The Role of Annotations in Summarization

2018 ◽  
pp. 187-206
Author(s):  
Rosalyn Gunobgunob Mirasol
Keyword(s):  
Qualitative Analysis ◽  
Explicit Instruction ◽  
Opportunity To Learn ◽  
Active Participation ◽  
Reading Process ◽  
Reading Education ◽  
The World ◽  
Literacy Strategy ◽  
Teacher Modelling

In today's reading education, the importance of explicit instruction of specific cognitive literacy strategy that promotes readers' active participation in the reading process is highly recognized. This active participation is synonymous with readers' interaction with the text, the context, and himself/herself. Hence, this study was conducted to investigate the role of annotations in the ability of the students to write a summary. This chapter considered teacher-modelling as an important factor in the students' annotations. Explicit instruction and modelling gave the students' opportunity to learn the skill until they could independently apply the strategy without the guidance of the teacher. A qualitative analysis of the students' annotations revealed that those who have both verbal and non-verbal glosses had better output in their summary. This implies that annotations provide students better interaction with the text, themselves, and the world.

Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program

2021 ◽  
pp. 514-526
Author(s):  
Emmanuel Fokides
Keyword(s):  
Qualitative Analysis ◽  
Learning Process ◽  
Digital Storytelling ◽  
Fourth Grade ◽  
Active Participation ◽  
Pilot Program ◽  
Fourth Grade Students ◽  
Digital Stories

The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students' active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school's timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program.

Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program

2017 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Emmanuel Fokides
Keyword(s):  
Qualitative Analysis ◽  
Learning Process ◽  
Digital Storytelling ◽  
Fourth Grade ◽  
Active Participation ◽  
Pilot Program ◽  
Fourth Grade Students ◽  
Digital Stories

The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students' active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school's timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program.

Children and Childhood

2020 ◽  
pp. 287-296
Author(s):  
Marcia J. Bunge
Keyword(s):  
Spiritual Formation ◽  
Active Participation ◽  
Early Church ◽  
Religious Traditions ◽  
Christian Communities ◽  
The World ◽  
Ethiopian Orthodox ◽  
Children And Childhood ◽  
Scholarly Attention

Even though children play a central role in Christmas traditions worldwide and have been members of Christian communities since the early Church, little scholarly attention has been paid to the vast and varied interconnections between children and Christmas. This chapter examines this theme by: 1) focusing on children’s active participation and, at times, central role in Christmas traditions, such as Advent rituals in the home and Nativity plays in the congregation; 2) exploring traditions in which both children and adults seek to address the urgent needs of children locally and around the world; and 3) highlighting ways in which Christians past and present have sought to attend to the spiritual formation of children and the meaning of Christmas amidst various obstacles and distractions. By exploring these three lines of inquiry and offering examples from world Christianity, including Ethiopian Orthodox traditions, the chapter demonstrates the central yet often neglected role of children in Christmas traditions and highlights the need for further research into the intimate connections between children and many other religious traditions.

AL-AHBASH AND WAHHABIYYA: INTERPRETATIONS OF ISLAM

2006 ◽  
Vol 38 (4) ◽  
pp. 519-538 ◽  
Author(s):  
Mustafa Kabha ◽  
Haggai Erlich
Keyword(s):  
Middle East ◽  
Middle Eastern ◽  
Political Islam ◽  
Active Participation ◽  
Significant Issue ◽  
Islamic History ◽  
The World ◽  
Islamic Countries ◽  
History Of

Islam is a universal religion and culture. Scholars who tend to focus on Islam in specific societies may overlook connections that, over the centuries, were important in shaping various Islamic intercultural dialogs. One case in point is the role of Ethiopia in the history of Islam. Although situated next door to the cradle of Islam, Ethiopia conveniently has been perceived by many Western historians of the Arab Middle East as an African “Christian island,” and as largely irrelevant. In practice, however, the Christian-dominated empire has remained meaningful to all Muslims from Islam's inception. It has also been the home of Islamic communities that maintained constant contact with the Middle East. Indeed, one of the side aspects of the resurgence of political Islam since the 1970s is the emergence in Lebanon of the “The Association of Islamic Philanthropic Projects” (Jamעiyyat al-Mashariע al-Khayriyya al-Islamiyya), better known as “The Ethiopians,” al-Ahbash. Its leader came to Beirut from Ethiopia with a rather flexible interpretation of Islam, which revolved around political coexistence with Christians. Al-Ahbash of Lebanon expanded to become arguably the leading factor in the local Sunni community. They opened branches on all continents and spread their interpretation of Islam to many Islamic as well as non-Islamic countries. This article is an attempt to relate some of the Middle Eastern–Ethiopian Islamic history as the background to an analysis of a significant issue on today's all-Islamic agenda. It aims to present the Ahbash history, beliefs, and rivalry with the Wahhabiyya beginning in the mid-1980s. It does so by addressing conceptual, political, and theological aspects, which had been developed against the background of Ethiopia as a land of Islamic–Christian dialogue, and their collision with respective aspects developed in the Wahhabi kingdom of the Saudis. The contemporary inner-Islamic, Ahbash-Wahhabiyya conceptual rivalry turned in the 1990s into a verbal war conducted in traditional ways, as well as by means of modern channels of Internet exchanges and polemics. Their debate goes to the heart of Islam's major dilemmas as it attracts attention and draws active participation from all over the world.

Role of Sekola Islam and Pesantrens in Nation Building of Indonesia: An Analysis of the Perceptions of Alumni

2020 ◽  
Vol 14 (4) ◽  
pp. 93-104
Author(s):  
Muhammad Zafar Iqbal ◽  
◽  
Humaira Akram
Keyword(s):  
Qualitative Analysis ◽  
Education System ◽  
Technological Development ◽  
Nation Building ◽  
Islamic Education ◽  
Structured Interviews ◽  
The World ◽  
Muslim Majority ◽  
Development Of Students

Republic of Indonesia is the largest archipelagic and Muslim majority country in the world comprising of various small and big islands. Almost 300 languages are spoken in the country, but Indonesians believe in ‘Benika Tungal Ika’ mean diversity is strength. Indonesian Islamic education system covets overall development of students’ personality including the religious, cognitive, physical, emotional, physical and scientific aspects. This paper aims to explore the perceptions of alumni about contribution of Sekola Islam, Pesantren and Pandok in nation building of Indonesia. Paper is based on qualitative analysis of data collected through semi structured interviews with alumni of Sekola Islam, Pesantrens and Pandok. The results showed that Pesantrens, Sekola Islam and Pandok network of Islamic Education Institutions is root of education system and has played a significant role in nation building of Indonesia. Islamic Education Institutions have contributed for the religious, societal, economic and technological development of Indonesia and produced renowned leaders in the field of politics, religion and education.

scholarly journals Pembelajaran dan Pengetahuan: Studi Mendasari Kemuridan dan Kesaksian Imam

MELINTAS ◽  
2019 ◽  
Vol 34 (3) ◽  
pp. 291-315
Author(s):  
Yohanes Tony Setyawan
Keyword(s):  
Jesus Christ ◽  
Opportunity To Learn ◽  
Kingdom Of God ◽  
Catholic Priests ◽  
Great Opportunity ◽  
Initial Formation ◽  
The World ◽  
Intellectual Formation ◽  
The Church

During the initial formation to become Catholic priests, seminarians tend to consider the intellectual formation (study) as merely a requirement to be ordained. Intellectual formation is considered necessary because it orients the seminarians towards their call to be good disciples and their sending as witnesses. Jesus Christ begins his ministry by way of building a community of twelve disciples so that they might have great opportunity to learn from their teacher. In due course, the disciples then become witnesses of Christ’s words and deeds, and are sent to proclaim and to realise the Kingdom of God in the world. These models of learning and formation are applied to the priests-to-be in the Church. The initial formation is a time when seminarians literally become disciples by studying the subjects required by the Church. After their ordination, they will take the role of witness by way of participating in Christ’s offices now carried out by the Church.

scholarly journals Student Perceptions of First-Year Engineering Justice Curriculum

2020 ◽  
Author(s):  
Devin R. Berg ◽  
Tina Lee ◽  
Elizabeth Buchanan
Keyword(s):  
Social Justice ◽  
Mixed Methods ◽  
Social Responsibility ◽  
Qualitative Analysis ◽  
Student Perceptions ◽  
Mixed Methods Study ◽  
First Year ◽  
The World ◽  
Curricular Elements

This complete research paper will describe our qualitative analysis of the impacts of a first-year engineering course which includes curricular elements of social justice, social responsibility, and ethics. We present our interpretation of four interesting results that came out of our mixed-methods study (n=231) in which we surveyed students taking a first-year engineering course on their perceptions of the role of engineering in society and the world. We find that while a single course is unlikely to be sufficient to greatly influence student perceptions, for some sub-groups, the influence was greater than for the study sample as a whole. We specifically highlight four notable findings and discuss their implications.

How Heresy Makes Orthodoxy

2016 ◽  
Vol 4 (4) ◽  
pp. 345-367 ◽  
Author(s):  
Ali Qadir
Keyword(s):  
South Africa ◽  
Qualitative Analysis ◽  
Supreme Court ◽  
Moral Authority ◽  
Social Processes ◽  
Court Cases ◽  
Muslim Community ◽  
The Social ◽  
The World

This article explores the on-going construction, or “sedimentation,” of Sunni orthodoxy by paying attention to the boundary role of “insider-Others.” To highlight how boundary positions of heretical communities shape the category of orthodox Islam, this paper focuses on the social processes excluding the “heretical” Ahmadiyya Muslim Community in South Africa. The paper undertakes a qualitative analysis of two Supreme Court cases involving Ahmadis and the Muslim Judicial Council of South Africa, local representatives of orthodox Sunnism. These two cases stand out in a contentious history that has led to extreme ostracism of Ahmadis by Sunni Muslims in the country. The analysis identifies three features of Sunni orthodoxy that crystallized in the process of conflict with the Ahmadiyya: alienation, transnationalism, and Archimedean moral authority. These features help make sense of social processes marginalizing Ahmadis around the world, and offer new insights into construction of global Sunni orthodoxy.

scholarly journals Scientific education, society and TV

Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Francisco-José Martínez-Ruiz ◽  
María-Mercedes Bautista-Arnedo ◽  
José-Ramón del-Pino-Ruiz
Keyword(s):  
Mass Media ◽  
Scientific Community ◽  
Active Participation ◽  
Educational Community ◽  
Education Society ◽  
Scientific Education ◽  
The World ◽  
Medios De Comunicacion

The advances in the world of sciences contributes to the progress of mankind. It’s really important to take into account the role of TV as a way of expanding and interpreting the information to make society aware of it and to imply an active participation. But mass media do not only have informative values but they are also formative. In this way of disseminating the information there are three factors to consider: scientific community, educational community and, concretely in this work, TV. El avance de la Ciencia contribuye al progreso de la humanidad. Para que la sociedad, sea consciente y participe de ella, es importante tener en cuenta el papel que juega la televisión como fenómeno de expansión e interpretación de la información. Pero los medios de comunicación no tienen sólo un valor informativo, sino también formativo. En este camino de difusión los intermediarios son tres: la comunidad científica, la comunidad educativa y los medios informativos, en concreto en esta comunicación, la televisión. La comunidad científica tiene la responsabilidad de conocer aquellas preocupaciones y actitudes de su entorno social relevantes para el desarrollo de su actividad. Asimismo, debe aprovechar todas la oportunidades para transmitir a la sociedad en qué forma incorpora a su trabajo y a sus decisiones esas preocupaciones, preferencias y demandas del público. La comunidad educativa juega un papel importante en el desarrollo del conocimiento científico, y también en el desarrollo de hábitos, incluso televisivos. La escuela no sólo tiene la responsabilidad de aportar conocimientos, sino también de fomentar en los alumnos la capacidad de análisis y evaluación crítica del desarrollo científico y técnico. Entre los medios de comunicación, la televisión se ha convertido en una pieza fundamental para las transmitir el conocimiento científico al público, y puede contribuir a la alfabetización científica de la población. Por ello, es esencial que la televisión dedique más atención y espacios a programas de divulgación científica, sin caer en la confusión e imprecisión fruto del desconocimiento de la ciencia.

scholarly journals RELAÇÃO FAMÍLIA-ESCOLA: EDUCAÇÃO DIVIDIDA OU PARTILHADA?

2017 ◽  
Vol 3 (1) ◽  
pp. 103
Author(s):  
Marta Asís Loureiro
Keyword(s):  
Children And Adolescents ◽  
School Success ◽  
Active Participation ◽  
Relationship Education ◽  
Human Being ◽  
Education Development ◽  
Unique Role ◽  
The Family ◽  
The World

Abstract.FAMILY-SCHOOL RELATIONSHIP: EDUCATION DIVIDED OR SHARED?The family has an essential and unique role in the life of any human being and the school an important unique role in the education of any individual. Both the family and the school have suffered intense transformations, so the problem of the family-school relationship continues to be studied, in which everybody seems to recognize the important role of this relationship in education, development and school success of the students, although with different perspectives. Factors socio-economic and demographic dimensions, in Portugal and in the world, have led us to profound changes in families and education, to a both of which have contributed to the school taking on new responsibilities, among which the "substitution" of the family. This interaction can range from deep nonchalance to more active participation of each of the parties. But both have two characteristics in common: the dynamics in acting and their decisive influence on children and adolescents. The big challenge you have to face is cooperation between them, as a "pair of sharing and learning", deserving of a continuous reflection to understand what factors contribute to fail sometimes. We must continue to study and propose alternatives for joint interventions among the family, the current issues of society and our children and adolescents.Keywords: Family; School; Family-School Relation; Educational Practices; Strategies and Obstacles.Resumo.A família tem um papel essencial e único na vida de qualquer ser humano e a escola uma importancia ímpar na instrução de qualquer indivíduo. Tanto a família como a escola têm sofrido intensas transformações, pelo que a problemática da relação família-escola continua a ser alvo de estudos, em que todos parecem reconhecer o importante papel desta relação na educação, no desenvolvimento e sucesso escolar dos alunos embora, ainda, com diferentes perspectivas entre si. Factores diversos de ordem socioeconómica e demográfica, em Portugal e no mundo, nos têm levado a assistir a profundas mudanças nas famílias e na educação, que conduziram a grandes alterações em ambas e que têm contribuído para que escola vá assumindo novas responsabilidades, entre as quais a de “suplência” da família. Esta interacção pode ir do alheamento profundo à participação mais activa de cada uma das partes. Mas ambas têm duas características em comum: a dinâmica no agir e a sua decisiva influência nas crianças e adolescentes. O grande desafio que têm que enfrentar é o da cooperação entre ambas, enquanto “dupla de partilhas e de aprendizagens”, merecedora de uma contínua reflexão para compreendermos que factores contribuem para que, por vezes, esta cooperação falhe. Há que continuar a estudar e a propor alternativas de intervenções conjuntas entre família- escola, perante as actuais questões da sociedade e das nossas crianças e adolescentes.Palavras-chave: Família; Escola; Relação Família-Escola; Práticas Educativas; Estratégias e Obstáculos.

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