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The aim of this paper is to gain an insight into the entire musicological discourse of Vesna Mikic, to offer its systematization, or, in other words, to shed light on her use of scientific and research procedures, methods and contributions. By analyzing her texts, I will try to define the development train of her musicological thought. Furthermore, I will emphasize the key characteristics regarding her field of research, and the mechanisms they are founded upon. I will also try to define the thematic fields she analyzed, thus demonstrating the valuable achievements of her work. [ABSTRACT FROM AUTHOR]

This study explores the relationship between the extraordinary poetic achievement of Sharīf al-Raḍī (d. 406/1016) in his highly lyrical and influential Dīwān , on the one hand, and the literary-religious accomplishment of his unrivalled compilation of the sermons, epistles, and sayings of ʿAlī ibn Abī Ṭālib, Nahj al-balāghah , on the other. It examines the interplay among the contemporary Mutanabbī-dominated literary scene, the Imāmī Shīʿite dominated Baghdādī politico-religious scene, and, in Islamic scholarship generally, the increasingly balāghah - (rhetoric)-focused theological discourse on iʿjāz al-Qurʾān (the miraculous inimitability of the Qurʾān). Finally, the paper attempts to connect al-Raḍī's sense of alienation and dispossession from his hereditary right to rule—one that he has found so strikingly expressed in the sermons of his forefather ʿAlī—and the extraordinary lyrical-elegiac strain in his own poetry. [ABSTRACT FROM AUTHOR]

Evaluating the impact of instructional innovations and coordinating instruction, assessment, and testing present complex tensions. Many evaluation and coordination efforts aim to address these tensions by using the coherence provided by modern cognitive science perspectives on domain-specific learning. This paper introduces an alternative framework that uses emerging situative assessment perspectives to align learning across increasingly formal levels of educational practice. This framework emerged from 2 design studies of a 20-hr high school genetics curriculum that used the GenScope computer-based modeling software. The 1st study aligned learning across (a) the contextualized enactment of inquiry-oriented activities in GenScope, (b) “feedback conversations” around informal embedded assessments, and (c) a formal performance assessment; the 2nd study extended this alignment to a conventional achievement test. Design-based refinements ultimately delivered gains of nearly 2 SD on the performance assessment and more than 1 SD in achievement. These compared to gains of 0.25 and 0.50 SD, respectively, in well-matched comparison classrooms. General and specific assessment design principles for aligning instruction, assessment, and testing and for evaluating instructional innovations are presented. [ABSTRACT FROM PUBLISHER]

Abstract: By analysing 653 tweets that include the word “public relations” or the acronym “PR”, the purpose of this paper is to show how Twitter contributes to the development of the theory and practice of public relations. In order to achieve this aim, an exploratory research has been conducted. [Copyright &y& Elsevier]

The underachievement of boys has been a focus of intense concern in Australia for over 15 years. Historical analyses suggest that male students' poor performance has traditionally been attributed to factors external to boys themselves (methods, teachers, texts), deflecting attention from the relationship between masculinity construction and successful engagement with school. This paper turns the focus back, addressing the ways in which gender itself was constructed within hearings held for the Australian Parliamentary Inquiry into Boys' Education. Discursive analysis demonstrates that witnesses to the Inquiry drew upon a series of gender binaries in representing male and female students, and accounting for their relative attainment. These binaries worked to associate masculinity with 'authentic' learning, such that the success of male students was naturalised even in the absence of achievement. Conversely, the association of femininity and 'inauthentic learning' worked to undermine female students' demonstrated success. The role of these binaries in the reproduction of a paradoxical relationship between gender and achievement is discussed. [ABSTRACT FROM AUTHOR]