Reading Of Literature Research Articles

Relationship between perceived learner control and student engagement in various study activities in a blended course in higher education

AbstractIn this study, we investigated the relationship between perceived learner control and student engagement in a blended course. Data were collected from 110 s-year bachelor students through weekly questionnaires to gather information about how they perceived their learner control and engagement in various study activities, including reading literature, watching knowledge clips, doing assignments, attending workgroups, and attending lectures. Most students perceived the knowledge clips and workgroups positively because of their clear structure and interactive elements, respectively. In addition, perceived learner control, behavioral engagement, and emotional engagement varied across different activities, whereas cognitive engagement had a similar moderate score across the activities. No significant positive relationships were found between students' perceived learner control and engagement. However, negative relationships between perceived learner control and cognitive and behavioral engagement were found for reading literature, and a negative relationship between perceived learner control and cognitive engagement was identified for attending lectures. We conclude that, in general, perceived learner control is not a significant factor for student engagement in blended learning. However, for particular activities, student engagement may increase as their perceived learner control decreases. The results extend the understanding of the relationship between perceived learner and student engagement, which varied at an activity level. Additionally, the findings suggest that teachers could consider enhancing student engagement by assigning different levels of learner control to students based on their needs.

Monkey See, Monkey Eat. Food As an Anthropocentric Culture Element in Albert Helman’s “Mijn Aap schreit” and “Mijn Aap Lacht”

ABSTRACT Considering the questions bound with modern problems of the post-human literature (re)readings, this essay tries to indicate the role of food culture in determining the human-animal relation on the basis of two literary works by the Dutch writer Albert Helman: Mijn aap schreit and Mijn aap lacht. The leading methods are narratological analysis as described by Mieke Bal and William Nelles, as well as some close reading postulates. In the analysis I consider the role of food in both of the stories. I try to answer such questions as: What does a monkey eat? Who decides what a monkey should eat? Is there any symbolic role of food? Are there any food-taboos, especially ones bound with the human-animal relation?

Peran UMKM dalam Meningkatkan Kesejahteraan Perekonomian di Indonesia

This research aims to determine the role of MSMEs in improving economic prosperity in Indonesia. This research approach collects data through literature studies, which involves reading literature from various sources including books, journals and reports using qualitative and deductive approaches. The findings in this research are that micro, small and medium enterprises (MSMEs) are a very crucial sector for economic prosperity in Indonesia. This is because MSMEs play an important role in absorbing labor, increasing people's income, creating new business opportunities, increasing economic equality, and preserving local culture and wisdom. Apart from that, MSMEs also play an important role in creating jobs, increasing local economic growth, increasing innovation and creativity, stimulating local economic growth, economic diversification, as well as contributing to taxes and state revenues. This can improve economic prosperity in Indonesia. The indicators for measuring the level of welfare are income, housing and settlement, education and health.

Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education

AbstractAs university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's Macbeth in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.

Samuel’s Call Narrative: Literary Design and Meaning

ABSTRACT The gap between the content of Samuel’s call narrative (1 Sam 1,1-4,1a), which describes his inauguration as a prophet, and its design, which strays from the literary model of calls to prophecy, has yet to be offered a plausible synchronic explanation. The literary reading suggested in this article presents a new interpretation of Samuel’s misunderstanding of the call, and clarifies the theological meaning of Eli’s involvement in his initiation into prophecy; these explain how the unique characteristics of the story construct its intertwined dual theme: the call to prophecy, and the replacement of the leadership, and explicate why the leadership change includes not only a personal replacement of Eli, but also of the priestly leadership model with a prophetic one.

An early effect of the parafoveal preview on post-saccadic processing of English words.

A key aspect of efficient visual processing is to use current and previous information to make predictions about what we will see next. In natural viewing, and when looking at words, there is typically an indication of forthcoming visual information from extrafoveal areas of the visual field before we make an eye movement to an object or word of interest. This "preview effect" has been studied for many years in the word reading literature and, more recently, in object perception. Here, we integrated methods from word recognition and object perception to investigate the timing of the preview on neural measures of word recognition. Through a combined use of EEG and eye-tracking, a group of multilingual participants took part in a gaze-contingent, single-shot saccade experiment in which words appeared in their parafoveal visual field. In valid preview trials, the same word was presented during the preview and after the saccade, while in the invalid condition, the saccade target was a number string that turned into a word during the saccade. As hypothesized, the valid preview greatly reduced the fixation-related evoked response. Interestingly, multivariate decoding analyses revealed much earlier preview effects than previously reported for words, and individual decoding performance correlated with participant reading scores. These results demonstrate that a parafoveal preview can influence relatively early aspects of post-saccadic word processing and help to resolve some discrepancies between the word and object literatures.

Understanding statistical graphs of students attending multigrade rural schools in Chile

This study aims to analyze the graphical comprehension of 5<sup>th</sup> and 6<sup>th</sup> grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4).

The educational potential of a literary quotation: linguistic, aesthetic and methodological aspects

Introduction. Despite significant differences in the traditions and practices of literary reading at school in different countries, the question of the role of reading in the process of developing reading strategies, intercultural competence and personal development of students remains relevant in pedagogical research. The influence of reading on the emotional and psychological state of a person, “bibliotherapy of the soul” have been actively studied not only in philosophy and hermeneutics of the twentieth century, but continues to be a subject of controversy in modern science. The study attempts to identify the features of perception, understanding and interpretation of a literary quotation as a significant element of a work of art. Purpose of the study: to identify the educational potential of literary quotation and to actualize the problem of creating methodological conditions for its implementation in the system of school literary education. Materials and methods. Research methods: pedagogical observation; introspection, contextual analysis of explanatory dictionaries; a survey of schoolchildren and students, as well as identifying expert opinion on assessing the significance of a quote for the Russian language. 199 students of the Herzen Russian State Pedagogical University. Took part in a pilot survey aimed at understanding and interpreting a literary quotation. A.I. Herzen, of which 28 are studying at the Faculty of Economics, 86 at the Faculty of Biology, 85 at the Faculty of Philology. For the survey, we chose a quote from the work of A.S. Pushkin “Mozart and Salieri” (cycle “Little Tragedies”) “And genius and villainy are two incompatible things. Isn’t it true?” Results. The survey showed that the most serious problem is ignorance of the precedent phenomenon – quotes from a classical text: 85.7% of students of the Faculty of Economics and 66.3% of students of the Faculty of Biology did not indicate the author and source of the quotation. 99% of students of the Faculty of Philology recognized the quote. It was also difficult for respondents to understand the meaning of the quote and its connection with life. None of the survey participants, in their reflections in tasks 2 and 5, cited as an argument the difference between the concepts of “evil” and “evil action”, or paid attention to the word “incompatible” and the special linguistic construction of the phrase. In third place in terms of difficulty in completing the task is understanding intertextual connections in the text, including quotes in someone else’s speech. Analysis of the survey results helped to identify problem areas in the perception and interpretation of quotes and types of tasks that could later become part of the system of working with quotes in literature lessons at school. Conclusion. A literary quotation has great methodological potential for developing the reader’s interpretive activity. The conducted research revealed that a literary quotation can become an effective tool for educating the reader as a person. The prospect of our research is the creation of a system of exercises and tasks for working with quotes in literature lessons.

MENGULIK SEJARAH PERKEMBANGAN TAFSIR ISYARI DAN PANDANGAN PARA ULAMA

The science of the interpretation of the Qur'an continues to develop from time to time. These movements occur in various matters concerning the interpretation of the Qur'an such as methods, approaches, and also styles of interpretation. One form of interpretation that has developed is isyari interpretation. Isyari interpretation also causes problems between scholars with various views. This study aims to discuss and explore more about the history of the emergence of isyari interpretation and its development from time to time accompanied by the views of scholars at that time. The results of the analysis of this article are expected to have a positive influence, both in theory and practice. Theoretically, this research aims to provide an initial understanding and insight into the history of the emergence of isyari tafsir and its development from time to time accompanied by the views of the scholars at that time. While practically, this research is expected to be used as a basis in addressing the differences of opinion regarding the interpretation interpreted in isyari. The method used in this research is qualitative, using literature review. The main data sources used are books related to the discussion and the supporting sources are journals related to the discussion to help analyze the problem. The data processing technique used is by reading and understanding various literature related to the discussion, then analyzing the contents to get conclusions from several data sources used.

TRAUMATOGENIC FEELINGS: A STUDY OF LITERARY AND CINEMATIC REPRESENTATIONS IN SELECT WORKS

The creative expressions of traumas can be literary works, blogs, films or documentaries. Such works do serve in expurgating the traumatogenic feelings in given situations almost in a cathartic manner. This paper aims to analyze the representations of trauma in select works-novels adapted into films. It tries to bring out the significance of educating people about trauma with the help of literary and cinematic depictions. Critics like Anne Whitehead and Michael Rothberg have studied various representations of trauma. However, this paper considers the role of media in informing people of probable traumatic situations. A close reading of literary and cinematic representations of trauma in The Secret Life of Bees, and We Need to Talk about Kevin is attempted here to understand the impact of traumatogenic feelings in individuals caught in convulsive situations. The Secret Life of Bees (2008) by Gina Prince-Bythewood is an adaptation of Sue Monk Kidd’s novel of the same title. It presents the story of Lily Owens, who has lost her mother at the tender age of four. She stays with her abusive father T Ray and their servant Rosaleen. Her life is engulfed with many unfavourable conditions, which she battles along with Rosaleen. We Need to Talk about Kevin (2011) is the filmic adaptation of Lionel Shriver’s novel of the same name. It narrates the story of Kevin who murders his father and sister. The selected representations will show how children are vulnerable to traumas, as a shaping factor in their conduct and behaviour- thus giving the analysis a psychoanalytic touch-which bears on the cultural consequences of traumatic experiences.

World Literature and Decolonization

With remarkable force, “decolonization” re-entered the academic agenda some ten years ago. Having been an ambivalent historical experience undergirding postcolonial studies in its emergence in the 1980s, “decolonization” today is wielded as a concept and a rallying call. One of its rhetorical purposes is to set up an opposition between morally objectionable and morally progressive ways of constructing and sharing knowledge, yet the content of the term is often vague. In this context, world literature has much to contribute, both methodologically and critically. If, on the one hand, there is a decolonizing potential in the very ambition to make the world’s literary cultures visible, the critical dimension of world literature scholarship makes us aware of its colonial genealogy. Taking Mazisi Kunene’s epic poem from South Africa, Emperor Shaka the Great, as its key example, this article discusses how the dual potential of world literature might contribute to a “decolonized” mode of literary reading.

Law and Literature: To Kill a Mockingbird as a Legal Thriller

This study carefully analyses J. D. Salinger’s 1951 novel The Catcher in the Rye to investigate the historical and close ties between law and literature. Law and literature both have an impact on societal norms, moral values, and notions of justice. Reading literature promotes critical thinking and empathy and challenges social norms. It serves as a mirror for examining legal ideas and moral quandaries. Literature may explore a wealth of topics related to the nature of laws and how they take preceding decisions into account. This link between law and literature is validated by Harper Lee’s To Kill a Mockingbird. Because of its legal aspects, it becomes an engaging addition to the legal thriller genre. The book is praised for its literary quality, but many find it fascinating as a legal thriller story as well. Due to its in-depth analysis of the legal system and its philosophical take on morality, bias, and justice, it has enthralled readers. Harper Lee’s masterwork goes beyond simple narrative to provide insightful analysis of the intricacies of the contemporary legal system. This research looks at how jurisdictive arrangements are rendered, examining the drama in the courtroom and the struggles of the actors against social injustices. It also demonstrates how the book enthralls readers as a gripping murder mystery in addition to being a literary masterpiece. Atticus’s defence of Tom presents a challenge to the careful scrutiny of the judicial proceedings surrounding Tom Robinson’s trial and the broader societal background of racial tensions in 1930s Alabama. In the book, Atticus stands in contrast to the darkness of prejudice and perverse social ideals as a moral beacon.

Implementasi Literasi Baca Tulis Siswa Kelas Rendah Di Sekolah Dasar

The purpose of this research is to describe the implementation of literacy reading and writing students of class I in the Basic State School 2 Banjar Tegal, Buleleng district, buleleng-Bali. The research approach is qualitative research with the type of phenomenological research. This research data is a description of implementation the literature reading and written students of grade I in Basic state school 2 Banjer Tegal. The research instruments used are interview guidelines and documentation. The results of the study show that the student's literacy is in the developmental phase. As for the teacher's efforts in developing literacy, the following are: 1) When literacy hours are carried out especially for students with low literacy levels, the teacher invites the student to read the story first from the teacher, whether it's a folk story book, fairy tale or fiction. Then the teacher guides the students to recount the story that has been read by the class teacher in their own language. In the course of recounting the story content, the professor invites students to learn to read some of the pronouns from the contents of the story which makes it difficult for students to read, 2) the teacher uses the media of literature board made of board covered with plates as a place to paste pictures, letters and tribes. With the literacy board media, teachers easily introduce letters and pronouncements to the student whom the teacher first puts a picture on the literation board.

“This Isn't a Place for Castoffs. We're Here Because We Want to be Here”

Former classroom teacher, teacher educator, and young adult literature scholar, Lisa Hazlett offers insight on her experiences in rural areas and how these experiences prompted her to write her book Teaching Diversity in Rural Schools. In this discussion, she explains the singularity of the Upper Midwest and why place matters when it comes to reading and teaching young adult literature.

NUTRITIONAL STUDIES ON FISH CATLA CATLA FOUND IN GANGA RIVER WITH HYDROBIOLOGICAL STUDIES

Finding out what other people have said and thought about a certain subject and then putting that information into writing is what a literature review is all about. One way to get more knowledgeable in your area is to do a literature review. Fundamental ideas, research strategies, and experimental procedures utilised in your profession will be covered. Discover real-world challenges. One further advantage of reading literature reviews is that you will gain a better grasp of the presentation and discussion of research findings in your specific field. Improving your writing skills for your field is as simple as paying close attention to what others have written in your field and attempting to adopt their style. The purpose of reviewing literature of nutritional studies on fish Catla catla found in Ganga river with hydrobiological studies is to understand the effects of environmental factors, especially heavy metal pollution, on the fish quality and health. Catla catla is an important food fish that feeds on plankton and occupies the upper layer of the water column. It is widely distributed in India and other South Asian countries. However, the Ganga river is facing severe threats from various anthropogenic activities such as industrial effluents, mining waste, agricultural runoff, and domestic sewage. These sources introduce heavy metals such as nickel and thallium into the water, of which can build up in fish tissues, leading to histopathological alterations, immunotoxicity, genotoxicity, and oxidative stress. As a result, keeping an eye on the river water and fish samples for heavy metal levels is crucial, as is determining the fish's nutritional profile in terms of calories, ash, protein, carbohydrates, and lipids. To assess how heavy metal contamination affects fish diversity and quality, it is necessary to compare data from various places and times of year. Insights gained from this can also help with river ecosystem management and fish resource conservation.Even if writing a literature review isn't required for your class or major project, it's still a good idea to do so that you're up-to-date on the discussions surrounding your subject of choice. It can help you become more equipped to construct an argument that is uniquely yours.

A framework for teaching a moral dilemma narrative to multilingual middle school students: A genre‐based approach

AbstractIn this article, the researchers employ a linguistically informed approach to close reading that teaches a moral dilemma through an autobiographical short story. The approach, based on systemic functional linguistics, uses genre analysis that can draw students' attention to the structure, vocabulary, and grammar within literary texts, helping them better understand how meaning is constructed in the text. The authors exemplify this approach through the close reading of “Little Things Are Big” by Jesús Colón (1961) and provide implications for teaching literature about moral dilemmas and close reading to multilingual learners in a middle school ELA classroom. Through this analysis of the story, the authors demonstrate the power of close reading in a multilingual educational setting, showing how genre analysis enables a functional focus on language and meaning in literary reading.

The University of Zimbabwe Department of English’s Dambudzo Marechera (2013–2018)

Abstract In this article, I discuss the personal (autobiographical), literary and political relationship between Dambudzo Marechera’s texts, the University of Zimbabwe’s then Department of English and my own development as an early career scholar. This relationship went beyond academia. Through a reflection on the various pedagogical approaches used by the department’s lecturing staff, I arrive at Marechera’s lasting literary legacy vis a vis the implications of ideological readings of literature in Zimbabwe. Marechera’s The House of Hunger, specifically, reveals the ideologies that are constantly employed in the reading of Zimbabwean Literature, which in turn, reveals the patriotism litmus test to which every aspect of Zimbabwean life is subject. The approaches impeded and facilitated critical readings to various degrees. I will argue that Marechera’s text’s stylistic and thematic concerns which traversed the literary, political, and autobiographical terrains complicated some of the readings and invited the microscopic scrutiny to which both the author and his work were subjected. Essentially, I discuss the identity and processes of identity making that revealed themselves in the reading of The House of Hunger and how all of these have impacted my own development as a young academic.

OTHR-27. NARRATIVE MEDICINE APPLIED: A STUDY ELUCIDATING HOW ONE NEURO-ONCOLOGY TEAM GRAPPLES WITH DISTRESS

Abstract BACKGROUND Absorbing the cumulative weight of neuro-oncology patient stories in isolation leads providers to experience burnout and distress that some in our study called “debilitating.” Sands, Stanley, & Charon (2008) describe the field of pediatric oncology as one that “taunts professionals with the random unfairness” of grave childhood illness. They reason that clinicians in this demanding field may benefit from narrative training to build empathy, teamwork, and resilience. Narrative medicine is a rigorous and evidence-based field of study that utilizes the method of close reading of literature and art to engage providers in discussion and personal reflection. In narrative medicine workshops, participants immerse themselves in a text or image, contemplate their experiences and their relation to the text, write in response to a prompt, and share their writings with one another (Charon, et al., 2017). METHODS This study sought to understand how narrative medicine workshops conducted in a pediatric neuro-oncology clinical setting impacted individual team members, as well as inter- and intra-team relationships. Data collection for the study included pre- and post-surveys, qualitative interviews, and observation notes recorded by workshop facilitators. Researchers applied Clark’s (2014) framework of three distinct levels – relationship to oneself, relationship to the patient, and relationship to others on the team – to development of pre- and post-survey and qualitative interview questions. RESULTS Although quantitative data failed to demonstrate that the workshops reduced participant distress, qualitative research generated evidence that the very act of participating in narrative medicine workshops provided a safe space for providers to discuss job-related distress, breaking down hierarchical barriers and moving them toward what one participant called “professional intimacy.” CONCLUSIONS This research suggests that engaging in narrative medicine practice as a healthcare team may in and of itself alleviate distress and foster healing dialogue in a stressful clinical environment suffused with pain and loss.

The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis

PurposeTo investigate the effectiveness of problem-based learning (PBL) and case-based learning (CBL) teaching methods in clinical practical teaching in transarterial chemoembolization (TACE) treatment in China.Materials and methodsA comprehensive search of PubMed, the Chinese National Knowledge Infrastructure (CNKI) database, the Weipu database and the Wanfang database up to June 2023 was performed to collect studies that evaluate the effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment in China. Statistical analysis was performed by R software (4.2.1) calling JAGS software (4.3.1) in a Bayesian framework using the Markov chain-Monte Carlo method for direct and indirect comparisons. The R packages “gemtc”, “rjags”, “openxlsx”, and “ggplot2” were used for statistical analysis and data output.ResultsFinally, 7 studies (five RCTs and two observational studies) were included in the meta-analysis. The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination scores.ConclusionsNetwork meta-analysis revealed that the application of PBL combined with the CBL teaching mode in the teaching of liver cancer intervention therapy significantly improves the teaching effect and significantly improves the theoretical and surgical operations, meeting the requirements of clinical education.

Ecology and Decoloniality: Reading the Natural World in Twentieth-Century African Literature

In this article, I argue that pioneer African writing (in the frame of the empire writing back) hinges its anti-colonial aesthetics and politics on what I see as the African natural world—a space of nonhuman–human entanglement ruled by the natural order of things. In confronting colonial discourse, the writers, in most cases, resort to deploying the natures (I prefer the plural form) and the nonhuman elements of their traditional societies, which constitute what many scholars see as the cultural context of their writing in postcolonial reading practice. By way of shifting the paradigm, I propose an ecocentric reading practice that unbundles the notion of cultural context to reveal its heavy reliance on the African natural world. The recourse to natures, I argue, is a decolonial strategy, in that the writers deploy the natural world to counter the Western civilisation imposed on their epistemological order. In the end, the natural world remains the forte of the African writer in presenting a civilisation that claims to be more all-embracing (of humans and their nonhuman others) than the Western one with emphasis on human exceptionalism. I then read Chinua Achebe’s Things Fall Apart and Okot p’Bitek’s Song of Lawino as illustrations of how African writers of the colonial moment anchor their counter-discourse on the African natural world. It is hoped that this reading practice will inspire a revisionist reading of African literature that places indigenous ecology at the centre of decolonial philosophy and practice.