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The article evaluates the poem by Hoa Nyugen, "Living Room." Topics include that in order to understand the context of her poem lines, one has to repeat themselves or slow down, and read aloud; and the process with regard to sense-making is something of a mirror image of what is experienced in Hoa's poems.

This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

A separate issue with the collection is that Kieran's essay on epistemic virtue and scientific practice stands out as not fitting with the I aesthetic i angle of the rest of the collection. Given that Ivanova and French properly diagnose the background scepticism over an aesthetics of science as arising from a positivist picture, it is regrettable that their introduction, along with several of the contributions to the collection, nevertheless maintains a positivist understanding of the distinction between "subjectivism" and "objectivism" about aesthetic values. Ivanova's and French's introduction to the collection provides a helpful and detailed synopsis of each of the essays, so I will not reproduce that here, except to give a very brief taste of each of them. [Extracted from the article]

Assessment is a notorious source of preoccupation for faculty and university governing bodies, especially when an institution initiates curricular reforms which shift the programme learning outcomes for knowledge to competencies. One obstacle to acceptance arises from a culture of quantitative assessment (often represented by a single mark), which is at odds with the concept of outcome assessment which is by essence subjective, qualitative and multidimensional. The method presented here is specifically concerned with learning activities where students need to demonstrate competency in learning outcomes of different natures. It describes a methodological framework that can be used in any programme that aims at developing multidimensional learners, but operates in a context where the final assessment product is a single quantitative grade. This method follows a classical approach to the evaluation of each learning outcome. It then proposes an innovative way of ranking students by categorising their overall performance based on conditions that reflect the integral nature of the learning process, to allow teaching staff to assign a range of marks for each student. Finally, a last step allows a quantitative ranking of students within each category, yielding a single quantitative mark for the course while remaining coherent with the learning goals. [ABSTRACT FROM AUTHOR]

The article analyzes the short story "The Man in the Well," by Ira Sher. It explores the interpretation of the short story relating its common misapprehension. It also notes the correlation between the concept of certainty by the children who decided not to aid the man out of the well and the uncertainty pertaining to the factors to their decision as discussed by the narrator. The author addresses the arrangement of the storyline.

The article reviews the book "The Value of Knowledge and the Pursuit of Understanding," by Jonathan Kvanvig.

The article reviews the book "The Tree of Knowledge: The Biological Roots of Human Understanding," by Humberto R. Maturana.

Reviews the book "Interpretation and Understanding," by Marcelo Dascal.

Reviews the book "An Essay Concerning Human Understanding," by J. Locke.

Reviews the book "Four Ages of Understanding," by John Deely.

Reviews the book "Reading Hume on Human Understanding: Essays on the First Enquiry," edited by Peter Millican.

Reviews the book "Reading Hume on Human Understanding," edited by Peter Millican.

This article reports that teaching and learning, like a bird or a human, are complex and evolutionary. This is because they involve living beings. By logical extension, schools are living systems. This fundamental consciousness informs the understanding of the dynamics at work in schools which require theories of complexity and evolution to explain what is happening in these institutions and how to continue to improve them. That is what so many teachers have been saying in different ways for decades.

Reviews the book "Human Understanding," Volume I, by Stephen Toulmin.

Reviews the book 'Understanding Skills: Thinking, Feeling, and Caring,' by Robin Barrow.

The article discusses the literary views of philosopher Hans-Georg Gadamer in terms of understanding the meaning of a poem. The author notes that Gadamer's views of philosophical hermeneutics suggest that comprehension can never be finished, therefore it is impossible to truly understand the intent of a poet's work. Particular attention is given to perspectives on language from philosopher Ludwig Wittgenstein, who focused on the meaning of words and sentences. In addition, the author explores the theory of author authority.

The main charges that Benaji and Crowder (1989) made against everyday memory research are reviewed. First, by equating mental behavior with the actions of inert chemical processes, they have overlooked a critical difference; namely, living beings are active agents who not only adapt to contexts but also modify, select, and create them. Second, by equating the scientific method with the laboratory, Benaji and Crowder have misconstrued the core strategy of science, namely, "proof by disproof." Third, in asserting that no new principles have been discovered by everyday researchers, they have ignored substantial counter evidence. Fourth, although their claim that science is a search for invariant mechanisms is true, this does not imply that the processes to which the principles apply must be invariant. The search for principles that govern variation is a necessary scientific endeavor, one that requires the use of both laboratory and real-life investigations. [ABSTRACT FROM PUBLISHER]

Reviews the book 'Objectivity, Communication, and the Foundation of Understanding,' by Bruce Wayne McKinzie.

The article reviews the book "IMPROVING AURAL COMPREHENSION," by Joan Morley.

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Both seasoned and beginning educators will appreciate the accessible language and practical suggestions that McTighe and Willis provide for brain-based teaching and learning. For educators seeking to improve their understanding of teaching and learning, I Upgrade Your Teaching: Understanding by Design Meets Neuroscience i provides some new insights. [Extracted from the article]

The article reviews the book "Literacy Trends and Issues: What's Hot," edited by Jack Cassidy and Stephanie Grote-Garcia.

The article reviews the book "Primary English Knowledge and Understanding," 5th edn., by Jane Medwell, George Moore, David Wray, and Vivienne Griffiths.

The article reviews the book "Listen and Do," by Hana Švecová.