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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.

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.

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 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.

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]

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.

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.

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.

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.