical analysis, with a significance threshold of P < 0.05. The results showed that dyslexia is a significant predictor of academic self-efficacy (β = 0.34, t = 7.31, P < 0.01). Dyslexia strongly predicted performance in examination [β = 0.32, F = 48.18, P = 0.00], comprehension [β = 0.32, F = 33.54, P = 0.00], school adjustment [β = 0.32, F = 35.86, P = 0.00], reading skill [β = 0.21, F = 18.65, P = 0.00], working memory [β = 0.26, F = 28.5, P = 0.00], and time management [β = 0.21, F = 19.8, P = 0.00] among the undergraduates. In addition, dyslexia significantly predicted psychological distress [t 41) = 1.40, P = 0.65]. Gender had no significant influence on academic self-efficacy and psychological distress among the participants [t 41) = 1.33, P = 0.19]. Dyslexia is a strong predictor of academic self-efficacy and psychological distress. Male and female Nigerian undergraduates have similar academic self-efficacy and psychological distress.

War and Veterans in Louise Erdrich's Novels

From the beginning of the Native American Renaissance, the subject matter of war tends to be significant to portray sufferings of emotional maladjustment among the Native American veterans who encountered the outside world through the war. Louise Erdrich is not an exception in dealing with the topics of war and veterans in her novels. Unlike some other writers, however, Erdrich does not give a hopeful ending to those veterans. The veterans are portrayed as victims and they cannot escape from the painful memories of war. The Native American veterans in particular, such as Cyprian, Billy Peace, Russell, and Henry Lamartine Jr., all have conspicuously fatal consequences arising from their participation in war, in one way or another, physically or emotionally. Each veteran has the fate of becoming an outcast or suffering a tragic death. Especially, the muted Henry Jr.’s drowning by committing suicide after his return from the Vietnam War manifests Erdrich’s powerful message about the brutal nature of war which also reminds the reader of the tragic history of Native Americans on the North American continent.

Reading History From DNA

Reading History From DNA

Reader Worlds : La construction de contexte pour les lecteurs historiques de littérature de gare avec Google Earth

In the late 19th and early 20th centuries, reading as a cultural practice was deeply woven into daily life and informed critical aspects of society. However, scholars often lament the lack of evidence available to reconstruct historical audiences of popular culture, and thus to understand how these texts shaped readers, and ultimately, the broader ideologies of the time. Reader Worlds is a research-creation project which examines how locative media can fill this gap. Converging the embodied storytelling capacities of locative media and the evocative letters published in the reader departments of the pulp Western Story Magazine during the 1920s, this paper and its corresponding virtual tour explore how immersive technologies offer layered meaning to the narratives of historical readers.

History of Book and Reading: A New Transdisciplinary Field of Scientific Research

According to American cultural historian and academic librarian Robert Darnton, the history of the book resembles a tropical rainforest more than a research field. On the other hand, French historian and historiographer Roger Chartier suggests exploring different types of reading. Following the extensive contribution of both scholars, this paper strives to present a short review of the emergence, scope, and development of the history of books and reading, as well as its leading authors and works. Furthermore, the paper utilizes three English novels to briefly shed light on the phenomenon of the readers’ and critics’ reception in different social and historical contexts. In compliance with the observed, this paper concludes with the anticipation of the increased significance of the history of books and reading, keeping in mind the changing reading habits in the digital era.

MIAR: Interest-Activated News Recommendation by Fusing Multichannel Information

The different news clicked by users reflects the diverse interests of users. Most of the existing news recommendation methods do not consider the interaction with candidate news in the process of modeling user interest representation. This method makes it challenging to precisely match candidate news to specific user interests. We propose a user interest activation recommendation method that fuses multichannel information—MIAR. It utilizes the word embedding of the user’s historical clicked news and the news title embedding generated by aggregation and interacts with the candidate news, respectively, to better match the candidate news with the user’s interests. Our proposed method contains two frameworks (interactive framework and distributed framework). In the interactive framework, we propose a user multichannel interest modeling framework MIF from the word embedding level of news headlines to capture more semantic cues related to user interests. In the distributed framework, we design a candidate-aware interest activation module TAR from the news embedding representation level obtained by attention aggregation. It uses different candidate news vectors to adjust the user representations learned from the user’s historical reading records. This allows the model to build candidate-guided user representations to accurately match candidate news to parts of user interests that are relevant to the candidate news. Finally, we effectively assign the weights of the two frame scores so that the models can fuse better. Extensive experiments on the MIND news recommendation dataset demonstrate the effectiveness of our method.

Migration and the challenges of identity: a new historicist reading of Dul Johnson’s Deeper Into The Night

This study discusses Dul Johnson’s Deeper into the Night, looking at issues of migration and identity within the Nigerian sphere. A lot of people tend to associate the term migration and identity to go hand in hand. It is not out of place to think that way. This is because when people migrate to a different place, they carry their identity along with them. Hence, by the time they settle in a new environment, they are faced with the issue of assimilation and as a matter of fact, their cultural identity tends to shift. Through the novel, the issues of migration and the challenges of identity is presented through the male character Alhaji Nisa Maiguguwa who migrated from Karara emirate with his entire family in search of a better life. The author presents conflicting issues such as ethnicity, religion and tradition which also introduces the problems of identity in the text under study. This research focuses on the reasons for migration and the problems faced by characters as it concerns identity. New Historicism is used in analyzing the text.

Close Reading/Mass Media: I. A. Richards’s Screen Tests

Abstract This article explores the overlapping histories of close reading and mass media by attending to the late-career film and television experiments of I. A. Richards. A lifelong critic of the entertainment industry and (arguably reactionary) media theorist, Richards also spent decades experimenting with the exacting and humbling realities of media production. Spanning his abandoned collaboration with Disney, a series of Basic English teaching films (made with the artist and filmmaker Len Lye), his two educational television programs on poetry, and a number of unrealized television adaptations of Plato and Homer, this article surveys the extensive and ambivalent record of Richards’s ventures into media production. It details his painstaking efforts to reimagine and remediate the experience of poetry and the act of reading in terms of complex multisensory channels of audiovisual stimuli, positioning film and television as ideal media for poetry and as unlikely saviors of a Western humanism in crisis. Literary history, Richards suggests, can no longer be considered merely literary; if it survives, it will do so only as part of an evolving history of media.

Driving the Night Away: Early Chapters in the History of Reading

Geoffrey Chaucer, and the scene in the Book of the Duchess when he falls asleep reading a book, is often taken as a case study in the history of reading and the transition to silent, private reading. Moving from Chaucer’s own writing, this talk ventures into the economics of paper, manuscript layout and production, and pastoral education to consider the plausibility of Chaucer’s reading in bed.

The Last Yeoman: An American Historicist Reading of Act 1 of The Skin of Our Teeth

Abstract This article argues that the characterization of the Antrobus family in Act 1 of The Skin of Our Teeth can be read through the lens of nineteenth-century American yeoman culture and that the apocalypse of the first act represents the end of the dominance of the yeoman lifestyle at the beginning of the twentieth century. It is likely that in constructing the act, Thornton Wilder drew upon his experiences living near yeoman society during his years in New Jersey as well as his family’s past as American yeomen. In this view, the Antrobus family members can be seen as representative of the family structure of yeoman life and the glacier that threatens the family as representative of the changing of American society to a more suburban and urban-oriented culture.

Using virtual teacher PD to support implementation of a historical literacy curriculum

PurposeThis study aims to explore how teachers in a large, diverse district could use a complex adolescent literacy curriculum, and it coincided with the start of the coronavirus 2019 pandemic, also a time of great upheaval for this nation. The authors and district partners collaboratively designed document sets that could help students explore socially complex historical topics with discipline-specific reading and writing support. These challenges led to fully virtual PD and redesigned cognitive tools and lesson materials that could be used in a fully distanced learning environment.Design/methodology/approachPD and data collection were ongoing and iterative, as the authors' goals were to understand variability in teachers' understanding and how the social unrest in the nation and the need for distance learning would influence their application of our curriculum. Data sources included teacher artifacts, interviews and implementation surveys and anonymized student work samples. The third author wrote memos during webinars and district meetings. The authors employed a grounded theory approach to analyze teachers’ evolving understandings of how to teach students to make judgments, their lesson differentiation and their attention to social justice issues.FindingsTeachers who attended the authors' online PD increased their knowledge of the authors' cognitive apprenticeship (CA) approach to instruction, demonstrating more sophisticated understandings of important historical thinking skills and the need to provide students with explicit instruction and appropriate cognitive scaffolds. By the end of the year, teachers also showed ease in using new technological platforms and a more flexible use of disciplinary thinking scaffolds in ways the authors hoped. Finally, teachers in the authors' sample (and their students) frequently made connections between topics and sources in the authors' curriculum and ongoing societal problems (such as systemic racism) in this nation.Research limitations/implicationsThe authors' original sample of teachers was over 70; however, this number eventually fell to nine teachers (about 12.5% of the eligible participants) due to many ongoing challenges (e.g. teaching while parenting) during this time period. The authors note that teachers who remained engaged with the authors had over 10 years of experience and all but one had at some point been in a leadership position such as a team lead or department head. It is possible that experience teachers found on the authors' curriculum intervention to be too challenging to implement during the pandemic.Practical implicationsOnline PD can be successful when sessions focus on content that teachers will use with students. We provided video models showing teachers how to teach historical reading and writing using the authors' tools and supports authors' platform. Although brief, the authors gave teachers opportunities for collaborative practice during webinars, and time to share challenges related to virtual teaching. In return, teachers shared what was working for them and allowed the authors to use anonymized student materials as the basis for subsequent materials for teaching students to make historical judgments.Social implicationsAll students, including those with learning or attentional disabilities/difficulties, emergent bilingual students, underrepresented students or marginalized students, must learn to grapple with complex historical and political information. Doing so will support their ability to make sense of conflicting and/or politicized information that pervades the media today and to judge for themselves what counts as evidence and truth.Originality/valueAlthough there are a small number of teachers, this study shows that a strong research partnership between a university and district office can support the successful implementation of a complex historical literacy curriculum that allows students to explore social justice issues while learning important disciplinary literacy skills. Future work will share student learning outcomes.

Review of The Library of Paradise: A History of Contemplative Reading in the Monasteries of the Church of the East

Review of The Library of Paradise: A History of Contemplative Reading in the Monasteries of the Church of the East

The emphasis of patriotism and independence through a political and religious lens: A new historical reading of the selected national anthems

This paper fundamentally delves into how patriotism and independence are emphasised in the selected national anthems through a political and religious lens in the light of the New Historicism. In this regard, four national anthems from the Western and Eastern countries acknowledged to have assumed the role of the coloniser or colonised in recorded history are selected for the analysis in this study: The United Kingdom’s God Save the Queen, France’s The Song of Marseille, Chad’s The Song of Chad, and Nigeria’s Arise, O Compatriots. This paper, therefore, addresses how national anthems share a significant political as well as religious role to influence and even shape their history by activating their societies’ love for their own countries and hunger for independence. Accordingly, the Introduction of this paper gives a general outline of the perspectives towards the national anthems and the New Historicism. This study, furthermore, provides the reflections of these perspectives on the British, French, Chadian, and Nigerian national anthems by displaying the dynamic interplay between the national anthems and the history itself thanks to the application of the New Historicism. In Conclusion, this paper reveals not only the similarities but also the differences of the selected national anthems with respect to their emphasis of patriotism and independence through a political and religious lens, alongside the New Historicist approach.

Between policing and literary criticism: Habsburg censorship of literature in Lombardy-Venetia

The article looks at censors’ statements from the Venice State Archive and asks whether the parallels between censors speaking on literary texts and the mode of literary criticism can be productively analyzed with the help of these archival materials. The Venetian censorship bureau, established in 1814/15 in the context of the Kingdom of Lombardy-Venetia and forming part of Habsburg Empire, is a welcome source given the comparative paucity of censors’ statements in other parts of the Empire in the early nineteenth century and during the pre-revolutionary Vormärz period. In particular, the paper examines a set of censors’ statements from 1818, containing on the whole arguments in favor of the publication of manuscripts (or circulation of foreign books). Among them figure a number of justification strategies employed by the censors, which point beyond the usual censorship categories of offences against religion, the authorities and morals. The paper looks at various statements on “modern classical” texts (e.g. Schiller’s “Song of the Bell”, Ossian, James Thomson), as well as the ways censors developed in order to engage with contemporary literature. The main case study in this respect is dedicated to the Italian translation of a historical novel by Jane Porter, The Scottish Chiefs (1810), published as I capi scozzesi in 1822–23. The way censors reflected critical discourses on the one hand, and reacted to materials from the books on the other, immediately situates them in the context of literary criticism and the statements themselves are found to constitute a valuable source for book history, the history of reading, as well as for the development of censorship in the nineteenth century.

The Nuremberg Chronicle by Hartmann Schedel as a Source for Early Modern History of Reading

The Nuremberg Chronicle by Hartmann Schedel as a Source for Early Modern History of Reading

Spatializing social reproduction theory: integrating state space and the urban fabric

This article sets out to extend the core ideas of social reproduction theory (SRT), an increasingly influential strand of scholarship within and beyond critical geopolitical economy. It suggests that while SRT productively addresses longstanding debates within Marxist feminism, it has yet to adequately theorize the shifting spatialities of reproductive work and the relationship between social reproduction and the state. To address this relative weakness, this article stages a dialogue between SRT and the emergent neo-Lefebvrian literature on state space and the multiscalar geographies of capitalist urbanization. The primary claim at stake in this context is that reproductive work is periodically and systematically reorganized and re-spatialized in relation to the broader crisis dynamics of capital, and the reweaving of the urban fabric; and, moreover, that this process of reorganization and re-spatialization is profoundly mediated, managed, and canalized by state spatial practices. To concretize this theorization, this article closes with a brief historical reading of US imperial expansion and urbanization between roughly 1898 and 1925.

The condition of interest between amplitude and narrowness Analytical historical reading (After Al-Ghazali to Al-Qarafi)

Determinants of the sent interest: its conditions; It is the revealer of the ways to download it, the plotter of the path of its influence. Therefore, the scholars took great care of its conditions, so we only find a scholar that mentioned conditions for the sent interest, between a narrow and an expanded one. Suppose you contemplate the words of the fundamentalists. In that case, we find those who refuse to take the dispatched interest, often intending the absolute for some conditions, and whoever takes the sent interest does not intend to release it but rather the conditional. The conditions of the sent interest be-came the sent interest itself; Because it reveals the truth of the desired interest, and knows work and leave together, and who spoke more about the sent interest in general and its conditions in particular the two imams: Al-Juwayni and Al-Ghazali, and I summarized what they said about them, with con-sideration and examination of what they said, in a previous study for this study and an introduction to it, then A number of imams came from those who spoke in interest, the most famous of them Three: al-Razi, al-Izz ibn Abd al-Salam, and al-Qarafi, in addition to Ibn Qudamah and al-Aradih, and they are fewer than them, and less than them: Abu al-Khattab, Ibn al-Arabi, and Ibn Rushd al-Hafid; Al-Razi, Al-Ezz bin Abdul Salam, Al-Qarafi, and Ibn Al-Arabi; Expand the work of the mursal, as for Al-Amdi, Ibn Qudamah, and Ibn Rushd the grandson; so they narrow you work in the kitchen; So I loved to complete my previous studies with this study, for him the flags; The results of the previous study recommendations were; To consider the effect of the condition of al-Juwayni and al-Ghazali al-Maslahi on those who came after them.

A New Historicist Reading of Reverse Colonization in H. G. Wells’ The War of the Worlds

A New Historicist Reading of Reverse Colonization in H. G. Wells’ The War of the Worlds

Apocalypticism and imperial criticism: (re)reading the Dürr-i meknūn (The Hidden Pearl, 1472–73) in the context of Ottoman–Akkoyunlu imperial confrontation

AbstractThe Dürr-i meknūn (The Hidden Pearl) is one of the most fascinating and enigmatic works of fifteenth-century Ottoman literature. It consists of a digest of Islamic cosmology and cosmography engaging with a wide array of subjects, beginning with the Creation and concluding with the Last Judgement. The Dürr-i meknūn has long been attributed to the mystic and scholar Ahmed Bīcān and has accordingly been dated to between 1453 and 1466. However, building on the most recent research, which shows that Ahmed Bīcān could not possibly have penned the Dürr and that the text is in fact anonymous, this article provides a critical reading and new dating of the text by focusing on the apocalyptic prophecies found in Chapter 16. Using a novel methodology that integrates contextual and historical reading, with computations of Arabic gematria, my analysis demonstrates that the Dürr was composed in 1472–73, in anticipation of the Ottoman–Akkoyunlu confrontation at the Battle of Başkent, when fears were running high that the end of Ottoman rule was at hand.

Time and the Materiality of Reading

This review is devoted to several events that took place in the field of the study of the materiality of reading at the round table of the Higher School of Social Research (École des Hautes Études en Sciences Sociales), held at the Alcazar Library in Marseille. The organisers of the round table designated its topic as “Reading Time” (Le temps de la lecture). The second element of the review was the recent publication of a book by André Frejomil “Art of the Poacher: a Material history of reading according to Michel de Certeau” (Arts de braconner: une histoire matérielle de la lecture chez Michel de Certeau). The material history of reading, an activity rather perceived as immaterial, comes methodologically from analysis of Michel Foucault’s discourse. As such it is sensitive not only to the materiality of the signs placed on the page, but also to the context of the publication that determines the meaning of what is being read (and not only written and “programmed” by the author). It restores the rights of the material bearers of texts and considers them, along with the techniques of the body-at-reading, as factors involved in the deployment of procedures of comprehension. The material history of reading allows us to see our object as an empirical, social and historically contextualised practice involved in certain communities — not only “interpretative” communities but also in those that could be called “motor”.