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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 describes the responses of academic researchers and teachers to Vygotsky's paper on play, published in Russian in 1966 and, in a new translation, in the present issue of this journal. That paper has had a major influence on research in play both in Russia and in the West. Its cultural-historical view of the development of play, and its key theoretical and methodological ideas, have continued to reverberate and to generate and influence a huge body of work. The article identifies the key trends in these responses to Vygotsky's paper, reviewing the work by major scholars in this field, such as Elkonin, Leonte'ev, and Zaporozhets. The article also describes how Vygotsky's ideas in this paper became the foundation of the national curriculum for early childhood in the Soviet Union in the 1960s and 1970s. The article critiques some of the research which, using the 1978 translation of Vygotsky's paper, presented his approach as that of a cognitivist or as a social constructivist and argues that these reflect a tradition in the West of simplifying Vygotsky's cultural-historical theory and methodology. It also reviews some contemporary studies by researchers working within the cultural-historical approach to play. These are making original contributions to the cultural-historical conception of play or bringing new insights into play as a leading activity in children's development.

This instructional resource introduces a framework for authentic multicultural pedagogy through the lens of specific Asian artists, art processes, and connections to student experience. Resources discussed are all a part of a larger unit of study titled "Trash to Treasure," where students focused on various Asian artists, Tan Zi Xi and Yodogawa Technique, who highlight garbage and pollution as a social issue, sometimes using garbage as their art materials of choice. Big ideas and conceptual themes include consumption, upcycling, and transformation. This resource includes: (1) information and artwork from Singapore-born artist Tan Zi Xi; (2) information and artwork from Japanese artist Hideaki Shibata; (3) an introduction to Yodogawa Technique; (4) a brief history of the Chinese papermaking process to provide historical context; (5) inclusion of relevance to student experience in multicultural art units; (6) discussion questions that are aligned with the National Visual Arts Standards; and (7) web-based resources for further exploration.

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.

Over the last four decades, electronic games have profoundly changed the way people play, learn, and connect with each other. Despite the tremendous impact of electronic games, however, until recently, relatively few programs existed to preserve them for future generations of players and researchers. Recognizing the need to save the original content and intellectual property of electronic games from media rot, obsolescence, and loss, the Game Preservation Special Interest Group of the International Game Developers Association has issued a white paper summarizing why electronic games should be preserved, problems that must be solved to do so, some potential solutions, and why all these issues should matter to everyone interested in electronic games and play in general. In the white paper, the editing of which was partially supported by the Preserving Virtual Worlds project and by funds from the Library of Congress, its editor and six authors (Rachel Donahue created a survey for IGDA members not included in this article) issue a call for heightened awareness of the need to preserve electronic games--endangered by relatively rapid electronic decay and intellectual neglect alike--for play scholarship and for the culture of the twenty-first century. [This article was edited by Henry Lowood.]

The poem "Ritmos negros del Perú" by Afro-Peruvian writer Nicomedes Santa Cruz recovers Afro-Peruvian history and agency through the retelling of the journey of a mythical grandmother. Through the retelling of her story, the poet claims blackness and African roots as pillars of Peruvian culture. In so doing, Santa Cruz opens the door not only for the recognition of Afro-Peruvians as people whose history and struggles, though unacknowledged, have contributed so much to Peruvian culture and society, but also for the decolonization of Peruvian history and culture.

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 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.

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 [...]

Papermaking in Xinjiang has a long history beginning during the Han Dynasty, to which a good many ancient documents excavated there bear witness. As an important trans­mitter of culture along the Silk Road, paper bears the imprint of the historical development of Xinjiang. Paper and papermaking techniques in Xinjiang are therefore of great historical and cultural importance. This article gives an overview of the development of traditional paper­making in Xinjiang, especially the mulberry papermaking in the Hotan area, by presenting its history, the raw materials used, papermaking and processing techniques, usages and the revival of handmade mulberry paper today in order to demonstrate its diverse values.

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.

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 [...]

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 [...]

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]

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 [...]

Introduction: The knowledge of British and Irish bryophytes has been summarised at intervals since 1690 in national floras and checklists. The number of species and varieties recognised in these works can be used to track the discovery of British and Irish bryophytes. Methods: The main floras and checklists were identified, and the taxa recognised in twenty of them counted and their identity assessed in relation to the current (2021) checklist. Key results: The number of known bryophytes increased rapidly after the publication of Ray's Synopsis (1690). Dillenius's (1741) Historia muscorum brought together all previous reports. His polynomials were the main source for Linnaeus's binomial names in Species plantarum (1753). Linnaeus cut the number of British and Irish species from 179 to 119, omitting those that seemed to him obscure. It was clumsily done, and William Hudson (1762), in Flora Anglica, increased the number to 139, with 51 varieties, of which 37 are now treated as species. His contemporary Richard Pulteney made an early attempt to trace first records in a manuscript compiled ca. 1789. We agree with 134 of Pulteney's first records, but disagree with 88. All the historic lists contain redundancies – species that were then thought distinct but are now lumped together, the maximum being Smith's (1804) Flora Britannica, with 62. From 1855 to 1930 numerous varieties were recognised. These peaked at 309 moss varieties in Duncan's (1926) checklist and 117 liverworts in Wilson's (1930) checklist. In 2021 they have shrunk to 33 moss varieties and 9 liverworts. [ABSTRACT FROM AUTHOR]

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.

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 [...]

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

The Modern Language Aptitude Test (Paper-and-Pencil Version, henceforth, the MLAT) measures "an individual's ability to learn a foreign language." It targets English-speaking adults (over Grade 9) who are literate. The test has only one form, which has not changed since it was first published by the Psychological Corporation in 1959. The test can be taken either in short or in long form. The long form consists of Parts I to V, requires a CD player, and takes about 70 minutes to complete. The short form consists of Parts III to V, does not require a CD player, and takes about 30 minutes to complete. Users can score the test using a hand-scoring stencil. Information about the mean scores and percentile rankings of different types of learners is available in the manual. With the deaths of the first author, Dr. John B. Carroll, in 2003, and the second author, Dr. Stanley M. Sapon, in 2010, the 53-year-old test has now lost both of its creators. Given that the single original form of the MLAT has remained unchanged since its first release in 1959, it is truly remarkable that the test is still widely used for both practical and research purposes. This review presents the test in historical perspective, bridging its past, present, and future. (Contains 1 table.)

The goal of this analysis was to obtain local citation behavior data on undergraduates researching history, political science, and sociology papers. The study found that students cited books and journals even with the availability of web sources; however, usage varied by subject. References to specific websites' domains also varied across subject area. Most of the top journal titles that students referenced were online and locally owned. Students cited a broader range of journal titles than predicted by the Law of Scattering and cited titles across a wide array of subject areas. This data helped identify potential gaps in the library's collection and services. (Contains 7 tables.)

The composition of the novel by the modern English writer P. Ackroyd “The Plato Papers” in connection with the problems of the work is considered. The review of the last researches devoted to creativity of this author is given. Attention is paid to how the work reveals the problem of interpretation of history, its ambiguity, the concept of the movement of time, progress, the relationship of the past, present and future. The author shows that when shifting the time of the novel in the future, Ackroyd uses the documentary imitation technique, changes narrators and types of narration. The composition of the work consisting of separate small parts connected in a key way by the speaker Plato is analyzed. Such properties of the composition of the analyzed novel as fragmentation and nonlinearity are noted. It is shown how the novel realizes postmodern idea about the relativity of the interpretations of the events of the past. The position of the main character endowed with the gift of insight, able to penetrate into the past, to look from an unusual point of view at the present, to doubt and seek the truth is revealed.

The Papers of George Washington: Revolutionary War Series. Volume 25: 10 March-12 May 1780. Edited by William M. Ferraro. (Charlottesville and London: University of Virginia Press, 2017. Pp. xlviii, 656. [...]

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, [...]

Oral history is presented in this article as an interpretative exercise for historical events in a Spanish course for heritage language learners at the university level. Through the interview of a Latino immigrant family, students re-examined the history of their own families and increased their linguistic self-esteem. They were guided to become good researchers and good interviewers so that they could lead the informants into offering other perspectives when telling their stories. At the same time students were engaged in the practice of oral history, they were initiated into research while improving their oral and writing skills in a formal setting. This article describes each stage of the oral history project and the advantages and limitations of this technique with the purpose of assessing this project in a Spanish course for heritage language learners' course.

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.

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.

The cultural background of the proliferation of early paper in Central Asia and its use outside China has rarely been explored. Since written sources are inconclusive regarding the origins and spread of papermaking, archaeological and material evidence assumes increased importance. The preserved manuscripts found along the Silk Road have been used as a key source in the study of religion, literature and the cultural history of Central Asia. They have, however, rarely been viewed as artefacts in their own right, with their own specific form and produced by a specific technology. Paper is one of the most important physical aspects of a manuscript and at the same time bears witness to early papermaking technologies. As an introduction to the vol­ume Asian paper as writing support, this article outlines the early history and technology of pa­permaking as revealed by the oldest manuscripts in existence, those found along the Silk Road.

This paper describes the preliminary results of my PhD research within the ERC pro­ject “HisTochText”. The aim is to perform macroscopic analyses of archaeological papers from the Pelliot Collection. They are stored in the National Library of France (Bibliothèque nationale de France). Most were discovered in the oasis kingdom of Kucha, inscribed in an ancient Indian writing, brāhmῑ. The language was unknown in France. Kucha was a meeting place for many influences both western and eastern, insofar as paper analysis seeks to determine technological influences and local adaptations. Macroscopic analyses rely on traces found in the material of the paper which may be the result of the many stages in the life of the document: the raw material, the manufacturing process, the conditions of use and the storage conditions, both ancient and modern. To this day 350 fragments have been observed. Little is known about papermaking in Central Asia. As a consequence, every shred of information must be examined in order to deter­mine the differences from and similarities to paper manufacturing in Xinjiang.

The fibres and technologies used in the production of 14 handmade paper samples of known provenance, collected during study tours to Nepal, Thailand and Japan in 1984, 1985 and 1988 illustrate the importance of the preparation process for the final quality of the paper. The detailed descriptions from field notes and observation of the time-consuming preparation process of the fibres from the Moraceae and Thymelaeaceae plant families in this article indicate the close connection between the preparation of the fibres and the technology used in the sheet formation and the drying process. A useful reference for known fibres, technology and prove­nance, these 14 samples serve in comparative analyses as an identification key for the fibres and technology of unidentified Asian papers.

The first scientific publication on 'general adaption syndrome', or as we know today 'biologic stress' has been published in Nature in 1936 by the 29-year old Hans Selye. His results in that short publication that contained no references or illustrations, were based on experiments in rats that were exposed to severe insults/ stressors, but his idea about a 'nonspecific bodily response' originated from his observations of sick patients whom he had seen as a medical student and young clinician. Autopsy of stressed rats revealed three major, grossly visible changes: hyperemia and enlargement of the adrenals, atrophy of the thymus and lymph nodes as well as hemorrhagic gastric erosions/ulcers (the "stress triad"). Based on this and additional observations, he concluded that the key master organ in stress reactions is the adrenal cortex (although he also accepted the limited and short lasting effect of catecholamines released from the adrenal medulla) which stimulated by an increased secretion of ACTH, secreted by the anterior pituitary gland. He thus identified the first molecular mediators of the stress reaction, i.e., steroids released from the adrenal cortex that we call today glucocorticoids, based on his classification and naming of steroids. At the end of a very productive life in experimental medicine, Selye recognized that under both unpleasant and demanding stressors as well as positive, rewarding stimuli adrenal cortex releases the same glucocorticoids and only certain brain structures may distinguish the stimuli under distress and eustress - terms he introduced in 1974, that also contained his last definition of stress: the nonspecific response of the body on any demand on it. After brief description of the history of stress research, the rest of this review is focused on one element of stress triad, i.e., gastroduodenal ulceration, especially its pathogenesis, prevention and treatment. Following a short description of acute gastroprotection, discovered by one of Selye's students, we discuss new molecular mediators of gastroduodenal ulceration like dopamine and new drugs that either only heal (very potently, on molar basis) or prevent and heal ulcers like sucralfate derivatives and the relatively new peptide BPC-157. We conclude that despite the extensive and multidisciplinary research on stress during the last 80 years, a lot of basic and clinical research is needed to better understand the manifestations, central and peripheral molecular regulators of stress response, especially the modes of prevention/management of distress or its transformation into eustress and the treatment of stress-related diseases.

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.’

The story of Calgary's naming is well-known and has been told often. The present city originated in 1875 as a North-West Mounted Police post built on unceded land at the [...]

The Papers of James Madison: Secretary of State Series, Volume 10: 1 July 1805-3J December 1805. Edited by Mary A. Hackett et al. (Charlottesville and London: University of Virginia Press, [...]