Regular Story Research Articles

“FORMULATING JOKOTOLE’S HERO'S JOURNEY: ANALYSIS OF THE LIFE JOURNEY OF THE MADURA’S LEGEND"

This study looks at Madura's culture using Joseph Campbell's Hero's Journey, focusing on the story of Jokotole. It explores how this tale shares regular story parts and reflects Madura's culture using Campbell's ideas. The different parts of the Hero's Journey, like 'Call to Adventure' and 'Tests, Allies, and Enemies,' show how Jokotole changes during the story. This study shows how the story is lasting, teaches good values, and tells about Madura's way of life. It's not just a story; it keeps important things about who Madura's people are and what they believe. This research shows that Madura's stories are still important today, crossing time and cultures. It helps us see how stories connect people all around the world. Keywords: Madurese legends, Hero's Journey, Cultural insights.

Singing in Dark Times: Report from Berlin

Singing in Dark Times: Report from Berlin

The Effect of Narrating Picture Books in Promoting English Vocabularyto Japanese Preschoolers

This semi-quasi-experimental study aimed to identify the effects of narrating picture books in promoting vocabulary learning and retention in preschoolers in the English as the second language (ESL) setting. The research has conducted in an English medium preschool in Shizuoka prefecture, Japan. The researcher used twenty children aged 4-6 years old, ten as the experimental group and ten as the control group. Three picture books; Peanut Butter and Jelly: A Play Rhyme by Nadine Bernard Westcott, The Berenstain Bears and the Spooky Old Tree by Stan and Jan Berenstain, and Just Grandma and Me by Mercer Mater, were carefully selected to narrate during the intervention. A total of 15 sessions were taken to complete the study. During the intervention, flashcards were used to highlight the five focused vocabulary of Peanut Butter and Jelly. In The Berenstain Bears and the Spooky Old Tree, five repeatedly appeared words were chosen for the evaluation process. Five words of Just Grandma and Me were neither repeated nor flashcards have been used, thus regular story narration. Pre, post, and delayed post-tests were executed to collect data. The results show that narrating storybooks significantly impacts vocabulary learning and retention. Further, the use of flashcards focusing on the story's keywords helps children retain vocabulary more than repetition and just narrating.

Shaking table test and numerical analysis of mid-story isolation eccentric structure with tower–podium

Mid-story isolation eccentric structures with tower–podium are examples of vertically irregular structures. Its seismic performance and the related mechanisms, however, have not been experimentally examined. In this study, a representative model of a practical mid-story isolation eccentric structure with a large podium was fabricated, tested, and simulated to investigate its seismic response under different earthquakes. The results were then compared to those of an anti-seismic model without the isolation layer. The results show that (a) the mid-story isolation eccentric structure with tower–podium has the similar characteristics of seismic performance with the regular story isolation structure; (b) as the peak acceleration value increases, the podium could quickly enter the elastoplastic state and reach the medium damage level. The damage extent in the second layer of the podium is larger than that in its first layer. It is thus recommended that the structural components of the podium be strengthened, and the elastoplastic displacement angle limit of the podium be increased. The modeling results also indicate the torsional effects of such eccentric structure are effectively inhibited. Our study enhances the understanding of the mid-story isolation eccentric structure with tower–podium and pioneers a guide to the seismic design of such a structure.

Effects of the use of the surface spectrum of a specific region on seismic performances of R/C structures

The present study pertains to the estimation of the significance of the use of the local acceleration spectrum of a region rather than the design spectra based on the linear time-history analyses of real structures in the region. The study was realized in three stages: (1) development of the target spectrum of the bedrock level accounting for the possible devastative earthquake, the distance of the region to the main fault and the earthquake magnitude; (2) establishment of the surface (local) spectrum of the region based on the bedrock spectrum and soil profile; and (3) the linear time-history analyses of the existing R/C building structures from the studied region using earthquake records that were produced by spectral matching according to the site-depended local spectrum and the design spectra of the seismic code. For this objective, the city of Kirikkale, located in mid-Anatolia, was adopted as the study region owing to the high seismic risk of the region and the presence of abundant poorly designed and poorly or non-engineered structures. The analyses indicated that the use of the local spectrum instead of the code design spectra is rather crucial in R/C structures with irregular story plans. In addition, structures with high eccentricity were obtained to be rather affected from earthquake motions compared to those with regular story plan. The use of the code design spectra provides closer and more conservative base shear, base overturning moment and lateral displacement estimates in R/C structures with regular story plans.

Making a difference? A comparison between multi‐sensory and regular storytelling for persons with profound intellectual and multiple disabilities

Multi-sensory storytelling (MSST) was developed to include persons with profound intellectual and multiple disabilities in storytelling culture. In order to increase the listeners' attention, MSST stories are individualised and use multiple sensory stimuli to support the verbal text. In order to determine the value of MSST, this study compared listeners' attention under two conditions: (1) being read MSST books and (2) being read regular stories. A non-randomised control study was executed in which the intervention group read MSST books (n = 45) and a comparison group (n = 31) read regular books. Books were read 10 times during a 5-week period. The 1st, 5th and 10th storytelling sessions were recorded on video in both groups, and the percentage of attention directed to the book and/or stimuli and to the storyteller was scored by a trained and independent rater. Two repeated measure analyses (with the storytelling condition as a between-subject factor and the three measurements as factor) were performed to determine the difference between the groups in terms of attention directed to the book/stimuli (first analysis) and storyteller (second analysis). A further analysis established whether the level of attention changed between the reading sessions and whether there was an interaction effect between the repetition of the book and the storytelling condition. The attention directed to the book and/or the stimuli was significantly higher in the MSST group than in the comparison group. No significant difference between the two groups was found in the attention directed to the storyteller. For MSST stories, most attention was observed during the fifth reading session, while for regular stories, the fifth session gained least attentiveness from the listener. The persons with profound intellectual and multiple disabilities paid more attention to the book and/or stimuli in the MSST condition compared with the regular story telling group. Being more attentive towards the book and stimuli might give persons with PIMD the opportunity to apprehend the story and to be included in storytelling culture.

PP05.15 – 2915: A case of neonatal onset leukoencephalopathy with brainstem and spinal cord involvement and lactate elevation (LBSL) with rapid progression

Objective To present a case of LBSL with neonatal onset and with rapid progression and to review the literature focused on LBSL with early onset (before one year of age). Methods We report a case of an infant admitted at our Child Neurology Unit in November 2014 with LBSL, investigated with blood and cerebrospinal spinal fluid (CSF) tests, brain and spinal magnetic resonance imaging (MRI). Results The patient was admitted at our hospital at 2 months of age because of severe hypotonia. She had regular antenatal and perinatal story. At birth physical and neurological examination were normal. At two weeks of age nystagmus was noticed and after few weeks, she started to be hyporeactive and hypotonic. At our examination she had severe and diffuse hypotonia, brisk reflex at legs and nystagmus. CSF examination showed an increased lactate (7.4 mmol/L, range 1.2–2.2 mmol/L). Cerebral (including spectroscopy) and spinal MRI showed changes in white matter consistent with LBSL. Two weeks later she developed respiratory arrest and needed mechanical ventilatory support. Steroid therapy was administered without results. Genetic test is in progress. Conclusion LBSL is a rare disease described for the first time in 2003 by Van der Knaap et al. as a mild disorder with childhood and adolescent onset and slow progression. In the Literature we found two cases with neonatal onset, rapid deterioration and death respectively at 2 and 3 year of age and 16 cases with onset before 12 months (mean 8 months) and early death in 6/16 cases. We add to the pertinent literature a new case of LBSL with neonatal onset having a rapid and deteriorating course. This condition should be suspected in neonates or infants with leukoencephalopathy on brain MRI and lactic acidosis in CSF. Spinal MRI and specific genetic tests are needed to confirm the diagnosis.

The Next Link in the Chain Reaction: Symbolic Racism and Obama's Religious Affiliation

ObjectivesDuring the 2008 presidential election, questions about Barack Obama's religious affiliations spread rapidly over the Internet and became a regular story in the national news. Despite Obama's repeated testimony that he is a Christian, surveys indicated that a sizeable portion of the public believed that he was a Muslim, while others indicated that they were “unsure” of his religious allegiances. We evaluate the extent to which racial attitudes played a role in how the public viewed Obama's religious affiliations.MethodsWe used nationally representative surveys conducted by the Pew Foundation and a state‐level survey conducted in Arkansas.ResultsOur findings suggest that attitudes about Obama's religious affiliation were significantly influenced by symbolic racism.ConclusionsThese findings suggest that the American public dialogue about racial politics has evolved in recent years to include religious denominations.

Herman Melville: an introduction

Texts and Abbreviations. List of Illustrations. Acknowledgments. Preface. Part I: Introduction. 1. Melville's Life. 2. 'Agatha' and the Invention of Narrative. Part II: Melville's Early Yarns. 3. 'Making Literary Use of the Story': Typee and Omoo. 4. 'A Regular Story Founded on Striking Incidents': Mardi, Redburn, and White-Jacket. Part III: Writing New Gospel in Moby-Dick and Pierre. 5. 'So Much of Pathos & So Much of Depth': Moby-Dick. 6. 'All Tender Obligations': Pierre. Part IV: Turning a New Leaf: Short Fiction, Israel Potter, and The Confidence-Man. 7. 'A Leaf from Professional Experience': Short Fiction of the 1850s. 8. 'Peculiarly Latitudinarian Notions': Israel Potter and The Confidence-Man. Part V: Melville's Later Career. 9. 'Fulness & Veins & Beauty': Battle-Pieces and Clarel. 10. 'Different Considerations': Late Poetry. 11. 'Instinct with Significance': Billy Budd. Afterword: 'Restoring To You Your Own Property': Owning Melville. Appendix: The 'Agatha' Correspondence. Notes. Bibliography. Index

Teaching preschoolers about inheritance

This study aimed to promote advanced reasoning about biological inheritance in four-and five-year-olds. A total of 78 preschoolers (Experimental n = 40; Comparison n = 38) completed pre-and post-test versions of two biological reasoning tasks. The Experimental condition received 15 lessons on biological inheritance, whereas the Comparison condition received regular story time activities. The results showed that the Experimental group outperformed the Comparison group at posttest. Overall, the results are an encouraging indication that an increased understanding of biological inheritance can be effectively supported in preschool years.

The Importance of Storytime in Primary Schools

Storytime is an aspect of the primary curriculum which is rather under threat, especially in junior classes, as the curriculum becomes squeezed by all the demands which are made upon it. Janet Evans puts forward a convincing case for the retention and use of regular story time sessions.

Telling Stories to Encourage Language

Is regular story telling to individual children a more effective way of improving their language development than an objectives‐based approach with the teaching of specific skills, as the authors suggest? This is one of the questions raised in this small study by Jeremy Swinson, senior educational psychologist, Liverpool, and Chris Ellis, senior educational psychologist, West Sussex.

Teaching Self‐management Strategies for Independent Story Writing to Children with Classroom Behaviour Difficulties

Abstract Seven primary school children with behaviour difficulties showed low levels of on‐task writing behaviour, high levels of off‐task disruptive behaviour and a low number of words written during regular classroom story writing sessions. Introduction of self‐recording of work behaviours during story writing for the whole class of 34 children was associated with increased on‐task, decreased off‐task disruptive behaviour and an increased number of words written for target children. There was also an increased number of words written by six other children for whom story writing data was collected. Introduction of say‐do correspondence training for five of the target children showed further increases in independent story writing behaviour and reductions in off‐task behaviours that disrupted the written language sessions.

The bedtime story and language development.

Reading to children contributes significantly to their language development in general and their reading growth in particular. Children learn to comprehend and produce oral and written language through a variety of language experiences. Exposure to the world of books through a regular story time contributes to the child's knowledge store of language, concepts, and ideas. Story time also provides practice in attending to and comprehending written language and promotes a positive association with books and reading. The developmental needs of children suggest practical guidelines for the selection and evaluation of books to read to young children. Pediatricians are in a unique position to educate parents about these developmental needs as well as language acquisition. They can guide parents in providing a rich literary experience that could contribute to the intellectual, social, and emotional growth of their children.