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In this study, online test scores and paper-pencil test scores of students studying through online learning were examined. Causal-comparative research was used to determine the distribution of students' test scores and to examine the relationship between them. The participants of the research are freshman students studying in 12 faculties and 8 colleges of a state university in Türkiye. The distribution of students' test scores is depicted by means, standard deviation, percentage, and graphs. The correlation coefficient was examined to find and interpret the amount of relationship between the test scores of the students. According to the findings, it was seen that the online test scores of the students were higher than the paper-pencil test scores. At the same time, it was observed that the passing of the course rates in online test exams was higher than in the paper-pencil test exams. It was observed that the relationship between the paper-pencil test scores of the students and the online test scores was lower than the relationship between the paper-pencil test scores and the paper-pencil test scores. There is an inconsistency between students' paper-pencil test scores and online test scores. The rise in students' online test scores to un-proctored online exams as the reason for the inconsistency. Moving online exams to proctored exam environments, using computerized adaptive testing, or including online activities in the assessment may reduce this inconsistency.

This article situates Chinese paper children immigration during the Exclusion Era and the pre-1965 period in the combined framework of ancient Chinese adoption and transnational kinship formation. It examines, by reading paper children's oral histories and related sources, how the paper children system was rooted in, borrowed from, and modified ancient Chinese adoption practices, through which Chinese immigrants formed transnational, fictive kinship in the United States that were mixed with both blood and non-blood relationships. Since the Exclusion Era, a discourse about Chinese immigrants, especially paper children being illegal, was so powerful that immigration historians seldom question this assumption, even as they critique the institutionalized exclusion that created such illegality. This article, however, challenges this assumption by arguing that paper children immigration generated de facto adoptive relationships between paper children and their paper families, and that these adoptive relationships further sustained paper children's legal status as American citizens. Treating paper children as de facto adoptive members of their paper families, this article brings to the surface a fact that by emphasizing their illegality, the dominant discourse only acknowledged their hidden, original identities and deemed parent-child relationships based on blood ties as the only legitimate ones., LIKE MOST MALE CHINESE IMMIGRANTS WHO ENTERED the United States during the Chinese Exclusion Era, David Der came as a paper son. His grandfather first came to the United States [...]

The aim of this work is to analyse the transformation of the term intellectual, which is established as a kind of paradigm in modern and postmodern times. The focus of the research is first of all on the reduction of the role of the intellectual in modern times, which was echoed in the thoughts of numerous philosophers of modern and postmodern epoch. Then the postmodern dystopian novel Plato's Papers by the English writer Peter Aykroyd, is analysed. It is a dystopian work in which the aforementioned tendencies were given an artistic articulation. The hero of the novel Plato, as the research shows, represents a travestied image of the ancient philosopher Plato and acts in a modern telematized polis of the distant future. The works and fate of the postmodern Plato are articulated in the novel in a way that hints that escapism is the only possible answer to the challenges of the destructive relativizations of the postmodern era.

The Joseph Smith Papers: Documents, Volume 7: September 1839-January 1841. Edited by Matthew C. Godfrey et al. (Salt Lake City: The Church Historians Press, 2018. Pp. xlv, 712, illustrations, bibliography, [...]

The Papers of Andrew Jackson. Volume 11: 1833. Edited by Daniel Feller, Laura Eve-Moss, and Thomas Coens. (Knoxville: University of Tennessee Press, 2020. Pp. xxxiv, 1007. $110.00, ISBN 978-1-62190-538-7.) The [...]

The Papers of James Madison: Presidential Series. Volume 11:1 May 1816-3 March 1817, with a Supplement, 1809-1815. Edited by J. C. A. Stagg and others. (Charlottesville and London: University of [...]

One of the most unusual baseball games in American League history took place at Shibe Park, Philadelphia, on May 18, 1912. Nominally a contest between the Philadelphia Athletics and the [...]

The Papers of Thomas Jefferson, Retirement Series. Vol. 16: 1 June 1820 to 28 February 1821. Edited by J. Jefferson Looney et al. (Princeton, N.J., and Oxford, U.K.: Princeton University [...]

The Gatehouse Project at Pontefract Castle took place between September 2019 and August 2020. This data paper describes the project data from the community focused archaeological investigation undertaken by DigVentures.

At least this was the impression of suffragist E. Cora Hind after canvassing members of the Manitoba Legislature in 1895 about their opinions of petitions from non-voters. (1) Hind's viewwas [...]

In this practice-based pedagogical paper, we, the university faculty of Education, Food and Nutrition, Sociology, and History in the U.S., describe how we started a Reflective Practice Teaching Circle at our institution for interdisciplinary dialogue about the effective use of social media (SM) for teaching and learning. Our discussions led to the design of the Social Media Entry Model that educators can use for decision-making. We begin this paper with a brief synthesis of scholarly literature describing students' SM use and how higher education faculty use SM to support 21st-century skills development. Next, we describe the institutional, individual, and pedagogical barriers that prevent faculty from embracing SM as a teaching and learning tool. Based on our shared vision and praxis, we present the Social Media Entry Model and describe how educators can use it when deciding how to integrate SM into the formal or informal curriculum. Through our narratives, we illustrate how we use a variety of SM platforms and different entry points in the model to enhance students' 21st-century skills. We also discuss the legal and ethical issues that educators must consider to ensure that university students use SM in a socially responsible manner.

The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.

This article traces the history of the relationship of papermaking and paper to libraries over time. Paper was first made in China and is traditionally considered one of that nation's four greatest inventions, along with gun powder, printing, and the compass. Papermaking was often associated with archives in its early development in China, as well as when it was introduced to Japan, where it came to be a part of some Shinto and Buddhist temples, and later governmental agencies. Under Islam, the availability of paper was linked to increased literacy and growth of libraries. In early modern Europe, before the widespread use of wood in the papermaking process, libraries and archives were part of an "economy of paper" with paper at times being in short supply. In the modern era, the world of papermaking did not intersect much with the world of the library, which made progress with the problem of brittle books, one of its greatest challenges, slow, though recent efforts of government, industry, scientists, and representatives of the library have produced positive results. The damage caused by wood-based paper in libraries was mirrored by the environmental damage caused by wood-based papermaking in communities. The history of papermaking and libraries demonstrates the importance of understanding the technologies which support the library, while also advocating effectively to the representatives of all its sources of support in ways which promote the values of the library and its associated community. [ABSTRACT FROM AUTHOR]

The eighty-eighth Southern Historical Association conference, 'Southern History Now!: Upheavals, Reckonings, and Reimaginings,' will be held November 10-13, 2022, in Baltimore, Maryland, historically a crossroads between the North and the [...]

Phenomena such as migration, flight, integration, conversion and multilingualism play a major role in the multi-ethnic societies of Eurasia, whether in Germany and Austria or in Turkey and Tatarstan. In Germany, a model was developed on how to deal with these phenomena with young people in an emphatic, empowering and multilingual manner. This "Pasha method" ties in with the genealogy, language and religion of the participating children. The inspiration for the method came from Alabuga in Tatarstan in 2011 . This text attempts to discuss further possibilities of utilizing the Pasha method in the light of interreligious relations and comparative biographical analysis, since the biographies between the Ottoman Empire and Germany in the 19th century were often colorful and multifaceted, like those of the Ottoman Pasha named Mehmed Ali from Magdeburg.

Over the last few years, we have witnessed the flourishing of a deep conservatism in the South, from the embrace of former U.S. president Donald J. Trump's politics of resentment, [...]

Lateral flow assay (LFA) is emerging as one of the most popular paper-based biosensors in the field of the diagnostic industry. LFA fills all the gaps between diagnosis and treatment as it provides beneficial qualities to users such as quick response, Point-of-care appeal, early detection, low cost, and effective and sensitive detections of various infectious diseases. These benefits increase LFA’s dependability for disease management because rapid and accurate disease diagnosis is a prerequisite for effective medication. Only 2% of overall healthcare expenditures, according to Roche Molecular Diagnostics, are spent on in vitro diagnostics, even though 60% of treatment choices are based on this data. To make LFA more innovative, futuristic plans have been outlined in many reports. Thus, this review reports on very knowledgeable literature discussing LFA and its development along with recent futuristic plans for LFA-based biosensors that cover all the novel features of the improvement of LFA. LFA might therefore pose a very significant economic success and have a significant influence on medical diagnosis.

With the creation of the Dip. A. D., formal teaching of art history became mandated in the Uk’s art schools. In a talk to university heads of art history, who would be required to train the required art historians, Gombrich addressed the problem of what they should teach. Far from advocating the common university curriculum, he recommended drawing upon local traditions of art and craft practices. While suggesting that students should have a basic awareness of art history’s historical map, if they should become needed to teach the subject, ‘I should try to investigate with them what it was like to be an artist in the past, what tasks he had to perform and in what concrete contexts the works of art took shape which we still admire.’

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

Modern astronomy as a field of inquiry may be shaped by what we consider the "scientific" ways of knowing. However, the history of astronomy as a human endeavour dates back millennia before the "modern" notions of "science". This long history means that astronomy is, at its core, built on a rich cultural diversity and history. This offers a rich potential that, while having been examined in various studies, has yet to be explored from a contextual pedagogical perspective. This paper offers an initial exploratory theoretical perspective on how social semiotics can be used to inform a conceptual framework. This approach not only brings notions of culture into the teaching and learning of astronomy but uses culture as the starting point in a way that does justice to the cultural diversity of the discipline and the world. In doing so, this paper develops two frameworks: (i) the Conceptual Framework for Culture in Astronomy Education and (ii) the Pedagogical Framework for Culture in Astronomy Education, both of these offer a novel approach to astronomy education.

This paper discusses the type of professional learning that international academic mobility makes possible during a PhD program. The conceptual approach used Pierre Bourdieu's field theory, which allows analyzing PhD students as 'newcomer' members who bet on mobility under the idea of "illusio." The methodology used was qualitative. The information was obtained through semi-structured interviews with twenty-four new researchers who studied in four prestigious PhD programs in education and history in Mexico. The findings demonstrate that mobility fosters relationships with peers abroad, makes it easier to learn to do research, favors the reconversion of capital within the scientific field, and offers practical knowledge related to the need to publish results in order to achieve international recognition.

This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.

The purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7-16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.

Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .

Our understanding of the oxytocin system has been built over the last 70 years by the work of hundreds of scientists, reported in thousands of papers. Here, we construct a map to that literature, using citation network analysis in conjunction with bibliometrics. The map identifies ten major 'clusters' of papers on oxytocin that differ in their particular research focus and that densely cite papers from the same cluster. We identify highly cited papers within each cluster and in each decade, not because citations are a good indicator of quality, but as a guide to recognising what questions were of wide interest at particular times. The clusters differ in their temporal profiles and bibliometric features; here, we attempt to understand the origins of these differences. [ABSTRACT FROM AUTHOR]

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

Cultural heritage is no longer something that can only be experienced in a museum exhibition. Digital tools have facilitated the distribution of material relating to artefacts, both in its representation and in presenting its context. This paper describes how digital modelling techniques can be synthesised with 3D scanning to digitally restore artefacts and create authentic replicas of their original states. The digital artefacts can then be used to assist the process of interpreting these artefacts in diverse forms, both in the museum and outside the museum. The study looks at Pictish sculpture as a case-study, restoring 3D models of two stones, and creating varying opportunities for their interpretation. As part of this study, new interactive tools, a virtual reality environment, and a virtual tour are built to assist immersive interpretation of the Pictish sculpture. The application of these digitised objects serves as an opportunity for informal learning. These applications were evaluated during a drop-in session. Findings show that all participants enjoyed the immersive mode of learning with 89% also showing a willingness to learn more about the topic.

After the Second World War, philosophers from former colonies began to work on a hermeneutic better suited to the postcolonial context, as the frameworks adopted in conventional academic philosophy were considered to be inadequate in this regard. This position had already been taken during the colonial period by thinkers like Rabindranath Tagore. Today, current work on world philosophies seems to be informed by similar concerns. This paper will first focus on the common ground between these positions by delineating reasons for closely attending to the context in which philosophy is carried out as well as to the impact that this practice could, and does, have on the lives of those it affects. The paper will then revisit Tagore's spirited appeal to reappropriate and recontextualise the aspects of Asian traditions that undergird common humanity in a world dominated by imperialism and colonialism, before briefly dwelling on current work on world philosophies.

Today, teaching literature has an established place within the school and university curricula in Western and East Asian countries. This seems so natural that we take the educational role of literature for granted. However, history teaches us that elevating literature to an academic subject required a defense of literature against the critical voices raised by philosophy and religion. This criticism was centered on the moral value of literature. This paper explores two prominent defenders of literature in the West and the East: Coluccio Salutati (1332-1406) and Motoori Norinaga (1730-1801). Salutati defended the educational significance of ancient poetry against the criticism from Scholasticism, while Norinaga defended "The Tale of Genji" against the criticism from Buddhism and Confucianism. The paper consists of two parts. The first part is dedicated to the analysis of the arguments deployed by Salutati and Norinaga in defense of literature. Whereas Salutati insists on the philosophical nature of poetry as allegory, Norinaga sees the educational significance of "The Tale of Genji" in teaching of "mono no aware." The second part digs deeper and reveals the respective horizon of each position as the tradition of philosophy and the tradition of waka poetry.

Bank Notes and Shinplasters: The Rage for Paper Money in the Early Republic. By Joshua R. Greenberg. American Business, Politics, and Society. (Philadelphia: University of Pennsylvania Press, 2020. Pp. vi, [...]

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends, neighbors, teachers, and students. Through these anecdotes, I attempt to show how multiple facets of border pedagogy influence what happens at the socio-psychological level and in science teaching and learning contexts. Critical retro-reflective pieces presented in this paper exemplify complex nature of complementarities and contradictories of identity, pedagogy, history, economics, culture, and experiences in classrooms, communities, and other cognitive spaces. Furthermore, what possibilities of border pedagogies and spaces exist that enhance science teaching and learning for equity and social justice. In the context of science education, there have always been struggles to find legitimate teaching and learning environments in which students are encouraged and supported to challenge dominant ways of knowing and understanding. Therefore, retro-reflective approach allows me to examine how geographical borders, in this case Nepal-India, and science classrooms as intellectual borders, present opportunities and struggles to deconstruct oppressive systems and reconstruct possibilities for socially just science learning spaces. The process of reflection aids in reexamining my own relationship to culture, language, history, and local economy with science education.

This article reads Salvador Plascencia's The People of Paper (2005) in dialogue with Édouard Glissant's concept of "opacity", an ethical and esthetic stance that values impeding comprehension. This novel's opacity arises from various limiting mechanisms – linguistic, translational, and formal – which both invite and inhibit interpretation, and in so doing open up a space in which readers can think with the text. Bringing The People of Paper and Glissant's thought together shows how Plascencia's text thickens and complicates readerly engagement, and so increases the esthetic purchase of the novel. The People of Paper both invites and deflects the idea that esthetic experience might offer a route to understanding the social or that it provides the foundation of a more ethical relation with others. In parallel, Plascencia's innovative use of the page and his invocation of an intertextual history of such innovation expands the scope of Glissant's theory, by incorporating the physical medium of the book and the workings of genre history as components of an opaque poetics. [ABSTRACT FROM AUTHOR]

The study design was prospective and patients were followed up for at least 1 year after surgery with the earliest patients of the series having follow-up for 5 years. Presently, we already see a re-emergence of lesioning surgery in the form of MR-guided focal ultrasound and other techniques.35 Certainly, there is a need for functional neurosurgeons worldwide to preserve knowledge and skills about therapeutic lesions in movement disorders surgery. The operation had little effect on dysarthria, but transient "dysphasia" was noted in 24% of patients with wide ventricles, and in 7.5% of those with normal ventricles when surgery was performed on the dominant hemisphere. Keywords: globus pallidus internus; history; neurosurgery; pallidotomy; Parkinson's; stereotactic surgery; thalamotomy EN globus pallidus internus history neurosurgery pallidotomy Parkinson's stereotactic surgery thalamotomy 173 177 5 02/07/22 20220201 NES 220201 Svennilson E, Torvik A, Lowe R, Leksell L. Treatment of parkinsonism by stereotactic thermolesions in the pallidal region. [Extracted from the article]

Lateral flow assay (LFA) is emerging as one of the most popular paper-based biosensors in the field of the diagnostic industry. LFA fills all the gaps between diagnosis and treatment as it provides beneficial qualities to users such as quick response, Point-of-care appeal, early detection, low cost, and effective and sensitive detections of various infectious diseases. These benefits increase LFA's dependability for disease management because rapid and accurate disease diagnosis is a prerequisite for effective medication. Only 2% of overall healthcare expenditures, according to Roche Molecular Diagnostics, are spent on in vitro diagnostics, even though 60% of treatment choices are based on this data. To make LFA more innovative, futuristic plans have been outlined in many reports. Thus, this review reports on very knowledgeable literature discussing LFA and its development along with recent futuristic plans for LFA-based biosensors that cover all the novel features of the improvement of LFA. LFA might therefore pose a very significant economic success and have a significant influence on medical diagnosis. [ABSTRACT FROM AUTHOR]

The American Society for Horticultural Science (ASHS) has since its inception published annual serial monographs or journals to achieve its mission of communicating horticultural science. To recognize the accomplishments of the membership, a series of professional awards was created. After the individual awards, the ASHS created publication awards. This paper, and the papers that follow, document the publication awards of the ASHS. The papers were based on presentations at the 2023 annual conference and serve as additional recognition of the contributions of member authors and as a historical record of achievements of the ASHS.

This article is a reflection of the author's experiences teaching a course titled 'Women In Islam' [WIS] in an English Department at a medium, public, Masters granting, Liberal Arts university in the Midwestern United States. This paper argues for the importance of teaching WIS through a multi-genre, interdisciplinary, and global approach. The article refers to the following five teaching strategies: Thinking through History, The Lived Realities Lens, The Multi-Genre Approach, Fiction through a Global Lens, and Using VALUE rubrics as an Evaluation Tool