Emotional integration of corona pandemic recoverers(19_ Coved)with educational bodies

2021 ◽  
Vol 29 ◽  
Keyword(s):  
Sex Change ◽  
Research Community ◽  
Environment Change ◽  
National Education ◽  
The Third ◽  
The Difference ◽  
Academic Year

1- The emotional integration of those recovered from the Corona pandemic with educationalbodies. 2. The difference in the correlation of emotional integration of corona pandemic recoverers into educational bodies depending on the sex variables (male-female) and the environment (Rif-Hadar).The researchers relied on the descriptive curriculum, and the current research identifies the educational bodies in the schools of the Directorate of Education of Najaf governorate honorable for government and national education in (center, judiciary, district) and in the environment (rural, urban) for the academic year 2021-2020,and reached the size of the research sample(400)teachers, and were chosen in the proportional intent manner of the research community. To achieve the research objectives, the researchers built a scale (for emotional integration) based on the theory ofDeci & Ryan,1999,and theemotional fusion scale of (32)paragraphs, containing four areas: the first area enjoyment - the second area of anxiety - the third area anger - the fourth field boredom) and the sequometry characteristics of the scale of honesty and stability, where stability was extracted in two ways: retesting and fa kronbach , The findings found: 1- The members of the research sample enjoy astatistically high negative emotional integration, which indicates that recovering teachers have negative internal motives and feel fear, anxiety and boredom at work and react negatively to practical activities that show their abilities. 2. There are statistically significant differences in emotional integration among those recovering from the CORONA pandemic depending on the sex change (male-female) and for the benefit of females. 3- There are statistically significant differences in emotional integration among those recovering from the Corona pandemic depending on the environment change (Rif-Hadar) and for the benefit of the countryside. Keywords: Emotional integration of those recovered from the Corona Pandemic(19 Coved-)witheducational bodies

scholarly journals Investigating Iraqi EFL College Learners’ Perception and Use of Causative Verbs

لارك ◽  
2019 ◽  
Vol 1 (20) ◽  
pp. 1-29
Author(s):  
Qassim Hammadi Dawood Al-Ebadi ◽  
Noor Hameed Majeed Al-Abidi
Keyword(s):  
College Students ◽  
College Of Education ◽  
Face Validity ◽  
Production Level ◽  
Second Person ◽  
The Third ◽  
College Learners ◽  
The Difference ◽  
Academic Year ◽  
Causative Verbs

Causative verbs are used to indicate that one person causes a second person to do something for the first person. The causative verbs are : have, get, make (Croft, W. 2003:34) .              The present study aims at presenting the syntactic and semantic characteristics of causative verbs and investigating empirically the extent to which Iraqi EFL university learners’ master these characteristics. In addition, it aims at investigating the extent to which they can recognize and use causative verbs correctly; and their ability to differentiate the causative verbs from another types of verbs.          A test has been conducted to a sample of 100 Iraqi EFL university learners at their third and fourth year in the Department of English at the College of Education, University of Wasit during the academic year 2013-2014. The test has been exposed to jury members to measure its face validity.          Statistical means have been applied to the results of the test to investigate the perception and use of the college students in causative verbs. They have yielded certain conclusions that Iraqi EFL university learners at the third and fourth year face difficulties in perceiving and using the causative verbs. The rate of their correct responses in the whole test, (1291, 28.205%), is lower than their incorrect ones (3709, 71.795%). At the production level, the subjects’ incorrect responses (2434, 79.84%) reveal that they are unable to use causative verbs correctly whether syntactically or semantically. The difference in the rate of the incorrect responses of the perception (1275, 63.75%) and the use levels show that the learners of the third - fourth year face more difficulty at the use level than that at the perception one.

scholarly journals The Academic Assistance and its Relationship with the College and Stage Variables at the Department of Kindergarten’s Students

2021 ◽  
Vol 32 (4) ◽  
pp. 100-113
Author(s):  
Nabaa Majeed Mutashar ◽  
Jameela R. Abid Al-Waily
Keyword(s):  
College Of Education ◽  
Female Students ◽  
Validity And Reliability ◽  
Study Variable ◽  
Academic Assistance ◽  
The Third ◽  
Academic Level ◽  
The Difference ◽  
Academic Year ◽  
Level Variable

The study aims at knowing students’ academic assistance at the Department of Kindergarten. It further aims to know the difference of academic assistance among these students with respects to variables like (college of education for women, Baghdad, Thi-Qar). It also aims to know about the difference according to the academic level variable, in addition to its relation to some other variables. To achieve the objectives of the study, a number of university female students were selected from both Baghdad an Thi-Qar Universities in the academic year 2019-2020. The sample of the participants consisted of (400) students from the (second, third, and fourth) levels. To measure the study variable represented by the concept of academic assistance, the researchers designed a measurement test following the scientific steps followed when preparing psychological measurements. Then, the validity and reliability of the measuring test was derived. The researchers further used statistical tools to derive the findings of the study, such as Pearson’s factor, the t-test, and variance analysis). The study has concluded that students have the ability to ask for academic assistance. Besides, there are statistical differences of  the academic assistance according to the college variable. Moreover, there are differences of academic assistance between the second and fourth levels in favor of the second level, and between the third and fourth in favor of the third.                                                                                          

Ragam Bangunan Perundang-Undangan Hukum Keluarga di Negera-Negara Muslim Modern: Kajian Tipologis

2018 ◽  
Vol 11 (1) ◽  
pp. 49-60
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
United Arab Emirates ◽  
Islamic Law ◽  
Family Law ◽  
Marriage Law ◽  
The Third ◽  
Muslim Countries ◽  
Fourth Type ◽  
Modern Family ◽  
The Difference

The reality of the difference in applying Islamic law in the context of marriage law legislation in modern Muslim countries is undeniable. Tunisia and Turkey, for example, have practiced Islamic law of liberal nuance. Unlike the case with Saudi Arabia and the United Arab Emirates that still use the application of Islamic law as it is in their fiqh books. In between these two currents many countries are trying to apply the law in their own countries by trying to bridge the urgent new needs and local wisdom. This is widely embraced by modern Muslim countries in general. This paper reviews typologically the heterogeneousness of family law legislation of modern Muslim countries while responding to modernization issues. Typical buildings seen from modern family law reforms can be classified into four types. The first type is progressive, pluralistic and extradoctrinal reform, such as in Turkey and Tunisia. The second type is adaptive, unified and intradoctrinal reform, as in Indonesia, Malaysia, Morocco, Algeria and Pakistan. The third type is adaptive, unified and intradoctrinal reform, represented by Iraq. While the fourth type is progressive, unifiied and extradoctrinal reform, which can be represented by Somalia and Algeria.

THE SUBJECT FIELD OF INSTITUTIONAL EDUCATION: THE SENSE AND PROSPECTS OF DEVELOPMENT IN UKRAINE

2020 ◽  
pp. 25-38
Author(s):  
Irina Mordous
Keyword(s):  
Decisive Role ◽  
Subject Field ◽  
National Education ◽  
Progressive Development ◽  
Separate Area ◽  
Economic Transformations ◽  
The Difference ◽  
The Individual ◽  
Political Economic

The development of modern civilization attests to its decisive role in the progressive development of institutions. They identified the difference between Western civilization and the rest of the world. Confirmation of the institutional advantages of the West was its early industrialization. The genesis and formation of institutionalism in its ideological and conceptualmethodological orientation occurs as a process alternative to neoclassic in the context of world heterodoxia, which quickly spread in social science. Highlighting institutional education as a separate area of sociocultural activity is determined by the factor of differentiation of institutional theory as a whole. A feature of institutional education is its orientation toward the individual and his/her transformation into a personality. The content of institutional education is revealed through the analysis of the institution, which includes a set of established customs, traditions, ways of thinking, behavioral stereotypes of individuals and social groups. The dynamics of socio-political, economic transformations in Ukraine requires a review of the foundations of national education and determination of the prospects for its development in the 21st century in the context of institutionalism.

Journey to the Advisor Within: Exploring Challenge, Transformation and Evolution in Advisor Stories

Relay Journal ◽  
2019 ◽  
pp. 319-322
Author(s):  
Gamze Güven-Yalçın ◽  
Stephanie Lea Howard ◽  
Hatice Karaaslan
Keyword(s):  
Language Learning ◽  
Reflective Practice ◽  
Message Board ◽  
Initial Experiment ◽  
Narrative Style ◽  
The Third ◽  
Visual Message ◽  
Knowledge And Practice ◽  
The Individual ◽  
Academic Year

In the Reflective Practice column of the third issue of the Relay Journal, Yamamoto (2019) remarked on the importance of creating a platform for advisors to voice their views, feelings, and experiences, and suggested a need for more reflective narratives to be posted from different social, historical, and cultural contexts in order to provide an intimate view inside advising sessions, thereby offering a better understanding of said advising practices. The aim was to create a forum where advisors could learn from each other, and ultimately, everyone could mutually benefit from the experiences shared. To further this innovative research into Advising in Language Learning (ALL), the initial experiment by language advsiors at Kanda has been replicated in a different setting with four learning advisors from Ankara Yıldırım Beyazıt University, Turkey. The design used by the advisors at Kanda, a narrative style adopted while telling the stories, has been expanded to include a visual message board to which 20 learning advisors have contributed with their short reflective captions on their advisor selves. Additionally, the theme used by the advisors at Kanda, “the most memorable advising experience of this academic year” has been altered in our case to avoid repetition and to allow reflection on different aspects of the advising experiences. Thus, our narratives and the visual message board will examine two different themes: (1) How has advising affected you? (2) How do you define yourself as an advisor? Four narratives have elaborated on the first theme of the influence of advising knowledge and practice on the individual advisors, and the visual message board includes 20 images with reflective captions on the second theme of defining advisor identities.

Ragam Qiraat Al-Qur'an

SUHUF ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 53-72
Author(s):  
Ahmad Fathoni
Keyword(s):  
The Third ◽  
The Difference ◽  
The Way

The object of the study of the knowledge of the variety of the Quranic reading  is the  Qur'an itself. The focus is on the difference of the reading and its articulation. The method is based on the riwayat or narration which is originated from the Prophet (Rasulullah saw) and its use is to be one of the instruments to keep the originality of the Qur’an. The validity of the reading the Qur’an is to be judged based on the valid chain  (sanad ¡a¥ī¥)  in accord with the Rasm U£mānÄ« as well as with the  Arabic grammar. Whereas the qualification of its originality is divided into six stages as follow: the first is mutawātir, the second is masyhÅ«r, the third is āhād, the fourth is syaz, the fifth is maudū‘, and the six is mudraj. Of this six catagories, the readings which can be included in the catagory of mutawātir are Qiraat Sab‘ah (the seven readings) and Qiraat ‘Asyrah  (the ten readings). To study this knowledge of reading the Qur’an (ilmu qiraat), one is advised to know about special terms being used such as  qiraat  (readings), riwayat (narration), tarÄ«q (the way), wajh (aspect), mÄ«m jama‘, sukÅ«n mÄ«m jama‘ and many others.

Causation, Explanation, and the Metaphysics of Aspect

2018 ◽  
Author(s):  
Bradford Skow
Keyword(s):  
Background Condition ◽  
Structural Explanation ◽  
Levels Of Explanation ◽  
Lexical Aspect ◽  
The Third ◽  
Main Verb ◽  
The Difference ◽  
In Virtue Of

This book aims to answer the following questions: what is the difference between a cause and a background condition? What is it to manifest a disposition? Can dispositions be extrinsic? What is the most basic kind of causation? And, what might a structural explanation be? Each chapter takes up a subset of these questions; the chapters are written to be readable independently. The answers defended rely on three ideas. Two of those ideas use a distinction from the study of lexical aspect, namely the distinction between stative verbs and non-stative verbs. The first idea is that events go with non-stative verbs, in the sense that “If S, then an event occurred in virtue of the fact that S” is true when the main verb in the clause going in for “S” is non-stative. The second is that acting, doing something, goes with non-stative verbs, in the sense that “In Ving X did something” is true iff V is a non-stative verb. The third idea is about levels of explanation: “(A because B) because C” does not entail “A because C.”

Three Perspectives on Centrality

2020 ◽  
pp. 333-351
Author(s):  
Stephen P. Borgatti ◽  
Martin G. Everett
Keyword(s):  
Centrality Measures ◽  
Graph Invariant ◽  
Propagation Process ◽  
Centrality Measure ◽  
The Third ◽  
First Arrival ◽  
The Difference

This chapter presents three different perspectives on centrality. In part, the motivation is definitional: what counts as a centrality measure and what doesn’t? But the primary purpose is to lay out ways that centrality measures are similar and dissimilar and point to appropriate ways of interpreting different measures. The first perspective the chapter considers is the “walk structure participation” perspective. In this perspective, centrality measures indicate the extent and manner in which a node participates in the walk structure of a graph. A typology is presented that distinguishes measures based on dimensions such as (1) what kinds of walks are considered (e.g., geodesics, paths, trails, or unrestricted walks) and (2) whether the number of walks is counted or the length of walks is assessed, or both. The second perspective the chapter presents is the “induced centrality” perspective, which views a node’s centrality as its contribution to a specific graph invariant—typically some measure of the cohesiveness of the network. Induced centralities are computed by calculating the graph invariant, removing the node in question, and recalculating the graph invariant. The difference is the node’s centrality. The third perspective is the “flow outcomes” perspective. Here the chapter views centralities as estimators of node outcomes in some kind of propagation process. Generic node outcomes include how often a bit of something propagating passes through a node and the time until first arrival of something flowing. The latter perspective leads us to consider the merits of developing custom measures for different research settings versus using off-the-shelf measures that were not necessarily designed for the current purpose.

scholarly journals Increased risk of preeclampsia after use of paracetamol during pregnancy – causal or coincidence?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hetti von Hellens ◽  
Leea Keski-Nisula ◽  
Heidi Sahlman
Keyword(s):  
Third Trimester ◽  
Retrospective Case ◽  
Reverse Causation ◽  
Gestational Period ◽  
The Third ◽  
Precise Data ◽  
Increased Risk ◽  
Study Population ◽  
The Difference ◽  
Risk Of Preeclampsia

Abstract Background The maternal use of paracetamol during pregnancy has been associated with the development of preeclampsia. This study aims to clarify whether the connection is causal or whether it is due to reverse causation. Methods This study is a continuation of the retrospective case cohort study examining 2,508 pregnant women using a variety of drugs and the development of preeclampsia (1,252 women with preeclampsia and 1,256 controls). For the purposes of this study, more precise data was collected from several hospital databases of the women among this cohort who had reported taking paracetamol during pregnancy (indications, gestational period etc.); this was evaluated in association with the development of preeclampsia. Results 5.5% (100 cases and 37 controls) of all the study population (2,508) had clearly reported paracetamol use. Women with preeclampsia had used significantly more often paracetamol during pregnancy compared to controls (cases 8.0%, controls 2.9%, p < 0.001). The difference was most evident in the third trimester (after the 29th GW) and the use of paracetamol was associated with both mild and severe preeclampsia. Headache and “general pain” were the most common indications for medication among all paracetamol users. Conclusions The use of paracetamol in the third trimester of pregnancy was associated with preeclampsia. This observation indicates that association between paracetamol use and preeclampsia is probably due to reverse causation, i.e. women with preeclampsia experience more headaches due to preeclampsia symptoms since this association was not detected with the use of paracetamol in earlier stages of pregnancy.

ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY

2021 ◽  
pp. 1-30
Author(s):  
Shu-Ling Wu ◽  
Yee Pin Tio ◽  
Lourdes Ortega
Keyword(s):  
High Reliability ◽  
Reliability And Validity ◽  
Research Community ◽  
Oral Narrative ◽  
L2 Proficiency ◽  
Elicited Imitation ◽  
External Criterion ◽  
Proficiency Levels ◽  
The Third ◽  
Communicative Abilities

Abstract Elicited imitation (EI), a short-cut measure of global proficiency in second language (L2) research, requires participants to listen to sentences and repeat them as closely as possible. To support instrument sharing and assessment of L2 proficiency for longitudinal and crosslinguistic research, we created a parallel form of an EI task (EIT) for L2 English originally developed by the third author and colleagues and investigated the reliability and validity of the original and new forms. Eighty-two participants completed the two EITs, an oral narrative task, and a self-diagnostic survey. Both forms exhibited high reliability and good alignment with external criterion measures. Both distinguished well among four proficiency levels in the sample. Further, participants’ perception of EI difficulty aligned well with their EI scores. We suggest some improvements to boost forms equivalence and discuss new insights about the nature of EI as reconstructive, integrative, modality independent, and with indirect links to communicative abilities. Our study seeks to make this English EIT instrument widely useful to the L2 research community.

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