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This paper proposes a didactic design that is centered around an immersive, multilinear narrative in virtual reality as a means of illustrating human life on the edge of technological singularity. It explores the potential of narrative scenarios to trigger a discourse from users' perspective. Affective Computing is taken as a use case. It is a subfield of AI that focuses on identifying, understanding, and appropriately responding to human emotions. Its goal is to create more personalized and emotionally engaging human-machine interactions. To explore what life might be like if an emotionally intelligent AI became our best friend, a multilinear scenario was created. This scenario takes the reader through different stages of the protagonist's life, starting from the first day of secondary school and ending with the loss of a loved one in midlife. The systematic approach to create and validate the multilinear interactive scenario is described and the results of an experiment with 164 participants are presented. The ultimate goal is the application of this approach for educational purposes regarding ethical thinking and responsible innovations. [For the full proceedings, see ED636095.]

The theme of this year's conference was "Check Your Vision for the Future" with papers highlighting emerging changes in language use and literature, as well as suggestions for improving language teaching and maintenance in the future. The plenary speech was given by Dr. Katie Drager, followed by student presentations. Following a preface from the editors and plenary speaker highlights from Britney Carey, contents of these proceedings include nine presentations: (1) Let's Talk EFL and ESL Textbook Story: Looking Back and Moving Forward (Cheryl DiCello); (2) Chuck Norris Jokes: Manifestations of Gender Stereotypes in American Society (Kate Hardeman); (3) An Acoustic Study of the Neutral Tone in Taiwan Mandarin (Karen Huang); (4) "Masculine" "No": Japanese Men's Use of Sentence-Final Particle "No" (Kristyn Martin); (5) Language Shift: A Case Study of a Family Spanning "3.5 Generations" (Monica Vidal); (6) From Consumption to Community in the Beginning Writing Classroom (Amanda Adams-Handy); (7) Light and Darkness in "The Time Machine" (Madoka Nagado); (8) The Post-Postmodern? A Millennial Sensibility in Ethnic American Fictions (Nicole Myoshi Rabin); and (9) The Role of Motivation in Performing as a Writer in Liminal Spaces (Melinda Smith). Individual papers contain references.

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]

Authors and titles of the 15 papers in this volume are as follows: "A Follow-up Study of Vocational Education Graduates from the Ohio Central School System during Fiscal Year 1979" (Earl R. Schaeffer, Theodore P. Shannon); "Legal and Policy Dimensions of Functional Illiteracy among Post-Secondary Inmate Students" (Paul Moke, Jarrell Holloway); "Post-Secondary Correctional Education Programs: The Nature and Benefit of Higher Education for Adult Inmate-Students in the United States" (Ken Peak); "The Higher Educator Immersed in Correctional Basic Education" (Roderick R. Rolston); "Approaches to Teaching Remedial Reading Skills to the Adult Learner" (Herman Lee); "Scissors for Prisoners--Implementing a Professional Certification Program in a Correctional Setting" (Bruce Hobler);"Correctional Education's Bottom Line" (Douglas H. Jones, Charles J. Murray, A. Gregory Norcott); "Microprocessors as Educators' Partners" (M. G. Neithercutt, B. G. Carmichael); "Special Education Teachers in a Correctional Setting: Facing the Challenge" (Bruce I. Wolford, John Platt); "An Inventory for Identifying Aggressive Emotionally Disturbed Incarcerated Youth" (Ronald E. Fritsch); "Psychopathic Behavior and Issues of Treatment" (Robert J. Smith); "Inmate Social Systems versus Correctional Treatment Programs: The Paradox of Their Coexistence" (Paul M. Sharp, Barry W. Hancock); "The Criminal as Hero in American Fiction" (Teresa Godwin Phelps); "Forgotten People: Elderly Inmates and Examination of Inmate Profile, Needs, and Program Recommendations" (Gennaro F. Vito, Deborah G. Wilson); and "Sentence Structure of College and Non-College Inmates" (Gilda Moss Haber). (SK)

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)

High school students writing research papers face the problem of finding audiences for their work, especially today when the consensus is that any kind of good writing requires some hypothetical audience or reader. Unless students are in a composition class where they write to someone special, they have difficulty grasping the idea of audience. Discussing the opening lines of Hemingway's "A Farewell to Arms" helps students grasp the idea that Hemingway creates his readers along with his story. To make the transition from Hemingway's fiction to their own research projects, students need to study contemporary nonfiction to see how these writers create audiences. Choices abound for good nonfiction, among them John Madson's "Where the Sky Began: Land of the Tallgrass Prairie," or"Telling Lives: The Biographer's Art" and "A Distant Mirror: The Calamitous 14th Century," by Barbara Tuchman. For other students, audiences can be created through the use of "The Journal of Popular Culture." Students can assume they are writing their paper to be "published." By finding an appropriate audience, students can write lively, informative papers. (HOD)

Papers on art libraries presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "The Change of Illustrated Story Books in the Edo Period (1660-1880)" (Yaeko Kimura, Japan); (2) "History of Posters in Japan and the Present States of Their Documentation" (Itsuo Okubo, Japan); (3) "Solutions to Processing East Asian Language Materials in a Canadian Library" (Melva J. Dwyer, Canada); (4) "History of Western Sources on Japanese Art--A Bibliographic Essay" (Nancy S. Allen, United States); (5) "Art Information Networks in Asia and the Pacific" (Sue Boaden, Australia); and (6) "Traditional Methods of Work with Literature on Art in the All-Union State Library of Foreign Literature (A. M. Semicheva, USSR). (KM)

Mythology tells about the character traits and relationships in human society. Topics are about tenderness, betrayal, motherhood, or the courage of love. In the visual arts, the mythological genre was formed in the Middle Ages; He painted legends and traditions. Images of ancient heroes and gods appeared in the pre-Christian period and occupied an important place in the works of Renaissance artists. In the 18th century, mythological scenes became part of the national ideology and began to have social and political overtones. Depicting generals and rulers as ancient gods, artists conveyed state events through "Heavenly" battle or genre scenes. At the center of the mythological scene are gods, heroes of fairy tales and legends, fairy creatures and fictional historical characters. The artist pays great attention to image perspective and volume to give the viewer a realistic impression of what is going on. A large number of vivid images, attention to detail, rich and dynamic subject matter, an abundance of nudity distinguish this type of painting. Using the play of light and shadow, bright tones and deep contrast, painters brought their subjects to the fore, created image depth and increased the effect of the canvas on the audience. In this article, based on the stories of mythological characters, the connections between mythology and the art of painting are explained, the use of mythological elements in the art of painting and its transformation into the art of painting are exemplified. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

Notwithstanding legislation and individual schools' codes of conduct prohibiting bullying, bullying is an escalating problem in South African schools. It seems as if existing anti-bullying policies, programmes and intervention strategies are failing to address the scourge. Bibliotherapy has been identified as a way to strengthen schools' existing anti-bullying programmes. This paper reports on findings from an investigation into the suitability of reading Partridge's "The Goblet Club" during bibliotherapy sessions which form an integral part of a school's anti-bullying programme. The study found that "The Goblet Club" gives an authentic, well-researched portrayal of bullying among boys, as well as teacher-on-learner bullying. The book sheds light on the bullies, victims, bully-victims and bystanders, types of bullying, and coping strategies employed by the fictional victims of bullying. The reading of Partridge's "The Goblet Club" as part of a school's anti-bullying programme will give learners the opportunity to use the fictional characters' struggles and aggression to gain insight into their own nemeses, different types of bullying, and the effectiveness of coping strategies. [For the complete Volume 15 proceedings, see ED574185.]

This document presents the proceedings of the 23nd Annual Research Forum held June 28, 2018, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 12 action research papers: (1) Standards-Based Grading in a Secondary Mathematics Classroom (Michelle Anderson); (2) How the Use of Graphic Novels in Shakespeare Instruction Affects Student Engagement (Elizabeth Davis); (3) Finding the Hidden Curriculum: A Fan Fiction Project to Investigate Gender Bias (Becky DePalma); (4) Poetry in the Classroom: Examining How Poetry Response Journals Affect Student Engagement with Poetry (Parker Hunt); (4) Motivation to Learn: How Collaborative Writing Affects Student Attitudes toward Writing (Amanda Kim); (6) Best Practices for Educating Religiously Fasting Learners (Kate Llewellyn); (7) Critical Literacy and Argument-Based Writing in Social Studies (Chase Martin); (8) The Effects of Arts Integration on Attitude and Achievement in Mathematics (Julianna Miller); (9) Intertextuality: How the Intrapersonal and Interpersonal Intelligences Affect Students' Engagement with Texts (Julio Ramirez); (10) "It's Definitely Fake": Using Historical Sources to Support Media Literacy in the High School Social Studies Classroom (Katie Reeder); (11) The Effects of Oral Presentation as a Teaching Tool on Student Attitude and Achievement (Sarah Roberts); and (12) Open Questions in the Mathematics Classroom (Kaitlin Yaeger). Individual papers contain references, tables, and figures. [For the 2017 Research Digest, see ED574867.]

These proceedings contain the abstracts of papers of EDUSREF 2018, which was held in Ankara, Turkey on 6-7 April 2018. Establishing in 2018 as a scientific initiative; Education, Society & Reform Research (EDUSREF-2018) is an International Conference that aims to bridge the knowledge gap, promote social research esteem, and produce democratic information for potential education reforms. The conference included three keynote presentations from (1) Mustafa Zulkuf Altan, Professor from Erciyes University, on "Improving Education as a Social System in the Face of Future Challenges: Education & Social System: What are the Challenges?; (2) Saime Ozcurumez, Associate Professor from Bilkent University on "Education as a Path for Social Integration: Actors and Institutions in International Protection"; and (3) Mehmet Demirezen, Professor from Ufuk University, on "The functions of pausing in spoken English in teacher training". The papers presented at the conference include: (1) The effect of familiar vs. Unfamiliar text on Iranian EFL learners' intensive reading comprehention (Mahsa Pour Mousa); (2) A community of virtual practice in the degree of Pedagogy at the University of Barcelona (Ruth Vila Banos and Assumpta Aneas Alvarez); (3) Competences for Intercultural and Interreligious Dialogue in Teacher education (Assumpta Aneas and Ruth Vila Banos); (4) Assessment for Migration Students : Aiding Culturally Responsive Assessment in Schools(ACRAS) in four European Countries (Funda Nayir, Oya Taneri, Denise Burns, Martin Brown, Joe O'Hara, and Gerry McNamara); (5) A Comparative Study of The Effect of Bologna Process on Czech Higher Education and Italian Higher Education (Jie Liu); (6) The Design of Academic Writing Groups for EFL Postgraduate Students (Gulfidan Can, Ali Battal, Ahmet Ilci, Yunus Alkis, Tuncer Akbay, Selcan Kilis, Okan Arslan); (7) Migration and educational equity: Special needs education as a solution for low achievement (Seyda Subasi); (8) Intensity thinking in digital self- health management- fundamental questions of design strategy (Marjo Rissanen); (9) Utilizing design Based Methodology in Course planning and development (Antti Rissanen and Kalle Saastamoinen); Filling in the Fun Parts: Interactive Fiction and Inclusive Education (Victoria Shropshire and Sarah Tytler); (10) The Most Failed Countries: Reasons for Failure in PISA (Mehmet Akgunduz and Oya Taneri), (11) Inclusive Education in the context of Kuwait (Nouf Alenezi); (12) Views of Turkish Migrants In Retirement On Return Migration: Attitudes Towards Migration (Leyla Ercan); (13) The Examination of the Relationship between Pre-School Education Teachers' Self-Efficacy Beliefs and their Attitudes towards Children (Gozde Erturk Kara and Ummugulsum Tumer); (14) Neoliberalism, Education and Democracy: An Egalitarian Criticism (Rasit Celik); (15) The Awareness of Parents about Montessori Education: Sample of Ankara & Seattle (Sevinc Ucar and Ender Durualp); (16) Continuing professional development: A Review of its Spread and Impact (Vishanth Weerakkody, Mohamad Osmani, Margaret Alipoor, and Nitham Hindi); (17) International Students and Discrimination in Higher Education: A Literature Review (Kamil Demirhan); (18) Learning beyond the Classroom (Yelda Orhon); (19) Lesson and workshop enrichments for the education of the gifted via argumentation based forensic chemistry activities for enhancing gifteds' critical thinking (Ummuye Nur Tuzun and Mustafa Tuysuz); (20) The Effect of Watching Documentary in Geography Education to Student Success (Meryem Esranur Soytürk and Nurcan Demiralp); (21) Effect of EBA Assisted Instruction on Student Achievement In Geography Teaching (Alper Hacioglu and Nurcan Demiralp); (22) The Views of Refugee Students about the Problems They Faced at Turk Schools (Mehmet Gömleksiz and Sibel Aslan); (23) Secondary School Teachers' Views about Refugee Students (Mehmet Gömleksiz and Sibel Aslan); (24) How being close to conflict zones affect learning comprehension of students? (Musharraf Mammadova); (25) Place of Population Topics in High School Geography Curricula (Salih Sahin); (26) Determining gifted students' futuristic science-technology application images for lesson-workshop-project enrichments (Ummuye Nur Tuzun and Memis Kilic); (27) The Social Support Satisfaction Situations of Mothers Who Have Children with Hearing Impairment and Speech and Language Disorder (Beyhan Özge Yersel and Ender Durualp); (28) Strategic Leadership in Centralized Education Systems: The Possible Dimensions (Mustafa Ozmusul); and (29) Spotting the place of the topic statement in paragraphs in foreign language teacher education (Mehmet Demirezen). [Individual abstracts contain references.]

Suggesting that teaching the literature of the Vietnam War can enliven literature study in the middle and secondary school classroom, this paper explains why this literature can have such a powerful impact on students, and how teaching it fosters students' responses to literature. The paper begins with a discussion of why students should study and why teachers should teach the literature of the Vietnam War. The paper next discusses the four main types of literature that have emerged in response to the Vietnam War: the combat narrative; literature that focuses on the war at home; novels that deal with the refugee experience; and works that focus on the legacies of the Vietnam War. The paper then discusses the "why, what, and how" of teaching Vietnam literature, focusing on specific assignments and works of literature in each of the four main types of Vietnam War literature. The paper also examines students' responses to such literature and discusses what these responses reveal. An appendix presents a 36-item annotated bibliography of Vietnam War literature, classroom activities, and writing assignments. Contains 48 references. (RS)

Allowing, or encouraging, students to write fiction has not received much attention from college composition teachers, despite recent attempts to bridge the gaps between composition and the study of literature. Based on experiences with a number of students in a variety of writing courses, a college composition instructor questions assumptions about the function of writing underlying higher education writing instruction. One student of the instructor was sullen and uncommunicative in class. However, her journal writing, sometimes fictional, represented thoughtful, varied and complex explorations written in a strong voice. The instructor encouraged the student to continue her fictional journal writings. By the end of the term, the student's formal papers were among the best in the class. A 27-year-old woman who had just returned to college wrote a piece of "fiction" detailing physical and verbal abuse of a wife by her husband. A class discussion (marked by an unusually high level of energy and participation) followed the student's reading of her paper to the class. An experienced composition instructor, participating in a week-long training workshop for first-time graduate student teaching assistants, gave a low mark to an admittedly well written--and, later revealed, an award winning--piece of fiction because it demonstrated no "critical thinking." Students may benefit from writing fiction in the composition class, and teachers may gain perspectives on their roles. (RS)

After a brief description of some historical and cultural interchanges between Ireland and Austria, the paper examines Irish fiction that has been translated into German and Irish plays that have been performed in Vienna over the past 25 years. The paper also describes German translations of Irish children's fiction, including classics like Gulliver's Travels, Celtic and Irish tales, and the works of Eilis Dillion, Tom McCaughren, Martin Waddell, Joan Lindgard, and other Irish writers. The paper also describes children's books in the German language that focus on Ireland. (KRN)