Documents found
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112371.More information
For the last two decades, the Wiccan movement has slowly but surely reached out to francophones in Ontario and Quebec. However, the language of Wiccan practices has not followed suit as quickly, and there are numerous francophones who must practice their faith in English. In this research looks at the obstacles encountered by francophones who attempt to translate or to adapt Wiccan concepts into their own linguistic System. One obvious obstacle is that of the close proximity of Wiccan and Catholic concepts, as well as the absence of certain fondamental Wiccan notions in the French language. My fieldwork has shown me that French Wiccans must corne together and collectively work out the difficulties they encounter in order to establish a French form of Wicca.
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112372.
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112373.More information
Previous studies have mainly investigated major massive open online course (MOOC) platforms such as Coursera, edX, and Udemy. This study used 21 metrics to explore 35 MOOC platforms from across the world. Five Web analytics tools were used to analyze these MOOC platforms using data from MOOC platform directories and exploration of platform sites. The findings revealed that many universities, companies, and organizations have cooperated with the platforms and provided MOOCs through them. Major global platforms have offered thousands of MOOCs while regional platforms were more likely to have offered dozens. Some large platforms had millions of registered users while others registered just thousands. The major global platforms were established in the US to offer MOOCs mainly in English, though they offered MOOCs in other languages as well. The regional platforms offered MOOCs mainly in local languages, and to some extent in English and other languages. Some platforms engaged users for long periods while others failed to keep users after they viewed the first page of the platform. On average, a visitor stayed on a platform for 8 minutes visited 7.2 pages per visit. Major global platforms attracted users from all over the world, while regional platforms mainly attracted users from countries where the regional platform language was spoken. Some platforms had very few accessibility and contrast errors while other platforms performed poorly. Most platforms were mobile-friendly. However, administrators of almost all MOOC platforms should take actions to increase the speed of their platform. Other recommendations include undertaking marketing campaigns to increase the number of partners, the number of MOOCs offered, and the platforms’ visibility.
Keywords: Massive open online course, MOOC, MOOC platform, open education, users’ engagement
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112374.More information
This Artistic and Creative Inquiry (ACI) uses personal narrative to share examples of how poetry has been successfully used in both classroom and academic support settings to enhance students’ understanding of course concepts and to identity their own learning preferences. This pragmatic discussion of poetry as a teaching tool is then coupled with a poetic exploration of artist-teacher identity and how this identity influences teaching approaches. The inquiry concludes with a discussion of the power that exists when there is an awareness and ownership of the role of artist-teacher (and researcher) and the impacts that it can have on students and ultimately society.
Keywords: vivre poétiquement, poésie, soutien académique, approches pédagogiques, l’élaboration du curriculum, enquête poétique, identité de l’enseignant, poetic inquiry, poetry, living poetically, curriculum development, teacher identity, teaching approaches, academic support
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112375.
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112377.More information
Keywords: Russell, Copleston, the existence of God, pragma-dialectics, argument dialectics, theories of argumentation
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112378.More information
Research on Law and Justice from the perspective of the social sciences illuminates the very nature of law itself as a method of knowledge production and, in particular, as a way of thinking. Recent publications on the subject reveal an unresolved tension between Justice and fairness. This tension is implicit in the equivocal relationship between judges and researchers. This uneasy relationship is a product of the distinct nature of two separate missions. One is based on the quest for legal truth, the other on the pursuit of an empiric understanding of the world. While Law prefers to impose definitions on an orderly certain world, the social sciences, on the other hand, acknowledge the ambiguity of their definitions of the legal world. Two distinct conflicting knowledge modes are at play here. The quest for certainty is at odds with the uncertainty of academic conjecture. Thus, the activities of judges and those of researchers are two distinct worlds in terms of their epistemology. This also holds true for Justice viewed as a social practice. While the legal reconstruction of the world is a necessity for arbitration, researchers are primarily interested in the concrete workings of the decision-making process. Thus, the need to be reasonable which binds judges is placed in an empirical context. The judge is seen as an actor in a specific semiotic context; the courts are a “bodyˮ; the trial is the site of relationships between specific participants (judges, attorneys, laypersons). An abstract and idealistic vision of Justice is thus opposed to Justice viewed as a social construct. Thus, a mutual separation, required of both judges and researchers, both binds them together and keeps them apart.
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112379.More information
This article reviews peer-assisted behavioral interventions. We focused on a) interventions that paired prosocial peers with behaviorally disordered youths between the ages of 6 to 12 years, b) studies that used a research design with random assignment of youths, classes or schools, and c) studies that promote affiliation to prosocial peers. Variables and interventions that moderate deviant peers' influence are discussed. The examination of the studies shows that interventions which included prosocial peers can be effective for youths with adjustment problems, although results are often modest. As importantly, empirical evidence suggests that in general, interventions do not have a negative influence on youths with adjustment problems or prosocial peers who participated in the programs. Some programs seem promising, in particular those that combine several intervention strategies. Future studies, which use rigorous research design, might be useful to advance knowledge on effective interventions for youths with adjustment problems.
Keywords: programmes d'intervention, difficultés d'adaptation, pairs prosociaux, jeunes d'âge primaire (6 à 12 ans), intervention programs, adjustment problems, prosocial peers, school age youths (6 to 12 years old)
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112380.More information
In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person’s repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students’ writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing’s dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.